Mehrzad Ramezanloo; Khadijeh Abolmaalialhosseini
Abstract
AbstractThe aim of this study was to determine The effectiveness of stress-emotion management skills training on quality of the mother-child relationship of mothers’ children with autism spectrum disorder. This study was an experimental study with a pretest-posttest-follow-up plan with a control ...
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AbstractThe aim of this study was to determine The effectiveness of stress-emotion management skills training on quality of the mother-child relationship of mothers’ children with autism spectrum disorder. This study was an experimental study with a pretest-posttest-follow-up plan with a control group. The statistical Society was all mothers of children with autism spectrum disorder in Iran Autism Association in Tehran, from which 30 people were selected by purposive sampling and randomly divided into experimental and control groups. Mother-Child Relationship Evaluation (MCRE) Questionnaire (Robert Ross, 1961) were used to collect data. Mixed multivariate analysis of variance was used to analyze the data with respect to defaults. The mothers' promotion program was implemented in 7 two-hour sessions for the experimental group. The results showed that the scores of components of rejection and overprotection decreased in the experimental group compared to the control group, but in acceptance increased significantly (P <0.01).,in the follow up step lasting effect was seen. Due to the effectiveness of mothers' promotion program (stress-emotion management), improving the mother-child relationship of mothers’ children with autism spectrum disorder, this package can be used as a psychological intervention.
Mitra Mayeli; Khadijeh Abolmaalialhosseini; Mostafa Nokani; Siavash Talepasand
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial ...
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Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial costs; it is one of the major issues that any educational system may be faced with. The aim of the present study was to investigate the effectiveness of computer-assisted cognitive remediation on academic boredom among students with ADHD. The participants in this study included 24 (12 boys and 12 girls) students with ADHD and in the sixth to ninth grades of the seventh district of Tehran in the academic year of 2018-19. They were selected based on inclusion and conclusion criteria and they randomly assigned to two experimental and control groups. They completed the academic emotions questionnaire (Pekrun, & et al, 2002) in the pre-test, post-test, and follow-up. The experimental group received 20 sessions of computer-assisted cognitive remediation during ten weeks (30 minutes session, two times per week). The data were analyzed with repeated measure analysis of variance in the SPSS-26 software environment. The findings indicated that all subscales of academic boredom among students with ADHD were significantly improved, with a moderate effect size. This early development and evaluation of computerized rehabilitation intervention for students with ADHD can take the first step in filling the gap in current clinical literature and it is expected a significant improvement and clinical efficacy in the performance of children with ADHD.
