Volume 2, Issue 162 (7-2021)
J Except Educ 1400, __(162): 112-112 |
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Hosseini S, Soltani shal R, Hossein khazadeh A. The effectiveness of parent-child interaction therapy
on executive functions and empathy in children with
behavioral emotional disorders: A single subject study. J Except Educ 2021; 2 (162) :112-112
URL: http://exceptionaleducation.ir/article-1-2324-en.html
URL: http://exceptionaleducation.ir/article-1-2324-en.html
1- Master of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Humanities, University of Guilan, Rasht, Iran , sanaz.be.hos@gmail.com
2- Department of Psychology, Faculty of Humanities, University of Guilan, Rasht, Iran
2- Department of Psychology, Faculty of Humanities, University of Guilan, Rasht, Iran
Abstract: (1359 Views)
Abstract
Background & Purpose: Children with emotional-behavioral disorders suffer from disorders in various
areas due to psychological trauma. Considering the relationship between executive functions and empathy
with parenting and interactive style, this study was conducted to investigate the effectiveness of parentchild
interaction therapy on executive actions and empathy of children with behavioral emotional disorders.
Method: The present study is an experimental with A-B-A design. The statistical population was male
children with emotional and behavioral disorders in Qazvin province in 2019 and the research sample
consisted of 3 male students studying in the first grade of primary school who were diagnosed with a disorder in
multidimensional assessment. They were selected by purposive sampling. Therapeutic sessions consisted
of 12 sessions of 1 hour per week based on an intervention program parent-child interaction. The research
instruments were Achenbach’s Child Behavior Inventory- Parent Form, the College Executive function
Questionnaire, and the Children’s Empathy Questionnaire, and Children’s Empathy Questionnaire. After
drawing the graph, the effectiveness of the independent variable on the dependent was investigated and
analyzed by the method of statistical visual analysis and with the help of the percentage of improvement and
the trend of changes.
Results: The results showed that the intervention in all 3 subjects reduced the deficit of executive actions
and improved empathy in the intervention and follow-up stages.
Conclusion: This treatment is effective in improving emotional-behavioral disorders as well as promoting
empathy and reducing the reducing of executive deficits in those disorders, so it can be used as a
complementary method for the main therapies in the field of education and rehabilitation
Background & Purpose: Children with emotional-behavioral disorders suffer from disorders in various
areas due to psychological trauma. Considering the relationship between executive functions and empathy
with parenting and interactive style, this study was conducted to investigate the effectiveness of parentchild
interaction therapy on executive actions and empathy of children with behavioral emotional disorders.
Method: The present study is an experimental with A-B-A design. The statistical population was male
children with emotional and behavioral disorders in Qazvin province in 2019 and the research sample
consisted of 3 male students studying in the first grade of primary school who were diagnosed with a disorder in
multidimensional assessment. They were selected by purposive sampling. Therapeutic sessions consisted
of 12 sessions of 1 hour per week based on an intervention program parent-child interaction. The research
instruments were Achenbach’s Child Behavior Inventory- Parent Form, the College Executive function
Questionnaire, and the Children’s Empathy Questionnaire, and Children’s Empathy Questionnaire. After
drawing the graph, the effectiveness of the independent variable on the dependent was investigated and
analyzed by the method of statistical visual analysis and with the help of the percentage of improvement and
the trend of changes.
Results: The results showed that the intervention in all 3 subjects reduced the deficit of executive actions
and improved empathy in the intervention and follow-up stages.
Conclusion: This treatment is effective in improving emotional-behavioral disorders as well as promoting
empathy and reducing the reducing of executive deficits in those disorders, so it can be used as a
complementary method for the main therapies in the field of education and rehabilitation
Type of Study: Original Article |
Subject:
توان بخشي
Received: 2021/Feb/Tue | Revised: 2021/Nov/Wed | Accepted: 2021/Nov/Wed | Published: 2021/Nov/Wed | ePublished: 2021/Nov/Wed
Received: 2021/Feb/Tue | Revised: 2021/Nov/Wed | Accepted: 2021/Nov/Wed | Published: 2021/Nov/Wed | ePublished: 2021/Nov/Wed
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