Showing 19 results for Problems
Fatemeh Torabi, Elham Tavakoli,
Volume 1, Issue 129 (3-2015)
Abstract
Background: Attention deficit hyperactivity disorder is a neurological developmental disorder that affects many different aspects of life, some features of this disorder overlap with some other disorders including motor problems, usually it has been less studied. The objective of this study was to overview of researches in the field of motor problems in people with Attention deficit hyperactivity disorder.
Method: Published articles from 2002 to 2013 in bibliographic and publisher databases including Pubmed, Springer link, Eric, Psycinfo, Scopus, Sage. In addition, the internet search engine Google about motor problems in ADHD children was reviewed in this article. These keywords were used for research: attention deficit hyperactivity disorder, motor problems and related words.
Conclusion: Results of this study indicate that motor problems in children with attention deficit hyperactivity disorder are common. It can be referred to poor balance and posture, problems with gross and fine motor skills.
,
Volume 1, Issue 150 (4-2018)
Abstract
A large number of students with learning and behavioral problems are routinely excluded from regular education. Although there are voices that educate these students in the same position with their peers (educational inclusion), it remains unclear how best to support their needs for academic and behavioral support. In this article, a comprehensive summary of the literature concerning RTI is given and we will discuss the implementation and application of RTI model as an approach to facilitate the inclusion of students with learning and behavioral problems. Response to intervention can be used as an approach to facilitate inclusion of students with learning and behavioral problems in Iran.
Zohreh Raeghi, Ali Zeinali,
Volume 1, Issue 159 (4-2020)
Abstract
Objective: This research aimed to compare the motor skills among students with intellectual disability, stuttering, articulation problems and normal speech. Methods: The study was a retrospective causal-comparative research. From among all elementary male students with intellectual disability in Urmia city, 90 students (30 students in each group) were selected. All groups completed the revised motor skills test of Lincoln-Oseretski. Data were analyzed using multivariate analysis of variance and analysis of variance methods.
Results: the finding showed significant differences between groups in all aspect of motor skills including dynamic general coordination, static general coordination, and dynamic hand coordination, speed of movement, voluntary synchronous symmetrical movements and voluntary asynchronous asymmetrical movements (P<0/01).
Conclusion: Due to the balanced development of motor abilities being the basis of next learning, correction of motor difficulty is necessary before the start of training other skill.
Yeganeh Zaribaf, Dr Ashkan Naseh, Dr Sajjad Rezaei,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background and Purpose: Internalized problems are problems that are internal in nature and manifest
themselves in the form of withdrawal from social interactions, anxiety, and depression. This study
investigated the relationship between maternal depressive symptoms and the child’s internalized problems
with the mediating role of marital conflict and the quality of maternal care.
Method: The design of the present study is descriptive-correlational. Subjects consisted of 145 mothers
who were selected as a convenience sample and answered the questions of the Beck Depression Inventory
(BDI-S) questionnaire, the revised form of the Marital Conflict Inventory (MCQ-R), Maternal Care
Quality Scale, and Achenbach Child Behavior Inventory-Parents’ Version. For data processing, Pearson
correlation, path analysis and mediating effects test were used in Macro Preacher and Hayes.
Results: The results showed that there is a relationship between the depressive symptoms of the mother
and the internalized problems of the child, the depressive symptoms of the mother and the quality of
maternal care (r = -0.343 and P <0.005), the marital conflict and the internalized problems of the child
(0.301 r = and P <0.005) and the quality of maternal care and internalized problems (r = -0.206 and P <0.001).
The results also showed that marital conflict has a mediating role in the relationship between maternal
depressive symptoms and internalized child problems (0.0001) and the quality of maternal care also plays
a mediating role in the relationship between maternal depressive symptoms and internalized child problems
(p < 0.0001).
Conclusion: Knowledge and benefit from the results of this study can significantly help to improve the
understanding of researchers and clinicians about mother-child relationships and the factors affecting the
growth and mental health of children.
Mrs Khadijeh Hatamifar, Mr Hossein Zare, Mrs Mansure Shahriari Ahmadi,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background & Purpose: Positive parenting education and parental management can be effective ways
to solve children’s behavioral problems. Meanwhile, the comparison of the effectiveness of these two
methods has received less attention. The aim of this study was to compare the effectiveness of positive
parenting and parental management on children’s behavioral problems.
Method: The research method was quasi-experimental with pre/test-post/test design with a control group
and one-month follow-up. The statistical population included all parents of female students with behavioral
problems in primary schools in Tehran in the academic year of 2019-2020, from which 45 parents with children
with behavioral problems were selected and randomly assigned in 3 groups of 15 patients (two experimental
groups and one control group). The Connors Parent Scale Questionnaire was administered to all three
groups in all three stages of the study. Positive parenting training was performed in 8 sessions of 90 minutes
and parental management training was performed in 12 sessions of 90 minutes on the experimental groups
and the control group did not receive any intervention. Finally, the data were analyzed using multivariate
analysis of covariance.
Results: The results of this study showed that there was no significant difference between the two
educational methods (P <0.05). This means that positive parenting education and parental management
had the same effect on the subscales of children’s behavioral problems, but the difference between the
experimental groups and the control group in the subscales of normative behavior disorder (p <0.05, F = 5.07)
and hyperactivity-impulsivity (P < 0.05, F = 4.52) are significant.
Conclusion: According to the findings, both positive parenting and parental management methods have
the necessary efficiency to reduce children’s behavioral problems. In this regard, the results of the present
study indicate that there is no clear difference in the effectiveness of positive parenting and parental
management on reducing children’s behavioral problems.
D Bagher Sardary,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background and Aim: Emotional-Behavioral Problems refers to situations in which a person’s emotional
and behavioral responses in school are not compatible with age, ethnic, and cultural norms and provide
necessary conditions for social maladaptation, poor self-care, and failure in education, as well as mental
disorders in adulthood. The present study was conducted to determine the effectiveness of emotional
self-regulation training on empathy level and school engagement in elementary school students with
behavioral- emotional problems.
Method: This research was a quasi-experimental study with pre-test-post-test design and control
group. The statistical population of the study included all 10102 female elementary school students in
Mako. The statistical sample consisted of 30 students who were selected by purposive sampling method
and randomly assigned to experimental and control groups. Participants completed the basic empathy
questionnaire (BES) and school enthusiasm (SES) questionnaires: pre-test and post-test. The subjects
in the experimental group underwent emotional self-regulation training in 8 sessions of 90 minutes and the
control group was not exposed to the independent variable. Data analysis was performed using multivariate
analysis of covariance in SPSS program
Results: Data analysis showed that emotional self-regulation training led to significant differences between
groups in the level of empathy (P <0.001, F = 11.09) and school engagement (P <0.001, F = 12.11).
Conclusion: According to the findings, it can be concluded that emotional self-regulation training is an
effective intervention to improve empathy (emotional and cognitive) and school engagement (behavioral,
emotional and cognitive) students with emotional-behavioral problems
Dr Ghorban Hemati Alamdarloo, Dr Abas Ali Hosseinkhanzadeh, Mr Mohammad Sadegh Arjmandi, Mr Mohammad Mehdi Teymoori Asfichi, Mrs Mahboobeh Taher,
Volume 3, Issue 125 (8-2014)
Abstract
The aim of present study was to predict behavior problems of preschool children with intellectual disability based on parenting style of their mothers. This descriptive study is correlational. The statistical population of this research includes the whole mothers of preschool children with intellectual disability in Shiraz city. The sample size was 58 mothers of preschool children with intellectual disability that were selected by purposeful sampling. Parenting Styles Questioner (Robinson et al., 1995) was used for measuring of parenting styles and Shahim and Yousefi’ Behavior Problems Questionnaire for Pre-school children was used for measuring of behavior problems. Data analysis using multiple regression analysis indicated that authoritarian and permissive parenting styles were significant and positive predictors of problem behavior of fear, problem of social behavior and aggression (P<0/05). Also the results of research showed that the authoritarian parenting style was significant and negative predictor of problem behavior of fear, problem of social behavior and aggression (P<0/05). It is worth noting that in this study, there isn’t significant correlation between the authoritarian style, authoritative style and permissive style with attention deficit. According to the finding of this research, designing a workshops for enhancing knowledge and awareness of parents about parenting styles and effects of parenting styles on their children is necessary until by changing parents attitudes about parenting styles and improving family relationships behavior problems of students with intellectual disabilities reduced.
Ghorban Hemati Alamdarloo, Aghdas Rangani,
Volume 3, Issue 146 (9-2017)
Abstract
Background: Emotional-behavioral problems of students associated with high rates of social problems and create many problems for teachers, parents and children. So requires special attention of authorities and stakeholders in education and training. In this regard, a positive behavioral intervention and support approach can be useful for reducing and eliminating emotional-behavioral problems of students. Positive behavioral intervention and support is an approach to increase social behavior, improving the long-term consequences of living in the future and reduce challenging behaviors that could be alternative to punitive traditional approaches.
Conclusion: In general, it can be said that the positive behavioral intervention and support approach have increased a sense of motivation in students with emotional-behavioral problems and have a positive impact in reducing problematic behaviors, emotional adjustment and academic achievement of the students with emotional-behavioral problems. In fact positive behavioral intervention and support approach can change dysfunctional ways in schools and provide positive and predictable environment for students with emotional-behavioral problems. In this review paper, after a brief introduction, definition of positive behavioral intervention and support approach is given. Then the history of positive behavioral intervention and support approach has been defined. Following the importance and necessities of positive behavioral intervention and support approach, levels of positive behavioral intervention and support approach, implementation and application of positive behavioral intervention and support approach for students with emotional-behavioral problems in Iran is provided and finally conclusion is expressed.
Setareh Shojaee, Farzaneh Behzadi,
Volume 3, Issue 169 (9-2022)
Abstract
Abstract
Background: Prevention of children's behavioral problems is more important and necessary for parents,
teachers, educators, and psychologists. In this article, behavioral-emotional disorders have been defined.
Then, to prevent behavioral problems in children, Regular sleep planning is suggested, Finally, the
conclusion was made.
Method: Data analysis in the present study was done in a systematic review. Its methodology is also based
on collecting, classifying, and summarizing the findings of scientific research articles related to the regular
sleep program: a method to prevent emotional-behavioral problems in children from the years 2000 to
2021, taken from the databases of Google Scholar, Elsevier, Absko, Springer, ProQuest, Eric, Ibuki with
the keywords of regular sleep program, behavioral problems, children with emotional-behavioral disorders
were selected in the initial search of 78 articles and 49 articles were selected that could be reviewed and
reviewed. Among them, 20 articles were removed due to lack of relevance to the topic, 6 articles due to
oldness, then 3 articles due to duplication in several databases, and finally, 49 articles were selected.
Results: Out of 78 articles based on the identified keywords, 49 papers could be used and reviewed, which
we are employing in the field of causes and evaluation methods and how to develop a sleep plan.
Conclusion: Clinical experiences indicate that it is necessary to develop a regular sleep schedule as a
technique to prevent behavioral problems in children.
Mrs Elham Tavakoli, Mrs Fatemeh Torabi,
Volume 4, Issue 126 (10-2014)
Abstract
Background: Twice exceptional group is consisting of children who are gifted but have behavioral, emotional, social or academic problems. They are the most misjudged, misunderstood, and neglected segment of exceptional groups. Parents, teachers and professionals have problems in detecting giftedness in disabled children so we lose their abilities as intelligent people.
Conclusion: Early identification and intervention prevent future mantel and social problems like underachievement. So, this article reviews twice exceptional identification, characteristics and problems to attract professional’s attention to existence of this group.
Mrs Fatemeh Torabi,
Volume 4, Issue 126 (10-2014)
Abstract
Background: Children with visual impairment face many challenges in life, such as physical and psychological problems. These problems include individual independency, increasing attachment, decreasing of function, hopelessness, need to help and withdrawal.
Conclusion: Paying attention to motor development during infancy and early childhood improve independency of blind student in all areas. Becoming aware of motor development and motor problems in children with visual impairment is useful for providing early interventions for this group.
Mr Adel Mohamadzade, Dr Amir Ghamarani,
Volume 4, Issue 147 (11-2017)
Abstract
Background: Overall, the pattern of disruptive behaviors, such as attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), depressive disorders and anxiety disorders are introduced by emotional and behavioral disorders (EBD). Since this disorders cause some problems in children and others in school, home and other social location and also, effect on their psychosocial function and academic achievement, so that it is necessary to use interventions for decrease behavioral problems of these children. The purpose of this Study was introduction incredible years program (IYP) for decrease behavioral problems of these children. The books and scientific papers surveyed in this field from scientific databases, since 1995 until 2017.
Conclusion: The literature research show that it can be used from incredible year program for decrease behavioral problems in children with EDB, as effective, low costs and affordable intervention in school and rehabilitation clinics.
Ms Fatemeh Nikkhoo, Mr Saeid Hassanzadeh,
Volume 4, Issue 153 (11-2018)
Abstract
Background: Auditory deprivation during the early years of life can hinder the development of language, communication, social-emotional, and cognitive skills. Reviewing studies on behavioral and emotional problems in children with hearing impairment, the present article attempted to answer three questions: Are behavioral and emotional problems more prevalent in children with hearing impairment than those without? If yes, what variables are correlated with behavioral and emotional problems in children with hearing impairment? What challenges need to be addressed to assess and identify behavioral and emotional problems in these children? And, what effective interventional solutions and strategies can be proposed to diminish behavioral and emotional problems in children with hearing impairment? Fourteen articles published in Google Scholar, PubMed, and Science Direct databases during 2007-2017 were reviewed.
Conclusion: Results pointed to more prevalent behavioral and emotional problems in children with hearing impairment than those without, as well as to a lack of homogeneity in terms of incidence in the former group. In addition, the pattern of children with hearing impairment responses to assessments might be attributable to their inability to express reason to characterize behaviors and emotions in the described situations as opposed to their difficulty in understanding mental states. Finally, interventional solutions and strategies proved effective in improving the behavior and communication-emotional skills of children with hearing impairment.
Mrs Leila Heidari, Dr Elahe Aminifar, Mr Mohammad Alipour,
Volume 4, Issue 182 (10-2024)
Abstract
Abstract
Background and Purpose: The present study seeks to identify the mistakes in solving mathematical
verbal problems in deaf and hard-of-hearing students who have completed elementary school.
Method: For this purpose, interviews were conducted with eight hard-of-hearing and deaf female students
in 7th grade with using a qualitative approach and a task-based interview method. After conducting and
implementing interviews, identifying errors, and classifying them based on Newman's framework, subcodes
of errors were explained by comparative and inductive content analysis. According to the findings, 17
reading errors (4.39%), 63 comprehension errors (34.61%), 39 conversion errors (21.42%), 50 processing
skill errors (27.47%) and 22 decoding errors (17.05%) were identified.
Results: Overall, results showed that deaf and hard-of-hearing students who participated in this
research were unable could not to apply mathematical algorithms to solve textbook problems and in realworld
conditions. They had problems understanding a real-world situation correctly and formulating it in
mathematical terms.
Conclusion: The recommendations to help the students’ problems in solving verbal problems have been
outlined. Therefore, it is recommended to modify the textbooks and adjust teaching styles to suit students
with special needs.
Somayeh Mohammadi Kashka, Abbas Abolghasemi, Seyyed Mousa Kafi Masouleh,
Volume 5, Issue 171 (12-2022)
Abstract
آذر و دی ۱۴0 1
80 سال بیست و دوم، شماره 5 پیاپی 171
The effect of combining group play therapy with painting
on internalized and externalizing problems of children
with separation anxiety disorder
□ Somayeh Mohammadi Kashka*, M.A. in Psychology and Education of Exceptional Children, university of Guilan, Rasht,
Iran
□ Abbas Abolghasemi, Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan,
Rasht, Iran
□ Seyyed Mousa Kafi masouleh, Professor, Department of Psychology, Faculty of Literature and Humanities, University
of Guilan, Rasht, Iran
Abstract
Purpose: The aim of this study was to determine the effect of combining group play therapy with painting on
internalizing and externalizing problems of children with separation anxiety disorder.
Method: Experimental research design, pre-test-post-test design with control group was used. The
statistical population of the study was all sixth grade female students with separation anxiety disorder in
Ghaemshahr city in the academic year 1399. The sample consisted of 30 children with separation anxiety
disorder who were identified as available and placed in two experimental and control groups (15 people in
each group).To collect data from March et al.'s Separation Anxiety Questionnaire (1997) And Achenbach
(2003) Behavioral-Emotional Problems Questionnaire was used . The experimental group received a
combination of group play therapy and painting in 10 sessions of 45 minutes; and the control group did not
receive any intervention. Research data were analyzed by one-way and multivariate analysis of covariance.
Findings: The results showed that the combination of group play therapy with painting led to the reduction
of internalizing and externalizing problems of children with separation anxiety disorder.. According to
the obtained results, the combination of group play therapy with painting can be used as an effective and
complementary treatment along with other methods to promote mental health and prevent behavioral
problems in children with separation anxiety disorder.
Gholam Hassan Fathalipour, Sakineh Qasemi, Bagher Ghobari Bonab, Ahmad Beh-Pajooh,
Volume 6, Issue 143 (1-2017)
Abstract
Background: In spite of the fact that reading is one of the major methods of acquiring information and knowledge and also one of the most prominent learning tools for students, the existing reality in the society represents the low ability of the Iranian students in acquiring this skill. The purpose of the present study is to investigate the efficacy of teaching self- monitoring of attention on the enhancement of attention and reading comprehension in students with reading problems.
Method: It was a quasi experimental study. The statistical populations of this study were third- grade students with reading problems, selected randomly among those who referred to koosha learning disorder center in Babol city in 2011-2012. These students were investigated in several stages (base-line, treatment and Follow-up). The children intelligence test, Wechsler, dyslexia test (Koromi Nori & Moradi, 1387) and reading comprehension test were used to collect the data.
Results: The results of the study have showed that the teaching of self-monitoring of attention hsd significant effect on the increase of attention & reading comprehension in students with reading problems. The gain maintained during the after one month.
Conclusion: As a result, it can be concluded that the teaching of attention as like as other fundamental learning skills had an effective attitude on treating reading problems.
Abbasali Hosein Khanzadeh, Nima Haghighi, Reza Shabahang,
Volume 6, Issue 155 (3-2019)
Abstract
Abstract
Background and purpose: Applied behavior analysis and game therapy can be effective methods for solving autistic children's behavioral problems. Meanwhile, comparing the effectiveness of behavioral behavioral analysis and therapeutic play is a topic that has been neglected. The purpose of this study was to compare the effectiveness of applied behavior analysis and play therapy on behavioral problems of children with autism spectrum disorder.
Method: The present research method is semi-experimental and its design is pretest-posttest with control group. The statistical population of the present study consisted of all boys with autism who referred to daily centers under the supervision of the state welfare organization of Guilan province in the age range of 6-11 years. The sample size was 30 participants who were randomly assigned to three groups of applied behavioral analysis, game therapy, and control (n=10). The behavioral problems inventory was used to collect data. Finally, data were analyzed using covariance statistical method.
Results: The results of this study indicate that the mean of behavioral problems indices in experimental groups (Applied behavior analysis and play therapy) was significantly reduced compared to the control group (p <0.01). Moreover, there was no significant difference in comparison between two therapeutic methods (p <0.05(.
Conclusion: According to the findings, both applied behavior analysis method and play therapy method have been effective in reducing behavioral problems in these children. In this regard, the results of this study indicate that there is no distinct difference in the rate of impact of applied behavior analysis and play therapy on behavioral problems of children with autism spectrum disorder.
Keywords: Autism spectrum disorder, Applied behavior analysis, Play therapy, Behavioral problems
Marzieh Zeini, Fatmah Nikkho,
Volume 6, Issue 172 (3-2023)
Abstract
Abstract
Background and Aim: The aim of this systematic review was to investigate the characteristics of deaf and
hard of hearing students with reading difficulties.
Methods: The research method was a systematic review of the statistical population including all internal
and external researches that used the keywords of deaf and hard of hearing students and reading problems
in the databases of the Comprehensive Humanities Portal, Information Center Database. University Jihad,
Noor Specialized Journals Database, Google Scholar, Iran Information Science and Technology Research
Institute Database and Iranian Publications Database and searched in foreign databases Magiran, science
direct, springer, Iran doc and Google Scholar Using purposive sampling method, 72 researches were found
and finally 26 articles were selected in accordance with the purpose of the research and the selection criteria
and research findings. Out of 10 articles (38%) comparing reading comprehension in hearing-impaired
people with normal people, 5 articles (19%) about the etiology and prevalence of the disorder, 3 articles
(11%) about the use and non-use of rehabilitation and educational aids in Learning to read by hearingimpaired
students, 2 articles (7 percent) comparing the integrated and non-integrated hearing-impaired
students' reading comprehension and learning, 6 articles (23 percent) examining the effect of education on
the reading comprehension of hearing-impaired students The hearing was paid. They were examined in the
period of 2003 to 2023, and in this article, we will seek answers to five questions by reviewing the published
research in the field of reading problems in hearing-impaired students.
Conclusion: The results showed that deaf students have significant reading gaps. Hearing loss affects a
variety of levels of reading comprehension. Students who are hard of hearing know no less than students
who are hard of hearing. On the contrary, they use fewer words in the context of a sentence. Auditory damage
eclipses learning skills, including reading. To reduce the education gap for hard-of-hearing students, early
interventions and improvement methods should be implemented to strengthen reading.
Phd Aliakbar Arjmandnia, Mrs Shirin Mojaver, Mrs Sedighe Rostami, Mr Mahmoud Dorosti,
Volume 6, Issue 172 (3-2023)
Abstract
Abstract
Objective: Students with intellectual disability have less adaptation in the school and home environment
than normal students, and the behavioral problems of these students are more compared to normal students.
Also, these students have defects in executive functions such as attention, inhibition, and active memory,
which has a negative effect on their cognitive, behavioral, and academic performance. Therefore, the aim of
the current research was the effect of parenting training for mothers with children with intellectual disabilities
was on increasing executive functions (attention, inhibition and working memory) and reducing the behavioral
problems of these children.
method: The current research was conducted using a semi-experimental method with a pre-test and posttest
with a control group. The statistical population of the study included mothers of children with intellectual
disability in exceptional schools in Shiraz in 2021-2022. 20 qualified mothers were determined by the
purposeful sampling method. Rutter's behavioral problems scale (1967) and Gioia et al.'s (2000) behavioral
rating scale of executive functions were used as pre-test and post-test in this research, and using random
assignment, they were divided into two experimental and control groups (15 people for each group). they got.
The experimental group received 11 sessions of parenting training (attention, inhibition and active memory)
as a group, and the control group did not receive any intervention. SPSS 21 software was used for data
analysis and multivariate covariance analysis test was used for data analysis. Probability values less than
0.05 were considered statistically significant.
Results: The results of this research showed that parenting training increased the attention, inhibition and
active memory of these students (p<0.001). Also, parenting training reduced behavioral problems and
dimensions of aggression, depression and anxiety, social incompatibility, antisocial behaviors and lack of
attention of children with intellectual disabilities (p<0.001).
Conclusion: The results of the research showed that the behavioral problems of children with intellectual
disabilities in a group of mothers who received parenting training, compared to the group that did not receive
any training, were reduced and the executive functions of these children were also improved.
