درخت حوزه‌های تخصصی

This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic analysis to identify key themes and subthemes related to the implementation, benefits, and challenges of peer-mediated instructional strategies. The study identified five key implementation strategies: training and professional development, collaborative planning, resource availability, student pairing, and monitoring and feedback mechanisms. Educators reported numerous benefits, including academic improvement, social skills development, increased inclusion and acceptance, peer leadership, motivation and engagement, and behavioral improvements. However, they also highlighted significant challenges, such as time constraints, lack of resources, diverse student needs, teacher preparedness, peer dynamics, administrative support, and difficulties in evaluation and assessment. Based on these findings, the study recommends policy changes, enhanced teacher training programs, the development of collaborative networks, flexible implementation models, and increased student involvement. Peer-mediated instructional strategies show great potential for enhancing inclusive education by fostering academic and social benefits for all students. However, successful implementation requires addressing challenges related to resource availability, teacher preparedness, and administrative support. By prioritizing comprehensive training, collaborative planning, and adequate resources, educators and policymakers can improve the effectiveness of inclusive education practices.

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.