Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results  revealed that there were correlations between and among SRL, AP and SA. Both  SRL and  AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone  excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework

Effects of a Group E-Therapy Program on Improving Social Skills of Children with ASD

The purpose was to investigate the effectiveness of a group E-therapy program on improving children's social skills with ASD. Participants were (16) children between the ages of Six and eleventh. A pre-post design was used to examine the effectiveness of group therapy on developing social skills in children with Autism. Stone's social skills Scale was administered to assess children's social skills with autism spectrum disorder as a pre-post-test. The group therapy strategies were performed on the experimental group by their actual teacher during an exact 8-week lesson period with 50-minute sessions three times per week. The Z-value results for the differences in the mean post-test scores between the experimental and control groups in social skills. The table shows that the value of (Z) ranged between (2.809 - 3.354). These values are significant at (0.01) level in favor of the experimental group. The value of (Z) in Table 2 ranged between (2.617 - 2.711), which are significant values at the level (0.01). This indicates that group therapy had a positive effect on social skills in children with ASD

Disability in the Arab World: A Comparative Analysis within Culture

The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled "Disability in the Arab Region.

Functional Model for Emotional Information Processing: A Validated Model to Support Social Competence of Students with ADHD

Many students with ADHD have emotional dysregulation which is increasingly recognized as a core feature of attention-deficit/hyperactivity disorder (ADHD). Functional Model for Emotional Information Processing is supposed to be a useful tool to be used when observing, explaining, and predicting a human being while responding to emotional scenarios. It is a promising model to support social competence of students with ADHD. While research on this model is still in its infancy, it borrowed much of its theoretical base from both Crick and Dodge’s SIP model and Mayer and Salovey’s ability EI. It is a useful to improve social competence of children with ADHD