Papers by narges adibsereshki
International journal of special education, Oct 26, 2023
Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. T... more Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. To achieve this goal, the development of social intelligence which is the ability of individuals to understand the feelings, thoughts, and behaviors of others, and respond to them properly, is important. This study aimed to compare the social intelligence of students with and without hearing impairment. This study was descriptive and 122 students from mainstream schools participated (61 students with hearing impairment and 61 without any disability). The Tromso Social Intelligence scale was used to gather the data and analyze it. The results showed that social intelligence and its components (social information processing, social skills, and social awareness) are lower in students with hearing impairment than their peers from the general population. These findings, make us look more into this area and have a plan and appropriate interventions to enhance the skills related to social intelligence in students with hearing impairment.
DOAJ (DOAJ: Directory of Open Access Journals), Apr 1, 2012
Objective: The purpose of this study is to investigate the relationship between Theory of mind an... more Objective: The purpose of this study is to investigate the relationship between Theory of mind and socialization, communication and living skills (adaptive behaviors) in students with intellectual disability. Materials & Methods: This study that took place with a correlation method including 60 students with intellectual disability (30 boys and 30 girls). In order to collect the data for theory of mind, 38-item TOM test were used. Data of socialization, communication and living skills was gathered by Vinland Adaptive Behavior Scale. Results: correlation between level 2 of theory of mind and socialization was significant (P=0.005) but there were not a significant correlation between the levels of theory of mind and communication and living skills (P>0.05). Conclusion: When the conception of primary false belief (level 2 in theory of mind) increases, the scores for socialization skills increases too.
European Journal of Mental Health, 2017
Although the consequences of emotional maltreatment have not been extensively investigated, exper... more Although the consequences of emotional maltreatment have not been extensively investigated, experiences of emotional maltreatment or abuse have been associated with powerful and enduring psychological problems. The purpose of this study was to explore the extent to which emotional maltreatment contributed to emotional disorders, and the role of Early Maladaptive Schemas (EMS) in relationships of emotional maltreatment and emotional disorders in pre-adolescents. This study used the correlation-modelling design. A total of 492 junior high students participated in the study. The emotional abuse or maltreatment questionnaire made by NOROUZI (2012), the Achenbach self-report emotional disorders questionnaire preadolescence form (ACHENBACH & RESCORLA 2001), and the Early Maladaptive Schemas questionnaire (RIJKEBOER& DE BOO 2010) were used to measure and analyse emotional maltreatment and EMS in the students. The findings indicated that emotional maltreatment can directly lead to emotional disorders (anxiety, affective disorder) and schemas such as loneliness, submission and vulnerability. Emotional maltreatment was a significant predictor of emotional disorders. Findings of this study can inform parents and those who treat children in negative ways (maltreatment) of their impact on children's emotions and of the negative outcomes.
Archives of Rehabilitation, Mar 10, 2014
Iranian Rehabilitation Journal, 2017
Objectives: The aim of the present study was to determine the effectiveness of attention training... more Objectives: The aim of the present study was to determine the effectiveness of attention training on the math performance of elementary school students with intellectual disability. Methods: The present research was a quasi-experimental study by pre-test, post-test design with the control group. The study population comprised students with intellectual disability aged 10-12 years. Subjects were selected by convenient sampling method. In this study, 30 students with intellectual disability participated. Subjects were divided into two groups (experimental and control group) randomly, and each group consisted of 15 students. The experimental group received attention training program in 18 sessions while the control group did not. In this study, the Raven progressive matrices test and math performance test were used. The obtained data were analyzed using MANCOVA. Results: The findings showed that there was a significant increase in math performance scores (in context, operation, and application domains) of the experimental group in comparison with the control group. Discussion: The results indicated that attention training program has influenced math performance of the primary school students with intellectual disability.
Iranian Rehabilitation Journal, 2020
Objectives: The present study aimed to investigate the effectiveness of an online dialogic storyt... more Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). R...
European Journal of Mental Health, 2021
Background: The importance of strong self-regulation (SR) abilities for academic and social succe... more Background: The importance of strong self-regulation (SR) abilities for academic and social success is known, yet relatively few studies examine students’ SR and how it can be promoted especially in adolescents with special needs, such as those students with hearing loss. The purpose of this study was to determine whether a resilience intervention program enhances SR in adolescents with hearing loss. Methods: This study was experimental with a pre-test, post-test, follow up and control group design. Participants included 122 students with hearing loss in mainstream settings randomly assigned to intervention and control groups (61 students in each group). The interventional group had training for six weeks (two times per week for 75 min). The Adolescent Self-Regulatory Inventory was used to measure the self-regulation of students. Results: The results indicated a significant difference between the control and interventional groups in SR, short SR, and Long SR after the intervention, ...
Iranian Rehabilitation Journal, 2018
This study aimed to compare the behavioral problems and abilities of 7-12-yearold students with a... more This study aimed to compare the behavioral problems and abilities of 7-12-yearold students with a physical/motor disability at mainstream and special schools. Methods: The data in this comparative (cross sectional-analytic) study were collected using total population sampling, A sample of 247 students with a physical/motor disability including 153 students (67 females and 86 males) at special schools and 94 students (41 females and 53 males) at mainstream schools participated in this study. Data were collected using the Teacher and Parents versions of the child's Strengths and Difficulties Questionnaire (SDQ). Each version includes five aspects, namely, emotional symptoms, conduct problems, attention deficit / hyperactivity disorder, peer relationship problems for measuring behavioral problems and the Prosocial Behaviors Questionnaire for estimating behavioral skills. Data analysis was performed using non-parametric Man-Whitney U and Kruskal-Wallis tests. Results: Students with a physical/motor disability studying at mainstream schools significantly differed from those studying at special schools in terms of behavioral problems (P<0.05). The obtained mean scores revealed that the students' behavioral problems were less frequent at mainstream schools and more common at special schools. Based on teachers' viewpoints, there was a significant difference in behavioral skills among students with a physical/motor disability at mainstream and special schools. However, according to parents, there was no significant difference in behavioral skills between students at both schools. Discussion: Our data demonstrate that behavioral problems of students with a physical/motor disability are fewer in mainstream schools indicating stronger behavior skills than their peers in special schools. In view of our data, we recommend the possibility of integrating the education of special needs students at regular schools.
Article info: Received: 07 Sep 2019 Accepted: 02 Nov 2019 Available Online: 01 Sep 2020
Iranian Rehabilitation Journal, 2015
Objectives: One of the problems in the process of assessment and evaluation, especially the evalu... more Objectives: One of the problems in the process of assessment and evaluation, especially the evaluation of clinical training in rehabilitation disciplines, is the lack of an appropriate instrument for this purpose. Considering the effects of appropriate evaluation on quality assurance of clinical training, the aim of the present study was to design a valid and reliable tool for general evaluation of clinical training in rehabilitation disciplines. Methods: This study was carried out initially by literature review and then by holding a focus group discussion with the trainers and mentors of rehabilitation clinics whom were recruited by convenient purposive sampling. The main indicators for evaluation of training in these fields were determined. After classification of the indicators, evaluation tool was developed. The face validity and content validity of the tool were determined with the Lawasche's method. The reliability was determined with the test- retest method and Cronbakh&#...
Journal of Medical Education Development, 2016
Introduction: Motivation is one of the effective factors on learning English. The aim of this res... more Introduction: Motivation is one of the effective factors on learning English. The aim of this research is to study the effectiveness of using motivational strategies on motivation of students in learning English. Method: This study had quasi-experimental design. The sample included of 59 students (50 girls and 9 boys) from University of Social Welfare and Rehabilitation Sciences, who took the general English unit. During 14 sessions, the teacher applied motivational strategies. The motivation questionnaire was used for pre-test and post-test. Results: The results showed that using motivational strategies by teacher in the English classroom enhanced the motivation of students ( P<0.05). It also had positive effects on the self-steam, attitude of students and descends their anxiety. Conclusion: Using motivational strategies by teachers in English classrooms could increase the motivation of students for learning English.
International Journal of Pediatric Otorhinolaryngology, 2019
Objectives: Adolescents with hearing loss have shown emotional and behavioral difficulties. This ... more Objectives: Adolescents with hearing loss have shown emotional and behavioral difficulties. This study evaluated the effectiveness of a resilience-focused intervention on resilience, behavioral strengths, and difficulties of mainstreamed adolescent students with hearing loss. Methods: In this experimental study with a pre-test, post-test, follow up, and control group design, a total number of 122 students with hearing loss, were randomly assigned to two equal groups. The intervention group received training in small groups of 3-5 self-contained classes for six weeks (two times per week for 75 min). The "Connor-Davidson Resilience Scale" and the "self-report version of Strengths and Difficulties Questionnaire (SDQ)" were used to measure the resilience and the positive and negative behavioral attributes of participants prior to intervention, then repeat of 6 and 14 weeks later. The scores were compared between intervention and control groups using the Mann-Whitney Test. Results: After the intervention, the resilience scores in the intervention group was significantly higher than the control group (U = 831, p < .001). Also, the SDQ score in the intervention group was significantly higher than the control group (U = 634, (p < .001). Negative behavioral attributes (total SDQ scores, and sub-scales scores of hyperactivity, emotional, conduct, and peer problems) were decreased, and prosocial behavior was increased significantly in the intervention group (p < .001). All of the differences remained through follow-up measurement except for the subscale of conduct problems. Conclusion: The twelve sessions of resilience-focused intervention led to a marked increase in resilience. It also is effective in decreasing the behavioral difficulties of adolescents with hearing loss and is suggested to apply for students with hearing impairment integrated into middle schools.
Journal of Public Mental Health, 2018
PurposeAnxiety disorders have a high prevalence in children. Those children with anxious symptoms... more PurposeAnxiety disorders have a high prevalence in children. Those children with anxious symptoms are more likely to experience significant disruption in their lives. This disruption can interrupt or even stop a child from participating in a variety of typical childhood experiences. It is understood that genetic and environmental factors may cause this disorder. The purpose of this paper is to focus on environmental factors, namely, the mediating role of maladaptive schemas in mothers’ child-rearing and childhood anxiety disorders.Design/methodology/approachThis study used correlation-modeling to assess the analysis. The sample included 326 students (aged 9-12 years old) and their mothers. The parenting style (Baumrind, 1973), Early Maladaptive Schema (Rijkeboer and de Boo, 2010), and anxiety disorders (Muriset al., 2006) questionnaires were used in this study.FindingsThe results showed a relationship between parenting styles of mothers and childhood anxiety disorders, a significant...
Behavioural and Cognitive Psychotherapy, 2011
Background:Quality of attachment relations between adolescents and their parents and peers may be... more Background:Quality of attachment relations between adolescents and their parents and peers may be related to early maladaptive schemas as well as to symptoms of depression.Aims:The aim of the current study was to assess whether schema domains and maladaptive schemas mediate the relation between indices of quality of attachment relationships with parents and peers and symptoms of depression in non-clinical adolescents (N= 222).Method:A battery of questionnaires was completed, including measures of quality of attachment relations, maladaptive schemas, and depression.Results:The schema domains of disconnection and rejection and other-directedness mediated the relation between quality of attachment relationships and symptoms of depression. More precisely, the schemas’ mistrust/abuse and social isolation mediated the relation between trust in parents and depressive symptoms, whereas the schemas’ social isolation and self-sacrifice mediated the relation between alienation from peers and s...
Journal of Research & Health, 2017
Learning disability includes wide range of educational problems which treating these problems nee... more Learning disability includes wide range of educational problems which treating these problems need child's social, emotional and behavior treatment. As prevalence of learning disabilities among children and their difficulties, the purpose of this study was to investigate the effect of coping with stress training on social adjustment of students with learning disabilities. The statistical population consists of all boy student with learning disabilities in learning disabilities center, in which 34 students were selected by convenience sampling. The social adjustment questionnaire was used. The experimental group had coping strategies training in 9 sessions for 90 minutes every week. Covariance analysis was used to compare the scores. The results showed that there was significant difference in pretest and posttest of experimental group. The findings also indicated that coping strategies training increased social adjustment, affective and educational adjustments of experimental gro...
Iranian Rehabilitation Journal, 2017
The aim of the present study was to determine the effectiveness of attention training on the math... more The aim of the present study was to determine the effectiveness of attention training on the math performance of elementary school students with intellectual disability. Methods: The present research was a quasi-experimental study by pre-test, post-test design with the control group. The study population comprised students with intellectual disability aged 10-12 years. Subjects were selected by convenient sampling method. In this study, 30 students with intellectual disability participated. Subjects were divided into two groups (experimental and control group) randomly, and each group consisted of 15 students. The experimental group received attention training program in 18 sessions while the control group did not. In this study, the Raven progressive matrices test and math performance test were used. The obtained data were analyzed using MANCOVA. Results: The findings showed that there was a significant increase in math performance scores (in context, operation, and application domains) of the experimental group in comparison with the control group. Discussion: The results indicated that attention training program has influenced math performance of the primary school students with intellectual disability.
Uploads
Papers by narges adibsereshki