Cognitive Science and Technology Applications in the Rehabilitative Care of Children with Intellectual and Developmental Disabilities

The aim of this study is to investigate the application of cognitive science and technology in the field of intellectual and developmental disabilities. The research design consisted of a systematic review. The PRISMA model will be used to examine research findings regarding the variables of science and cognitive technologies in the rehabilitation of children with intellectual and developmental disabilities. In a similar fashion, a systematic review was conducted using cognitive science and technologies keywords and intellectual and developmental disabilities, intellectual disabilities, mental retardation, cognitive disabilities, down syndrome, and autism spectrum disorder from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, & Google Scholar) from 1985 to 2022, in accordance with the research objectives of the current study. To identify and cover more articles published after searching databases, a number of reputable periodicals in this field, including 27 articles out of 52, will be manually searched (Hand Searching) in order to identify and cover more articles. Personal support technologies such as web trek, assisted care systems, and residential assisted care systems such as smart home, smart transportation system are like global positioning system, Following the principles of universal design, personal robots, and virtual technologies are applied examples of cognitive science technologies in the field of intellectual and developmental disabilities. Cognitive technologies have the potential to significantly improve the independence, productivity, and quality of life of individuals with cognitive impairments. Therefore, it is suggested that cognitive technology be developed and utilized for the rehabilitation of individuals with developmental disabilities, including the group of intellectual and developmental disabilities

Goodenough-Harris Drawing a Man Test (GHDAMT) as a Substitute of Ages

Abstract Objective: Evaluation of concurrent validity of GHDAMT with the problem solving subscale of ASQ2 among 5 years old children was the objective of present research.Materials &Methods: In a cross sectional study 136 boy and 105 girl were selected randomly from childcares and tested with GHDAMT and ASQ2 to compare the concurrent validity of these tests in evaluation of cognition.Data was analyzed using SPSS.16/win.Results: The IQ mean difference in girls was 128±18.18 and in boys 118±18.50, which was statistically significant. There was no statistical significant correlation between GHDAMT and ASQ2. It was significant between IQ and mental age among children who had -2SD score in problem solving subscale, but  there was no correlation between children who had -1SD score.These findings revealed that the GHDAMT does not have acceptable validity and concurrent validity of the test was less than 0.3.Conclusions: In the current research, there is no statistical significant correlation between problem solving subscale of ASQ2 and mental age and IQ. So GHDAMT    can̕ t be used as a substitute of ASQ questionnaire; however, correlation of two tests in children with intellectual disability was meaningful. After further studies, it is possible to use GHDAMT as a proper tool for cognition evaluation of these children.Keywords: concurrent validity, The Goodenough-Harris drawing a man test, ASQ

The Hot and Cool Executive Functions in Individuals with Attention Deficit/ Hyperactivity Disorder (AD/HD): A Phenomenological Study

The aim of the current research was to study the hot and cool executive functions in individuals with Attention Deficit/ Hyperactivity Disorder (AD/HD). To this end, a systematic review study method with use of the hot and cool executive functions and AD/HD key words from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between 2006-2015 was conducted in accordance with research objectives to executed current study. Results revealed that from 9 published research  most of them (4 studies) have been performed on 7 to 12 years old with 2-6 grade subjects with math disorder. Experimental studies (with 88%) are the most frequent among different types of studies. The cold and hot functions result in individuals with AD/HD revealed that in the hot system (decision making) included 9 study and in cold system its including reactive inhibition, planning, problem solving and work memory in 7, 2, 5 and 8 research, respectively. The results of these studies are associated with deficiencies in both hot systems included (decision-making) and cold system (problem solving, work memory, response control, and planning) in children with attention deficit hyperactivity disorder (ADHD). Due to the problems of this group individuals in the field of executive functions, developing and implementation of educational and interventional programs are necessary

Structural Equations Model in Negative Affection, Self- Forgiveness, and Procrastination

The current research was conducted to determine the mediating role of negative Affection toward self- forgiveness, and procrastination in male students of the University of Tabriz. Therefore, 361 male students between 18-22 were selected by a random cluster sampling method from three groups of Technical and engineering, basic science and human science faculties. The General Procrastination, Decisional Procrastination, Positive and Negative Affect, and Heartland Forgiveness inventories were used to gather the data. The theoretical model was tested within a structural equation- modelling framework to identify both direct and indirect effects. The results indicate an overall fit model. Although the direct effects of self-forgiveness on decisional and general procrastination behaviours were not significant, thus, an indirect impact of self-forgiveness on the decisional and general procrastination behaviours were fully mediated by negative affection. Also, the effect of self-forgiveness on negative affect and academic procrastination, the training was essential for students

The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability

Objectives: Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD. Methods: This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI). Results: Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress. Conclusions: The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD

Resilience, attachment to God, and hope in mothers of children with a specific learning disability

Objectives: The aim of the current research was to study the relationship between resilience, personal attachment to God, and the level of hope in mothers of children with a specific learning disability (SLD). Methods: The study sample consisted of 131 mothers of children with a diagnosed SLD in the city of Tabriz, Iran, in 2018. The Conner-Davidson Resilience Scale, the Attachment to God Inventory developed by Rowatt and Kirkpatrick, and Snyder\u27s Adult Hope Scale were administered to the participants. Results: The results showed a significant positive correlation between hope and both resilience and a secure attachment style to God, as well as a significant negative correlation between hope and avoidant and anxious attachment to God. Conclusion: Concurrent regression analysis revealed that among the variables related to resilience and secure, anxious, and avoidant attachment, only resilience predicted hope. Resilience training for this group of parents as well as additional research designed to yield evidence-based practices related to the attachment to God variable in the area of special educational needs appears to potentially be of substantial value

Relación entre empatía y altruismo en madres de niños con trastorno del espectro autista y discapacidad intelectual

The objective of the current research study was to investigate the relationship between empathy and self- compassion and altruism in mothers of children with Autism Spectrum Disorder and intellectual and developmental disabilities. Method: by convenience sampling, 161 participants were selected. The short form self-compassion, empathy and altruism inventories were implemented. Results: The Pearson’s correlation coefficient and multiple regression analysis revealed that there was a direct relationship between empath, self-compassion and altruism. Conclusion: Empathy is a complex capability which enables individuals to understand the emotional states of others, and results in compassionate behaviour. Empathy requires cognitive, emotional, behavioural, and moral capacities to understand and respond to others' suffering. Compassion is a proper response to the perception of others’ suffering. In addition, compassion cannot exist without empathy; they are part of the same perception and response continuum which moves human beings from observation to action. It seems that maternal care, together with the hope that a child with intellectual and developmental disabilities lives independently, provides the necessary grounds for empathy, self-compassion and altruism.El objetivo del presente estudio de investigación fue investigar la relación entre empatía, autocompasión y altruismo en madres de niños con Trastorno del Espectro Autista y discapacidad intelectual. Método: se seleccionaron 161 participantes por muestreo de conveniencia. Se implementaron los inventarios de autocompasión, empatía y altruismo de formato abreviado. Resultados: El coeficiente de correlación de Pearson y el análisis de regresión múltiple revelaron que existe una relación directa entre empatía, autocompasión y altruismo. Conclusión: la empatía es una capacidad compleja que permite a las personas comprender los estados emocionales de los demás y da como resultado un comportamiento compasivo. La empatía requiere capacidades cognitivas, emocionales, conductuales y morales para comprender y responder al sufrimiento de los demás. La compasión es una respuesta adecuada a la percepción del sufrimiento de los demás. Además, la compasión no puede existir sin empatía; son parte del mismo continuo de respuesta y percepción el cual permite a los seres humanos pasar de la observación a la acción. Parece que el cuidado materno, junto con la esperanza de que un niño con discapacidad intelectual viva de forma independiente, proporciona las bases necesarias para la empatía, la autocompasión y el altruismo

The Effect of Acceptance and Commitment Training on Academic Resiliency in Students with Specific Learning Disability

The purpose of the present study was to examine the effect of acceptance and commitment training program on the level of academic resilience in students with specific learning disabilities. In terms of methodology, this study was a pre-test/post-test quasi-experiment. The research population consisted of female students with specific learning disabilities who were studying in the sixth grade during the academic year of 2019-2020 in Tabriz. The sample consisted of 34 students with special learning disabilities who were first selected using cluster sampling and then purposefully included in the experimental and the control group. The data were collected using the Academic Resilience Inventory and Raven’s intelligence test. Data analysis was performed using multivariate analysis of covariance. 21-SPSS software were used for data analysis. According to the results of the data analysis, the effect of acceptance and commitment-based training seemed to increase the amount of academic resilience in students with specific learning disabilities. The effectiveness of the training appeared to be significant in relation to future orientation, problem-centeredness, and optimism at the level of p <0.05, but not significant as it relates to communication skills. The findings of the present research will hopefully pave the way for further research addressing psychological challenges of students with specific learning disabilities

An Examination of the Efficacy of Schema-Based Word Problem Instruction in Improving the Executive Functions of Mathematically Impairment Among Students with Specific Learning Disorders

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems

The Effectiveness of a Forgiveness Training Program on the Academic Hope of Students Who Have Been Victims of Bullying

The purpose of this study was to examine the effectiveness of a forgiveness training program on the academic hope of students who have been victims of bullying. This study was an applied and semi-experimental study with pretest/posttest and a control group with one-month follow-up. A sample of 32 male students who were victims of bullying was selected from the high school students of Tabriz in the academic year 2019-2020 using the one-stage cluster sampling method and randomly divided into two groups of 16. The experimental group received ten sessions of the forgiveness training. After the training, the posttest results were obtained and analyzed using multivariate covariance. Research instruments included the Bullying Victims Scale (BVS), Academic Hope Scale (AHS), and the Forgiveness Training Package. Data were analyzed using multivariate analysis of covariance in SPSS20 software. The results showed that forgiveness training has a positive and significant effect on the components of academic hope in students who are victims of bullying, P <0.01. Based on the results, it can be said that forgiveness training can be a useful coping strategy for bullying victims so that they can use forgiveness to overcome the trauma of past experiences or traumatic events and improve their hope by creating positive emotions. In practice, forgiveness training can be used by educators as a potentially effective approach to improve school hope and prevent victimization