M Ashori, Gha Afrooz, Aa Arjmandnia, M Pormohammadreza-Tajrishi, B Ghobari-Bonab,
Volume 23, Issue 5 (Jul-Aug 2015)
Abstract
Introduction: Intellectual disability can affect all aspects of an individual's life. On the other hand, applying parenting educational programs has been associated with effective outcomes. Therefore, the present study aimed to assess the effectiveness of positive parenting program(Triple-P) on parental self-efficacy and mother-child interaction in children suffering from the intellectual disability.
Methods: In the present study, pre-test, post-test design with a control group was used. Forty mothers of children suffering from intellectual disability were randomly selected from exceptional schools of Tehran province. They were randomly divided into experimental and control groups(20 per group). The former group participated in 10 training sessions of positive parenting program(twice a week each session lasted 60 minutes), whereas the latter group did not receive any specific training. The study data were gathered via parenting self-agency measure and parent-child relationship scale. Moreover, the data were analyzed using SPSS software(version 22) via multiple analysis of covariance.
Results: The study results revealed a significant difference between experimental and control group at least in one of the scales of the parental self-adequacy or mother-child interaction. Furthermore, positive parental program training demonstrated a significant positive effect on parental self-efficacy and mother-child interaction.
Conclusion: The findings of the present study proposed that as enhancing parenting skills leads to an increase in parental self-efficacy as well as mother-child interaction within children suffering from the intellectual disability, it seems essential to plan training the positive parenting program for mothers of such children.
Mohammad Reza Yosefi, Sogand Ghasemzadeh, Tahereh Sadeghiyeh, Gholam Ali Afrooz,
Volume 28, Issue 11 (1-2021)
Abstract
Introduction: Stuttering is a multifaceted disorder that occurs in the natural course of a person’s speech, which accompanied with different behavioral, emotional, social, and attitudinal changes. Therefore, assessing these changes during stuttering is a vital aspect of treating this disorder. This study was done to investigate the relationship between emotional and social components of Calms Test and demographic characteristics of students with stuttering.
Methods: This study was an analytical cross-sectional study (10 months). The sample consisted of 74 students aged 7 to 14 years who were selected by available sampling methods from Speech Therapy Clinics of Yazd in 2020. Calms Test and demographic characteristics questionnaire were used to collect the data. Data were analyzed using SPSS version 16 software, Pearson correlation coefficient, independent t-test and one-way analysis of variance.
Results: Findings showed that there were significant positive relationship between emotional with social component and the age of students with stuttering (p <0.05). However, no significant difference was found between emotional and social components and students' educational levels (p <0.05). Other results showed that male students with stuttering had a better social component than female students.
Conclusion: Assessing the emotional and social components of people with stuttering can examine their knowledge, perception, as well as their sensitivity to the disorder, which is very effective in choosing a treatment strategy.
