نجاریان najarian; shahram vahedi; touraj hashemi; rahim badri
Abstract
General learning disabilities and specific math impairments have always been considered as the most common and the most complex topics in the field of exceptional children and have attracted the attention of many researchers. Numerous studies have been recently conducted on the effectiveness of cognitive ...
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General learning disabilities and specific math impairments have always been considered as the most common and the most complex topics in the field of exceptional children and have attracted the attention of many researchers. Numerous studies have been recently conducted on the effectiveness of cognitive interventions in the field of learning disabilities. This study attempts to show a general conclusion about the effectiveness of cognitive interventions based on working memory on children's executive functions with math learning disabilities. The statistical population included all related researches that were published in Persian from 1390 to 1400. This issue was investigated by 21 researches using meta-analysis method, in which 50 effect sizes were obtained in general and analyzed using CMA2 software. The results showed that the combined effect size of the effectiveness of the intervention based on working memory on executive functions was 1.37 in the fixed model and 1.53 in the random model, which was statistically significant (P <0.001). According to cohen criteria and Based on the effect size, it can be said that the intervention based on working memory has a high effectiveness on the children's executive functions of special learning disabilities with mathematical disorder.
mina mohebbi; Mirmahmoud Mirnasab; Eskandar Fathiazar; Touraj Hashemi
Abstract
The present study aimed to identify the function of physical bullying behavior, develop and evaluate the effectiveness of multifaceted function-based intervention, and to compare antecedent and consequence- based interventions and replacement behavior training on the bullying behavior and social competence ...
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The present study aimed to identify the function of physical bullying behavior, develop and evaluate the effectiveness of multifaceted function-based intervention, and to compare antecedent and consequence- based interventions and replacement behavior training on the bullying behavior and social competence of bully students. The study subjects consisted of sixty bully students, fifteen pro-bully students and nine fifth-grade teachers, who were selected using the purposeful sampling, simple random sampling and screening procedures. Measurement instruments include the Participant Role Scale, Peer Nomination Form, Teacher Nomination Form, Illinois Bullying Scale, Self-report Scale for Social Competence, Motivation Assessment Scale and Problem Behavior Questionnaire. A pre-test/post-test and control group, semi-experimental design was used for the research. In this study, receiving sensory reinforcement was found to be the function or cause of bullying behavior in 45% of the bully subjects. The results of multivariate analysis of covariance revealed that reduced bullying behavior and improved social competence among the students are significantly associated with the multifaceted function-based behavioral intervention, but not alone with the antecedent- and consequence-based intervention and replacement behavior training. The results thus indicate the importance and the role that multifaceted function-based interventions have on reducing bullying behavior and improving the social competence of bully students, given the simultaneous change in antecedents, consequences and target behaviors. Limitations of research and implications for educational psychologists are discussed.
Mansour Bayrami; Touraj Hashemi; Eskandar Fathi Azar; Parvaneh Ala’i
Volume 8, Issue 26 , January 2013, , Pages 152-175
Abstract
Bullying is a low-level violence that has been attended lately by educational psychologists and researchers, and has two forms: traditional and cyber bullying. This research was conducted to study the prevalence of bullying and its relation to teacher–student relationship among female adolescents ...
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Bullying is a low-level violence that has been attended lately by educational psychologists and researchers, and has two forms: traditional and cyber bullying. This research was conducted to study the prevalence of bullying and its relation to teacher–student relationship among female adolescents of public middle schools in Tabriz. It also sought to compare these variables between various grades. Therefore, 397 female students of Tabriz middle schools in the school year 2011-2012 were chosen by the multi-stage cluster random sampling method and Bullying Scale (Patchin & Hinduja, 2011) and Inventory of Teacher–Student Relationship (Murray & Zvoch, 2011) were used as the research tools. Data analysis by SPSS showed that prevalence of bullying behavior during the last month of study was 64.2%. Pearson correlation coefficient test displayed that there was negative correlation between bullying, its traditional and cyber forms, and teacher–student relationship quality (p<0.01). According to the results of regression, alienation from and trust in teacher predicted 19% variance of bullying variable; and alienation factor was a better predictor variable (ß=-0.32). Moreover, results of one-way analysis of variance demonstrated that prevalence of bullying among students of second and third grades was more than first graders, and their relationships to teachers were also more negative. Considering the experimental results, increased attention to the quality of teacher–student relationship is recommended for decreasing maladaptive and bullying behaviors of students, especially girls.
