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" مقالات انگلیسی همکاران پژوهشکده کودکان استثنایی"

برای استفاده علاقمندان و پژوهشگران حوزه کودکان استثنایی، چکیده مقالات انگلیسی همکاران محترم پژوهشکده کودکان استثنایی که در فصلنامه های مختلف به چاپ رسیده است، ذیلاً تقدیم میگردد: Investigating the Amplification of Working Memory Using Computer and its Effectiveness on Recovering the Reading Function and Accuracy in Tehran’s Dyslexic Students at Primary Level Saeedeh Mozami Goudarzi1, M.A.; Ali Arabani Dana2;M.A, NouraliFarokhi3, Ph.D; Koroush Goudarzi4, Ph.D. Abstract Objective: This study investigates the use of amplification of working memory using computer in recovering the reading functionand Accuracy in Tehran’s dyslexic students at primary level. Method: The study is a semi-experimental research with pre-test and post test. 30 students were chosen randomly among 48 dyslexic students who studied in learning disability governmental centers of Tehran. They were divided randomly in two groups of control and trial (15 students for each group). The dyslexia test of Kormi Noori and Moradi and also Tehran-Stanford-Bine kamkari intelligence scale was used. The obtained data was analyzed using statistical method of Covariance. Results: Results showed that amplifying the working memory using computer improves the reading function and accuracy of dyslexic students. Conclusion: It can be said that working memory has an important and essential role in reading function. Deficiency of working memory leads to weakness in reading function of students with learning disability and dyslexia. Keywords: Working Memory, Reading Function, Learning Disability, Dyslexic Student Journal of Exceptional Children (1394).vol 15, No 3 (57): 19-30. . Comparing the Content, Teaching Method, and Workshop Equipment in the Vocational Training Programs for High School Students with Autism, Intellectual Disability and Multiple Disability Hojjatollah Ragheb, M.A. Abstract Objective: The aim of this study was to compare the content, teaching method, and workshop equipment in the vocational training programs for high school students (stage 1 and 2) with autism, intellectual disability and multiple disability. Method: The study was an evaluation kind. 39 classrooms were selected in 10 schools for students with autism, intellectual disability and multiple disability. Students with intellectual disability were selected through simple random sampling, while all the students with autism and multiple disability were included in the study. 52 high school teachers from the first stage and 48 high school teachers from the second stage were interviewed. They completed the checklist provided. Results: The difference between suitability of program contents for all study groups in stage 1 and stage 2 was not significant. But the difference between teaching methods for students with autism and the other two groups was significant. Conclusion: In first stage of high school workshop facilities are not used directly. In the second stage of high school, many of workshop equipment are not provided. In terms of content of vocational training, there is no significant difference among groups. Moreover, considering teaching method for vocational training in the first stage of high school, there is no difference among groups. While for the second stage of high school students with intellectual disability and multiple disability, students benefit more from better training comparing to students with autism. Keywords: Vocational training, Autism, Intellectual disability, Multiple disability Journal of Exceptional Children (1395).vol 16, No. 4(62): 79-92. Estimating Receptive Core Vocabulary in Preschoolers with Intellectual Disability in Tehran Ahmad Ramezani1 Abstract This article aimes at estimating core vocabulary of preschoolers with intellectual disability in Tehran. The research is descriptive-analytic. Stratified matrix sampling was used for choosing and grouping the 90 informants. Three groups (each group 16 boys and 14 girls) were selected among the preschoolers less than 9 years. Based on Nematzadeh et.al (2005) two subtests were modified and developed: Pereceptive and Lexical which assessed understanding of 694 and 830 words respectively. 14 informants were chosen for filling the lexical subtest among the teachers. Since there were lots of items in perceptive subtest, from different parts of speech (noun, adjective and verb) 1/3 of them were selected and the students have been told to answer them in 2 different sessions. The data were analyzed using descrptive analytic method. If a word was recognized by 80% of the informants, it was decided to be a core vocabulary (24 out of 30 in perceptive subtest and 4 out of 5 in lexical subtest). 219 and 81 words were listed to be among core vocabularies based on perceptive and lexical subtest respectively. 54 words were common in the lists. So, 246 words were estimated to be core vocabulary of educabally mentally retarded preschoolers in Tehran. Keywords: Core Vocabulary, Preschoolers, Intellectual Disability, Perceptive Subtest, Lexical Subtest. Ramezani, A. (2017). Estimating Receptive Core Vocabulary in Preschoolers with Intellectual Disability in Tehran. Language Related Research. 8 (36). 257-291. http://lrr.modares.ac.ir/?_action=showPDF&sc=1&article=14846&_ob=7c7c800a30549414a39e78b73921 b88f&fileName=full_text.pdf. 1. Assistant professor, Research Institute for Exceptional Children, Tehran, Iran Evaluation of Communication Skills in Autistic Preschool Students Hojatollah Ragheb, M.A Abstract Objective: The aim of this study is to evaluate the communication skills (Social Skills, Language Learning Skills and Play Skills) of Autistic Preschool Students. method: This survey study was conducted on 54 autistic preschool students (39 boys and 15 girls) from 15 schools in Tehran. The subjects were selected randomly. The communication skills checklist which was used in this study was made according objects of Organization of Special Education has three subtests: Social Skills, Language Learning Skills and Play Skills. Results: Research tools analysis showed that the validity and reliability of checklist is acceptable. Meanwhile analysis of checklist items revealed that autistic preschool students in social skills and language learning skills reach at percentage point 40, and in play skills, reach at percentage point 28. Conclusion: More than half of the autistic preschool students have not achieved the maintained objects in social skills, language learning skills and play skills, so their curriculum needs to be reviewed in communication skills especially in the play skills. Keywords: Autistic preschool students, Communication Skills, Social skills, Language learning skills, Play skills, Evaluation. Iranian Journal of Exceptional Children (1392).vol 13, No. 2(48): 81-94. The application of Bhatt’s Knowledge Management Strategy in the Organization of Schools with the use of Self-organized Teams of Teachers HassaniShalmani, Mohammad Hassan., & Toorani, Heidar. Abstract Education, to make maximum use of its human and physical resources, needs to establish social space-generating capacity to meet its goals. The most important problem, according to experts’ opinions, which has damaged the effectiveness of schools, is the lack of a competitive environment schools. Therefore, it is required to draw up a framework to increase competition among schools. To establish such structure, several factors which facilitate implementation are required. Therefore, using the theoretical framework and experiences of countries, facilitating factors in applying the self-organized teams were extracted. Attitudes of teachers and administrators in relation to these factors should be investigated to measure the preparedness of education to apply these factors. This article with considering KAP research, which is focused on preparedness (knowledge), attitudes and behavior, attempts to concentrate on the establishing teachers’ level of preparedness and achieving self-organized teams. For this purpose, using a questionnaire, attitudes of elementary school principals in Tehran were evaluated. The results show preparedness and a positive attitude of principals and teachers about the desired factors. Keywords: knowledge management, self-organized teams of teachers, factors affecting the development of self-organized teams of teachers. HassaniShalmani, M.H., & Toorani, H. (2016). The application of Bhatts knowledge management strategy in the organization of schools with the use of self-organized teams of teachers. Problems and Perspectives in Management. 14 (3): 65 – 75. doi:10.21511/ppm.14(3).2016.06 http://www.businessperspectives.org/media/zoo/applications/publishing/templates/article/assets/js/pdfjs/web/viewer.php?file=/pdfproxy.php?item_id:7446 PRELIMINARY FINDINGS OF PATHS PROGRAM (PERSIAN VERSION) EFFECTS ON BEHAVIORAL ANTECEDENTS OF DRUG ABUSE: A DEVELOPMENTALLY ORIENTED PREVENTION STRATEGY Abstract ID: 447 Presentation Type: Oral Submission Author: Behnam Behrad Behnam Behrad1 1. Assistant Professor of Health Psychology, Research Institute of Education Background and Aim : According to UNODC international standards on drug use prevention (2013), prevention is a developmentally oriented process initiated from prenatal and infancy, early childhood, middle childhood . . . to adulthood. Drug abuse as a risk behavior is rooted in some antecedents before adolescence specifically in early childhood developmental period. Although all of these periods are important but early childhood and middle childhood are critical periods of development that education and preventive interventions in these periods have great effects on prevention of drug abuse in adolescence and early adulthood. Also according to UNODC (2013, 2015) and NIDA (2003) regardless of universal alcohol and tobacco policies, preventive efforts in early and middle childhood are the best strategies for prevention of drug abuse. Furthermore researches showed that only evidence based programs had preventive effects on drug abuse (NIDA, 2003, 2014).Thus, any effort or practices are not effective and only the evidence based programs are effective for prevention of drug abuse. PATHS(Promoting Alternative Thinking Strategies) is an universal evidence based program that was confirmed by NIDA as exemplary program (2003), SAMHSAs NREPP(2007) as model program, as well as blueprint certified model program in early and middle childhood (Blueprints for healthy youth development, 2016). PATHS is an universal Program for prevention of behavioral antecedents of drug abuse as well as other problem behaviors for grades k-6. The program also helps to healthy development of children, and promoting of their social and emotional competency. Persian version of the program recently has been translated and adopted culturally (Behrad, 2014). The purpose of the current study was to investigate the effects of PATHS program on reduction of behavioral antecedents of drug abuse such as aggression, low social and emotional skills, etc. Methods : The sample of the study was 900 k-6 grades students in two primary schools of district 2 education. The samples were selected conventionally and randomly assigned in two experimental and control groups (Quasi-experimental Design). The students were assessed by PATHS evaluation kit as well as CBCL (Child Behavior Checklist) before and after of intervention. Results : Some preliminary findings of the first year implementation of the program are presented in this article. The ANCOVA results showed that problem behaviors such as aggression, emotional dysregulation and some destructive behaviors decreased (p<0.01) . Results also indicated supportive factors such as positive social and emotional behaviors that help children resist to risk behaviors include initiating drug abuse increased (p<0.01). Conclusion : The prevention of drug abuse and consequently addiction is a national priority. Initiating of drug abuse in adolescence is rooted in some behavioral antecedents in early and middle childhood. Therefore Prevention of addiction is a developmentally oriented process that must be initiated before of adolescence and through evidence based programs. PATHS is an evidence based universal intervention that is implemented in over 30 countries around world. First year implementation of the Persian version of the PATHS program confirmed promising effects of the program on reduction of behavioral antecedents of risk behaviors such as drug abuse. Keywords : PATHS program, Prevention, Problem Behavior, Drug abuse, Behavioral antecedents Annual International Addiction Science Congress (2016). Razi Convention Center, Tehran, Iran. September 14-16, Impact of Phonological Working Memory Training on Increasing Mean Length of Utterance in Children with Special Language Impairment RoghayehAsadi Gandomani,1 M.A; Hamid Alizadeh2, Ph.D; Ali Arabani Dana3, M.A Abstract Objective: The objective of this research is to develop a phonological working memory intervention program (PWMIP) and to survey its effects on increasing mean length of utterance as a language development criterion. Method: this research was conducted by single subject method. The sample includes 4 children with specific language impairment. The sample was selected after intellectual, auditory, motor tests for participation in interventional program.The mean lengths of utterance of the sample were measured 3 times in the base line and 5 times in treatment period and changes were written down. They passed 10 sessions training. Results: The results showed that difference in mean length of utterance before and after of training were significant. Conclusion: It is reasonable to draw a conclusion that PWMIP can be used as an effective treatment strategy to decrease language difficulties of children with specific language impairment. Key Words: phonological working memory, specific language impairment, mean length of utterance Iranian Journal of Exceptional Children (1392).vol 13, No 1 (47): 15-24. The Effect of Cognitive Computer Games on Working Memory, Attention and Cognitive Flexibility in Students with Attention Deficit/Hyperactivity Disorder Akbar Abdi1, MA, Ali Arabani Dana2,M.A,Javad Hatami3, Ph.D, Akram Parand4, Ph.D Abstract Objective: The present study examines the impact of cognitive computer games on working memory, attention and cognitive flexibility among students attention deficit/hyperactivity disorder (ADHD). Method: This study is a quasi-experimental (pretest, posttest control group design). In this study 20 students whom were recognized as ADHD based on Conners questionnaire clinical interview, and CSI4 test, were chosen and after matching them based on IQ and educational development evaluation. Then, they were assigned as two experimental group (10 students) and control group (10 students). The data were analyzed by one-way ANOVA, Leavene test and Covariance. Results: The results showed a significant difference between the two groups in working memory, attention and cognitive flexibility. Conclusion: Cognitive computer games could improve working memory, attention and cognitive flexibility in students with ADHD. These games lead to the shortening of reaction time and the improvement of information analysis skills. They also increased mental flexibility, processing speed, working memory. Keywords: Cognitive computer games, working memory, attention, cognitive flexibility. Journal of Exceptional Children (1393).vol 14, No 1 (51): 19-34. The Text Analysis of Persian Textbooks for Intellectually- Disabled Students Based onHalliday and Hasan’s Cohesion Model Ali Arabani Dana,M.A1, EbrahimRezapour Ph.D2, KyomarsJahangardi Ph.D3 Abstract Objective: The aim of this study is to investigate the occurrence of lexical cohesion devices inFarsi Textbooks for intellectually- disabled students.Method: The method is based on the model proposed by Halliday and Hasan. The data is taken from Persian Textbooks for intellectually- disabled students. The elementary school for intellectually- disabled students consists of six grades and for each grade, one Persian textbook is designed. SPSS software is used for analysing data and to answer the study questions, covariance test is used.Results: There are some changes in lexical cohesive devices with the increasing level grade. These changes have had significant differences.Conclusion: A change that occurred with increasing level grade of mentally-disabled students is not significant for the same item, superordinate and collocation but it is significant for the frequency of synonymy and general words. In other words, frequency of synonymy and general words increases with increasing level grade but the frequency of same item, superordinate and collocation has no meaningful changes. Keywords:Text analysis, Persian textbooks, Intellectually disabled students, Cohesion model, Functional approach Journal of Exceptional Children (1395).vol 16, No 1 (59): 65-76. The Impact of Learning Strategies on Curiosity and Interest of Preschool Students with Intellectual Disabilities Hojjatollah Ragheb, M.A Abstract: Objective: This study examines the effect of Learning strategies on Curiosity and Interest of preschool students with intellectual disabilities (ID). Method: Utilizing a quasi-experimental design, 141 preschool students with ID (70 experimental, 71 control group) by cluster random sampling method, were selected. During the study, the experimental group was exposed to the intervention program and the control group was not. Results: MANOVA analysis revealed a significant difference between the two groups in Curiosity and Interest. No significant difference was observed between boys and girls. Conclusion: Learning strategies of Approaches to Learning Domain had significant impact on Increasing Curiosity and Interest of preschool students with ID. Keywords: Learning strategies, curiosity and interest, preschool, intellectual disabilities Iranian Journal of Exceptional Children (1391).vol 12, No. 2(44): 55-68. The Impact of Yoga on Increasing the Symptoms of Tic Disorders in Students with Intellectual Disabilities Hojjatollah Ragheb, Abstract Objective: The aim of the present study is to examine the effect of Yoga on increasing the symptoms of tic disorders in students with intellectual disability (ID). Method: The study was a quasi-experimental research with two heterogeneous group designs with pretest and posttest. At the first, from 105 students with ID who had recognized with chronic motor and vocal tics, 26 students (12 girls and 14 boys) were selected by cluster random sampling method. Then, they were divided to experimental and control groups. Results: Factor analysis revealed a significant difference between the experimental and control group (α=0/01) and Yoga reduced the symptoms of tic disorders. Conclusion: Yoga had significant impact on increasing the symptoms of tic disorders in students with ID. Keywords: Tic disorders, Yoga technique, Intellectually disabled children. Keywords: Tic disorders, Yoga technique, Intellectually disabled children Journal of Exceptional Children (1394).vol 15, No.1(55): 45-58. Utilization of Core Vocabulary for Students with Special Needs Ahmad Ramezani1 Abstract Background: Core vocabulary is one of the appealing subjects in special education. In this article, some researches related to core vocabulary is reviewed first. Then, utilization of core vocabulary for students with special needs is elaborated. Method: The research is descriptive-analytic. Researches on Farsi indexed since 1973 in Scientific Information Database, The Comprehensive Portal of Human Sciences, IRANDOC and researches on other languages indexed since 1928 in ERIC, Google Scholar were reviewed. Findings: The best method for estimating core vocabulary is to combine different corpora and extract high frequent words (more than 80% in the corpus). Utilization of the list of core vocabulary in developing screening test and intervention programs is the next phase. Conclusions: Utilization of core vocabulary can be both in developing screening tests and intervention programs. Thus, a standard for vocabulary screening of special students and adults and consequently the processes for intervention (a special kind of word regime as the language support) can be set. Core vocabulary interventions are efficient for students with intellectual disability and specific language disorders and also deaf and hearing impaired students. Key Words: Core Vocabulary, Utilization, Special Needs Ramezani, A. (2017). Utilization of Core Vocabulary for Students with Special Needs. Exceptional Education. 6 (143). 61-70. http://exceptionaleducation.ir/article-1-807-en.pdf 1. Assistant Professor, Institute for Exceptional Children/ Ph.D. in Linguistics

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