Psycho-rehabilitation method [Dohsa-hou] and quality of life in children with cerebral palsy

Objective: This study aimed to evaluate the effectiveness of psycho-rehabilitation [Dohsa-hou] on improving the quality of life of 4-12 year old children with cerebral palsy

Methods: The present research is a semi-experimental study with a pre-test - post-test design, follow-up and control group. The statistical population fully consists of children with cerebral palsy in Yazd. 30 male patients were selected using a convenience sampling method and were divided into the experiment and control groups. Before beginning treatment, parents filled out the quality of life questionnaire and at the end of the treatment period in the post-test and follow-up phase the same assessment was done. The treatment period in the experiment group was 12 sessions [three sessions per week] and the follow-up phase was done 50 days after the test

Results: The results obtained from the analysis of covariance showed that psychological rehabilitation of children with cerebral palsy improves their quality of life and that this difference was persistent in the follow-up phase [P <0.001]

Discussion: Since the rate of cerebral palsy is rising and the symptoms are wide, patients may have an increased need for rehabilitation in the future. Dohsa-hou as a psychological rehabilitation approach is an effective treatment to improve the quality of life of these patients

effect of psychological immunization on pessimistic attribution of female students with dyslexia

Objective: The present study was aimed to determine the effect of psychological immunization on pessimistic attribution in Female students with dyslexia

Methods: The study was an experimental one, in which 60 Female students with dyslexia were selected randomly from Learning Disabilities Centers in Isfahan. Subjects were assigned to experimental and control groups [15 individuals in each group]. All students completed the Children Attributional Style Questionnaire before and after training sessions. The experimental group participated in 10 intervention sessions [twice a week; 60 minutes per session] and were trained by psychological immunization program. Six weeks later, the experimental group answered the questionnaire again. Data were analyzed by analysis of covariance

Results: The results of the analysis of covariance showed that the intervention program significantly decreased the pessimistic attribution style of the experimental group in comparison to the control group [p<0.001]

Discussion: It seems that the application of a psychological immunization program has influenced pessimistic beliefs of Female students with dyslexia and is probably useful as a rehabilitation program for modifying the style of attribution [P<0.001]

[ effectiveness of positive parenting program [triple-p] training on interaction of mother-child with intellectual disability]

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

Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students

Objectives: Self-instruction training assists students to organize thinking patterns, learning, selfassessment, and self-awareness. This study was aimed to determine the effectiveness of verbal selfinstruction training on math problem-solving of intellectually disabled male students in Tehran Provinces.

Methods: This study was an experimental research with pre-test and post-test design with control group. 30 intellectually disabled male students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance.

Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance [p<0.002].

Discussion: As the performance of math problem-solving of experimental group promoted after the intervention sessions in comparison to control group, it seems that verbal self-instruction has led students to use thinking skills for acquiring and retention of fundamental mathematics facts. It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.

effectiveness of emotional intelligence training on the mental health of male deaf students

Deafness is a common neural-sensory impairment which leads to lower life quality, withdrawal, social activities reduction, and rejection feeling. So, it is important to plan suitable training programs for mental health promotion of deaf children. Emotional intelligence training is one of these programs. The present study was aimed to determine the effectiveness of emotional intelligence training on the mental health of deaf students. In this semi-experimental study with pretest and posttest design, General Health Questionnaire [GHQ] was completed in 40 randomly selected boy deaf students with mean age of [12.48] years old before and after the intervention. The aim of the questionnaire was obtaining information of somatic symptoms, anxiety, social dysfunction, and depression as well as general health. The students were assigned in experimental and control group randomly and in equal. Experimental group participated in 12 sessions [each session lasts for 50 minutes; twice a week] and were trained by emotional intelligence program, but control group did not. Multivariate analysis of covariance [MANCOVA] was used for analyzing the data. There was a significant difference [P<0.001] between experimental and control group according to somatic symptoms, anxiety, social dysfunction, depression and general health as a whole after participation in intervention sessions. There was a significant decrease in somatic symptoms, anxiety, social dysfunction, depression and increase in general health of experimental group. Our findings showed that emotional intelligence training program led to promote of general health of boy deaf students

effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability

The aim of present study was to determine the effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability. This study was semi-experimental and 34 male students with intellectual disability who were educating in 3rd grade at pre-professional level in high school selected randomly from Talash Exceptional Center in Tabriz City. Their academic achievement in social-economic skill course were assessed by teacher-made and performance tests. Subjects were assigned in control and experimental groups randomly and equally. Experimental group participated in 8 sessions and were trained by conceptual map method for one month [8 sessions; 2 sessions weekly]. At the end of eightieth session and one month later, subjects answered to teacher-made and performance tests again. Data were analyzed by analysis of covariance. Findings showed that the conceptual map training method had positive effect on achievement of social-economic skill in students [p<0.01]. But, its effectiveness wasn't persistent after one month in follow-up test. Regarding to positive effects of conceptual map training method on meaningful learning, it seems as an effective method for intellectually disabled male students who require deep learning to understand the content of their lessons