Exceptional Children Psychology
Fatemeh Khandani; Noorali Farrokhi; Abotaleb Saadati Shamir
Abstract
IntroductionThe aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts of students with learning disabilities. Learning mathematics is one of the basic subjects related to learning science, which has been devoted ...
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IntroductionThe aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts of students with learning disabilities. Learning mathematics is one of the basic subjects related to learning science, which has been devoted to many studies and theories. Students learn not only to calculate in mathematics. Rather, they learn how to reason and use it to solve their real life problems. Disruption in mathematical calculations is manifested in various ways, including difficulty in determining sizes or naming mathematical numbers, inability to count, compare, and mental and practical calculations. Children with math disorder have problems with math calculation or reasoning ability in math. Due to the difference in the definitions of learning disorder and also the difference in the attitudes and educational goals of these children, the prevalence estimate fluctuates from one to thirty. MethodThe present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical sample consisted of 45 third grade elementary students who were selected by available sampling method and were replaced in 3 groups of executive functions training, play therapy and control group. The research tool was Tabrizi Learning Disorder Checklist (2010) & the K-Matt mathematical test. Experiment participants were trained in 10 sessions of 90 minutes. The sample size examined in this research was 45 people. After implementing the questionnaire on the sample, using a pre-test-post-test experimental plan with a control group, 15 people were randomly placed in the control group, 15 people in the executive functions training method, and 15 people in the play therapy training method. In the pre-examination phase, the amount of arithmetic skill learning was measured using the mentioned questionnaires. Then the researcher used educational methods (executive functions and play therapy and common education) for the studied groups for 10 sessions. At the end of the training period (post-test), the researcher obtained the scores of the questionnaire for learning mathematical concepts and arithmetic skills from all three groups (executive functions, play therapy and control). ResultsFindings showed that there is no significant difference between the effectiveness of executive function training and play therapy on learning mathematical concepts (P <0.01). Also, there is no significant difference between the effectiveness of executive function training and play therapy on learning mathematical concepts (P <0.01).DiscussionThe results showed that both executive functions and play therapy interventions have beneficial effects on learning mathematical concepts of students with learning math. It can be concluded that there is no significant difference between the effectiveness of teaching executive functions and play therapy on learning mathematical concepts of students with mathematical learning disabilities. In other words, both group training of executive functions and play therapy are effective on learning mathematical concepts of students with mathematical learning disabilities.
Exceptional Children Psychology
Maryam Ebrahimi; Mahboobe Taher; Abbasali Hossein Khanzadeh
Abstract
IntroductionIt is clear that in order to empower the family institution, measures should be taken to prevent its stagnation and stagnation. The dynamic and constructive nature of relationships within the family can be a suitable platform for the development and growth of family members, and one of the ...
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IntroductionIt is clear that in order to empower the family institution, measures should be taken to prevent its stagnation and stagnation. The dynamic and constructive nature of relationships within the family can be a suitable platform for the development and growth of family members, and one of the solutions presented in this regard has always been a component of education. By informing the audience and then changing their attitude, the educational institution can remove the tension-causing and unpleasant patterns and ultimately lead to the satisfaction of the couples. Therefore, it was inevitable to prepare a new educational package suitable for the characteristics of mothers with children with autism. In order to achieve this purpose, it was necessary to examine the factors that weaken and strengthen the family institution in the current conditions and design educational content accordingly. Based on this, the present study seeks to answer the question, is the reality therapy package based on unconditional positive self-acceptance effective on the quality of parents' communication, fear of negative evaluation of mothers with children with autism spectrum disorders?MethodThis is a semi-experimental research of pre-test-post-test type and a 2-month follow-up period, with a control group. The statistical population of the research was made up of all mothers with children with autism in the city of Sari in 2021-2022. A number of 30 mothers were selected based on the entry and exit criteria with available sampling method. The sample size using G Power software and with criteria such as the expected effect size of 0.25, alpha level equal to 0.05, z rate equal to 1.96, test power equal to 0.80, the number of effect levels within A subject equal to 3 and the number of effect levels between subjects were selected equal to 3, and then they were randomly assigned to two experimental and control groups. Also, analysis of variance with repeated measurements was used to check the research hypothesis. Statistical results were analyzed using SPSS-26 statistical software.ResultsThe findings showed that the reality therapy package based on unconditional positive acceptance has sufficient content validity in the opinion of experts. Also, this package has a significant effect on the quality of parents' communication, fear of negative evaluation of mothers of children with autism spectrum disorders (P<0.05).DiscussionThe findings showed that the reality therapy package based on unconditional positive acceptance leads to an increase in the quality of parents' communication and a decrease in the fear of negative evaluation of mothers of children with autism spectrum disorders. And these changes have continued until the follow-up stage. Reality therapy based on unconditional positive self-acceptance helps mothers of children with autism spectrum disorders to be able to make more effective decisions and by accepting responsibility, identify dysfunctional behaviors that do not help to meet their needs and replace them with more effective options. to solve their emotional problems responsibly and improve their marital relationship by choosing their behaviors and thus become closer to each other, so as to increase the quality of their marital relationships and reduce their conflicts. Ultimately, it leads to the feeling in the person that, contrary to his negative and distorted thoughts, he is a person who is good enough and no longer worries about others' evaluation of him, reduces his negative and distorted thoughts and negative perceptions of himself and is less than Before, he is worried about people who think about him inappropriately and evaluate and judge him negatively; Therefore, by creating self-confidence and a pleasant feeling in people, it reduces the fear of negative evaluation by others.
