ABSTRACT
Objective: Intellectual disability affects all aspect of individual's life, while use of parenting educational programs has been associated with strong outcomes. The aim of the present research was to determine of the effectiveness of positive parenting program [Triple-P] training on interaction of mother-child with intellectual disability
Materials and Methods: The present research was a quasi-experimental study by pre-test, post-test design with control group. Participants in this study were 40 mothers of students with intellectual disability. The samples were recruited through random clustering method from exceptional schools of Tehran provinces. Participants were divided into two groups [experimental and control group], each of which was consisted of 20 individuals. Experimental group received Triple-P in 10 sessions while control group did not. The instrument of present research was parent child relationship scale [PCRS] of Piyanta [1994]. The obtained data were statistically analyzed by MANCOVA using SPSS software
Results: Findings showed that experimental and control groups had significant difference, At least in one of sub scales of the PCRS [P<0/001]. The final results of MANCOVA showed that Triple-P had significant and positive effect on the conflict, closeness, dependency, and positive relationship [P<0/001]
Conclusion: The results indicated that Triple-P training has led to the improvement of interaction of mother-child with intellectual disability. It is suggested that specialists with implementation of Triple-P training promoted interaction of mother-child with intellectual disability
ABSTRACT
Objectives: The aim of this research is designing a computerized program, in game format, for working memory training in mild intellectual disabled children.
Methods: 24 students participated as test and control groups. The auditory and visual-spatial WM were assessed by primary test, which included computerized Wechsler numerical forward and backward subtests, and secondary tests, which contained three parts: dual visual-spatial test, auditory test, and a onesyllable word recalling test.
Results: The results showed significant differnces between working memory capacity in the intellectually disabled children and normal ones [p-value <0.00001]. After using the computerized working memory training, Visual-spatial WM, auditory WM, and speaking were improved in the trained group. The mentioned four tests showed significant differences between pre-test and post-test. The trained group showed more improvements in forward tasks. The trained participant's processing speed increased with training.
Discussion: According to the results, comprehensive human-computer interfaces and the aplication of computer in children training, especially in traing of intellectual disabled children with impairements in visual and auditory perceptions, could be more effective and vaulable.
ABSTRACT
Having healthy non-handicapped children plays a major role in mental health of the family and decreases family and society's costs. While consanguineous marriage could lead to expression of recessive genes and a variety of handicaps including deafness, the aim of present study was to scrutinize the prevalence of consanguineous marriage among parents of deaf and normal children as well as its relationship with deafness. In this study, 467 couples parenting normal children were selected by cluster sampling from elementary, guidance and high schools of Ardabil city and 423 couples parenting disabled children were selected non-randomly among which 130 had deaf children. Descriptive statistics was used to determine the prevalence of consanguineous marriage and chi-square test to compare prevalence of consanguineous marriage among parents of normal and deaf children. Descriptive analyses showed that 80 out of 130 [61.54%] parents who had deaf children have had consanguineous marriage. Furthermore data analysis demonstrated that prevalence of consanguineous marriage was significantly higher among parents of deaf children [p<0.001]. Consanguineous marriage plays a major role in expression of recessive genes and could lead to development of various handicaps including deafness. Increasing couples' awareness about consequences of consanguineous marriage and conducting genetic counseling are indispensable.
ABSTRACT
Hearing impaired individuals, who have undergone cochlear implantation, do not have satisfactory relationships with their peers and cannot be fully integrated into the hearing communities. The main purpose of this study was to examine the effect of a family-oriented social skills training program on cochlear implant users. In this experimental study, 16 volunteer families consisting of mothers and their 12-19 year old children, who had undergone cochlear implantation at least two years in advance, were chosen from 328 families, members of the Hearing Rehabilitation Association of Iran. They responded to social skills rating scale as pre-test after they were randomly assigned to control and experimental groups. The experimental group underwent a 12-session social skills training. The social skills rating scale was then administered as a post-test in the two groups. The results showed the effectiveness of the family-oriented social skills training program on assertion [p<0.01], self-controlling [p<0.01], and general social skills [p< 0.01]; however, they showed no significant effect on cooperation [p>0.05]. The study revealed that family-oriented social skills training program is effective in improving the social skills of individuals with cochlear implantation. Therefore, this training program can be employed to improve these skills as an integral part of the rehabilitation program
ABSTRACT
The purpose of this study is to investigate the effect of the puppet play therapy intervention on communicative skills of autistic children. This research has implemented in the shape of quasi-experimental designs with pre-post test and control group as a design based action research method. The preschool age autistic children of Mashhad city was our statistical population that ten patients out of them have allocated in control and intervention group who were participated in puppet play therapy intervention in 2009-2010. The Early Social-Communication Scales [ESCS] was performed in before and after intervention. The data were analyzed by The U Mann-Whitney and The wilcoxon's Signed-Ranks Tests. Findings indicate that in terms of total score of ESCS, there is significant differences between groups [P=0.009]. Also on eye contact subscales, initiating behavioral requests [P= 0.012], low-level behavioral requests [P= 0.012], responding to social interaction [P=0.015], over all initiating behavioral requests [P=0.011], and requests implementation [P=0.005], puppet play therapy intervention group has significant differences. About achievement [P=0.335], initiating requests [P=0.214], pointing to objects [P=1.00], and give objects [P=0.74] subscales, there is no significant differences. Qualitative findings from the parental reports also indicate that intervention may be effective. The results indicate that puppet play therapy has been effective for achievement of communicative skills of autistic children
ABSTRACT
The present study investigates the effect of parental education level on social skills and behavior problems of students with Down syndrome. This post causal study was conducted at special schools of Tehran and the subjects were 129 students in range of 7 to 12 year with Down syndrome and their parents in 2006-8, that chosen from specials schools of north, south, west, east and center of Tehran by multiphase random cluster sampling method and questionnaires were given to their parents. For data analysis one way analysis of variance was used. The results of this research showed that there is a significant difference between maternal education level and the social skills of students with Down syndrome [P<0.001]. On the contrary, there is no significant difference between paternal education level and social skills of mentioned students [p=0.06]. Furthermore, no significant difference was observed between parental education level and students' behavior problems [mothers: P=0.52 and fathers: P= 0.46]. It is concluded that there is a direct and positive relation between maternal education level and social skills of students with Down syndrome
Subject(s)
Humans , Students , Surveys and Questionnaires , Parents , Education , Behavior , Educational StatusABSTRACT
Atopic dermatitis [AD] is a chronic disorder that is most common in early childhood. Both immunological and psychological factors are important in AD pathogenesis and should therefore be taken into account. The aim of this study was to compare behavioral characteristics of 30 infants [3-12 month-old] with AD with 40 controls. The infants with the definite diagnosis of atopic dermatitis referring to Children Medical Center and Center for Research and Training in Skin Diseases and Leprosy were included in the study. The severity of atopic dermatitis was determined by SCORAD criteria. For assessing behavioral characteristics Infant Behavior Questionnarie [IBQ] for measuring 11 scales of behavioral characteristics was used. Questionnaires were filled by the researchers with the cooperation of the parents or the child care givers. The AD group showed significantly higher scores in perceptual sensitivity, soothability and high pleasure, but not other characteristics. Infants with AD tend to have higher perceptual sensitivity to the environment around them and show more pleasure and excitement when subjected to an intense, rapid, novel or incogruit stimuli compared with non atopic infants