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Showing 6 results for Mirzai
Nasim Kasirian, Hooshang Mirzaie, Ebrahim Pishyareh, Mojgan Farahbod,
Volume 19, Issue 1 (Spring 2018)
Volume 19, Issue 1 (Spring 2018)
Abstract
Objective Mathematical learning disorder is a type of neurodevelopmental disorder detected by three types of working memory deficits, procedural and visual-spatial problems. The limited capacity of attention and a lot of environmental stimuli have encountered children with learning disorders with the problems. Since attention is one of the most important cognitive functions in the development of mathematics learning, it is important to recognize and evaluate a variety of attention deficits in this group of disorders. Therefore, considering to the three-factor model of Manly, based on sustained attention, selective attention, and control attention, in this study difference of patterns of attention in children with mathematical learning disorder using “Test of Everyday Attention for Children” was investigated.
Materials & Methods The present study was a descriptive-analytic study in a community of students aged 7-11 years with a learning disorder in Tehran, Iran. The selection was based on the early diagnosis of learning disorder with psychiatric and the standard intelligence scores of the Wechsler test in the academic records. Accordingly, 17 male and female students aged 7-11 years with the mathematical disorder were selected from five public learning centers in Tehran and 17 normal children were matched in age and gender. Initially, the demographic information questionnaire was completed by families. Then A version of “Test of everyday attention for children” was taken by the researcher during the standard period in the calming room. Accordingly, two groups with a mathematical learning disorder and normal peers were compared in three domains of sustained attention, selective, control in “Test of Everyday Attention for Children.”
Results The results of the Shapiro-Wilk test indicated that the distribution of values of all variables, except “sky search dual task” (sustained attention) and the speed of “creatures counting” (control attention), have a normal distribution in the learning disorder group (P>0.05). While the values of variables such as “Score” (sustained attention), “Opposite worlds”, accuracy of “creatures counting” (control attention), and “walk don’t walk”(sustained attention) do not follow a normal distribution in the control group (P<0.05).
In sustained attention and control attention domains, the results of the nonparametric tests indicated that have a significant difference in two groups in the subtests of “Score”, “walk don’t walk”, “sky search dual task”, “creatures counting” and "opposite worlds." Homogeneity of variances with the Leven test, reports that equality of variances. Accordingly, the results of independent t-test indicated that children with mathematical learning disorder were worse than the control group in the "Code Transition" and “Score Dual Task" subtests. In the domain of selective attention, the results of independent t-test indicated that significant difference in the subtests of "map mission" and the speed and accuracy of "sky search" in the two groups. Therefore, all domains of sustained and control attention (P<0.001) and selective attention (P<0.05) were significantly different in the two groups.
Conclusion The results demonstrate that children with mathematical learning disorders were significantly worse than their normal peers in all three domains. Findings indicated that “Test of Everyday Attention for Children” has the potential to evaluate the attention deficits in mathematical learning disorder as compared with normal peers. Therefore, it can be an appropriate tool for the evaluation in this group.
Materials & Methods The present study was a descriptive-analytic study in a community of students aged 7-11 years with a learning disorder in Tehran, Iran. The selection was based on the early diagnosis of learning disorder with psychiatric and the standard intelligence scores of the Wechsler test in the academic records. Accordingly, 17 male and female students aged 7-11 years with the mathematical disorder were selected from five public learning centers in Tehran and 17 normal children were matched in age and gender. Initially, the demographic information questionnaire was completed by families. Then A version of “Test of everyday attention for children” was taken by the researcher during the standard period in the calming room. Accordingly, two groups with a mathematical learning disorder and normal peers were compared in three domains of sustained attention, selective, control in “Test of Everyday Attention for Children.”
Results The results of the Shapiro-Wilk test indicated that the distribution of values of all variables, except “sky search dual task” (sustained attention) and the speed of “creatures counting” (control attention), have a normal distribution in the learning disorder group (P>0.05). While the values of variables such as “Score” (sustained attention), “Opposite worlds”, accuracy of “creatures counting” (control attention), and “walk don’t walk”(sustained attention) do not follow a normal distribution in the control group (P<0.05).
In sustained attention and control attention domains, the results of the nonparametric tests indicated that have a significant difference in two groups in the subtests of “Score”, “walk don’t walk”, “sky search dual task”, “creatures counting” and "opposite worlds." Homogeneity of variances with the Leven test, reports that equality of variances. Accordingly, the results of independent t-test indicated that children with mathematical learning disorder were worse than the control group in the "Code Transition" and “Score Dual Task" subtests. In the domain of selective attention, the results of independent t-test indicated that significant difference in the subtests of "map mission" and the speed and accuracy of "sky search" in the two groups. Therefore, all domains of sustained and control attention (P<0.001) and selective attention (P<0.05) were significantly different in the two groups.
Conclusion The results demonstrate that children with mathematical learning disorders were significantly worse than their normal peers in all three domains. Findings indicated that “Test of Everyday Attention for Children” has the potential to evaluate the attention deficits in mathematical learning disorder as compared with normal peers. Therefore, it can be an appropriate tool for the evaluation in this group.
Hooshang Mirzaie, Ehsan Jamshidian, Seyyed Ali Hosseini,
Volume 19, Issue 3 (Autumn 2018)
Volume 19, Issue 3 (Autumn 2018)
Abstract
Objective Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism.
Materials & Methods Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism.
Results Routines are related to family health. However, following routines in the families of children with autism are difficult due to factors associated with the child such as lack of flexibility, problematic behaviors and sensory-processing problems; factors associated with care givers, such as parents’ anxiety or marital problems; and environmental factors such as the lack of access to autism healthcare services in less populated and remote areas. Thus, parents of children with autism face the challenge of creating and maintaining the routines. A child with autism usually takes the center of family structure and activities. This condition will eventually end in controlling the daily routines of families. In other words, a significant portion of the daily life of the family is linked to the needs of the child with autism. Some routines such as eating and sleeping have been specifically addressed as challenging routines. The structure of routines takes shape around the needs of the child, rather than the whole family, and in some cases, the needs of other family members are ignored. The presence of a child with autism in the family negatively affects the development of meaningful interactions. The pervasive nature of autism leads to inflexible, child-focused routines and limited emotional and social experiences during everyday life activities in their families. Despite the challenges that families of autistic children may have to participate in routines, these families try to engage in challenging routines, which have meaning and importance for them, to learn their child’s endurance. They do not give a chance to the child with autism to decide for their family and collaborate with family members.
Conclusion Despite the important role of routines in the growth and health of the child and the family, it seems that the disabling nature of autism with its many complications, which overshadows other family planning affect the quantity and quality of family participation in activities and developing meaningful routines. Although the development of a child with autism has a burden on the family, inability to create interactions, understanding the child, and communicating among family members makes the situation in the family more problematic. As a result, the families of children with autism are unable to create and maintain effective routines for the optimal participation of family members that eventually leads to the loss of family integrity and solidarity.
Materials & Methods Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism.
Results Routines are related to family health. However, following routines in the families of children with autism are difficult due to factors associated with the child such as lack of flexibility, problematic behaviors and sensory-processing problems; factors associated with care givers, such as parents’ anxiety or marital problems; and environmental factors such as the lack of access to autism healthcare services in less populated and remote areas. Thus, parents of children with autism face the challenge of creating and maintaining the routines. A child with autism usually takes the center of family structure and activities. This condition will eventually end in controlling the daily routines of families. In other words, a significant portion of the daily life of the family is linked to the needs of the child with autism. Some routines such as eating and sleeping have been specifically addressed as challenging routines. The structure of routines takes shape around the needs of the child, rather than the whole family, and in some cases, the needs of other family members are ignored. The presence of a child with autism in the family negatively affects the development of meaningful interactions. The pervasive nature of autism leads to inflexible, child-focused routines and limited emotional and social experiences during everyday life activities in their families. Despite the challenges that families of autistic children may have to participate in routines, these families try to engage in challenging routines, which have meaning and importance for them, to learn their child’s endurance. They do not give a chance to the child with autism to decide for their family and collaborate with family members.
Conclusion Despite the important role of routines in the growth and health of the child and the family, it seems that the disabling nature of autism with its many complications, which overshadows other family planning affect the quantity and quality of family participation in activities and developing meaningful routines. Although the development of a child with autism has a burden on the family, inability to create interactions, understanding the child, and communicating among family members makes the situation in the family more problematic. As a result, the families of children with autism are unable to create and maintain effective routines for the optimal participation of family members that eventually leads to the loss of family integrity and solidarity.
Hooshang Mirzaie, Seyed Ali Hosseini, Abbas Riazi, Fatemeh Ghasemi Fard, Mehdi Jafari Oori, Samaneh Hossein Zadeh, Narges Hooshmand Zadeh,
Volume 21, Issue 1 (Spring 2020)
Volume 21, Issue 1 (Spring 2020)
Abstract
Objective: The integration of various senses with each other in the form of perceptual-motor activities can lead to the promotion of different aspects of physical, perceptual, cognitive, and psychosocial development. Decreased visual acuity in children with visual impairment makes it difficult to develop motor skills, including gross motor skills. A few studies have used perceptual-motor interventions in these children with no specific framework. The purpose of this study is to evaluate the effect of a perceptual-motor intervention based on Johnstone and Ramon’s method on the gross motor skills of children with visual impairment.
Materials & Methods: In this randomized controlled trial, the study population consisted of children aged 7-10 years with visual impairment (blind or with low vision) studying in three schools of Narjes (Girls’ school), Shaid Mohebbi, and Shahid Khazaeli (Boys’ schools) in Tehran City, Iran in 2018 (n=140). Of these children, 24 who had met inclusion criteria were selected and randomly assigned into two intervention (n=12) and control (n=12) groups. The perceptual-motor program was designed based on Johnstone and Ramon’s method and validated by a panel of experts that included four members of the Department of Occupational Therapy, the University of Social Welfare and Rehabilitation Sciences, and one optometrist from the Baqiyatallah University of Medical Sciences. The intervention group received the perceptual-motor program for two months, three 45-min sessions per week (24 sessions in total). The gross motor skills of both groups were measured by the second edition of Movement Assessment Battery for Children (MABC-2) test (aiming/catching and balance subscales) and the second edition of Test of Gross Motor Development (TGMD-2) (locomotor and object control subscales) in three stages: Pre-test, post-test, and 1-month follow-up. Data analysis was performed using the Shapiro-Wilk test, Mann-Whitney U test, Friedman test, Bonferroni test, and generalized estimating equation in SPSS v. 22. The significance level was set at 0.05.
Results: The mean±SD ages of children in the intervention and control groups were 9.2±1.1 and 8.3±1.2 years, respectively. The mean±SD scores of aiming/catching skill in the intervention group reached from 4.17±2.82 in the Pre-test phase to 11.17±1.95 in the post-test and 10.92±1.62 in the follow-up phases. In the control group, the mean±SD scores were 3.83±2.79 in the Pre-test, 4.25±3.08 in the post-test, and 4.67±2.93 in the follow-up. The mean±SD scores of the balance skill increased from 6.25±2.42 in the Pre-test to 10±2.13 in the post-test and 9.92±2.19 in the follow-up phase. In the control group, the scores were 3.50±3.09) in the Pre-test, 3.83±3.46) in the post-test, and 4±3.36) in the follow-up phase. The mean±SD score of the locomotor skill was 40.92±9.34 in the Pre-test, 47.58±1.17 in the post-test, and 47.42±1.08 in the follow-up phase. In the control group, these scores increased from 35.83±12.92 in the Pre-test to 36.83±13.17 and 37.67±13.24 in the post-test and follow-up phases, respectively. The mean±SD scores of object control skill increased from 32.50±14.74 in the Pre-test to 47.50±1.24 in the post-test and 47.66±1.15 in the follow-up, while in the control group, the scores were 29.25±12.93 in the Pre-test, and 30.17±12.89 and 30.08±13.34 in the post-test and follow-up phases. The aiming/catching, balance, and object control skills of children were significantly improved after the intervention (P<0.05), and continued after one month. In contrast, the locomotor skill was not improved after the intervention (P>0.05).
Conclusion: The perceptual-motor interventional program can be useful in promoting the gross motor skills of children with visual impairment. It is suggested that this program be used in other studies on visually-impaired children.
Materials & Methods: In this randomized controlled trial, the study population consisted of children aged 7-10 years with visual impairment (blind or with low vision) studying in three schools of Narjes (Girls’ school), Shaid Mohebbi, and Shahid Khazaeli (Boys’ schools) in Tehran City, Iran in 2018 (n=140). Of these children, 24 who had met inclusion criteria were selected and randomly assigned into two intervention (n=12) and control (n=12) groups. The perceptual-motor program was designed based on Johnstone and Ramon’s method and validated by a panel of experts that included four members of the Department of Occupational Therapy, the University of Social Welfare and Rehabilitation Sciences, and one optometrist from the Baqiyatallah University of Medical Sciences. The intervention group received the perceptual-motor program for two months, three 45-min sessions per week (24 sessions in total). The gross motor skills of both groups were measured by the second edition of Movement Assessment Battery for Children (MABC-2) test (aiming/catching and balance subscales) and the second edition of Test of Gross Motor Development (TGMD-2) (locomotor and object control subscales) in three stages: Pre-test, post-test, and 1-month follow-up. Data analysis was performed using the Shapiro-Wilk test, Mann-Whitney U test, Friedman test, Bonferroni test, and generalized estimating equation in SPSS v. 22. The significance level was set at 0.05.
Results: The mean±SD ages of children in the intervention and control groups were 9.2±1.1 and 8.3±1.2 years, respectively. The mean±SD scores of aiming/catching skill in the intervention group reached from 4.17±2.82 in the Pre-test phase to 11.17±1.95 in the post-test and 10.92±1.62 in the follow-up phases. In the control group, the mean±SD scores were 3.83±2.79 in the Pre-test, 4.25±3.08 in the post-test, and 4.67±2.93 in the follow-up. The mean±SD scores of the balance skill increased from 6.25±2.42 in the Pre-test to 10±2.13 in the post-test and 9.92±2.19 in the follow-up phase. In the control group, the scores were 3.50±3.09) in the Pre-test, 3.83±3.46) in the post-test, and 4±3.36) in the follow-up phase. The mean±SD score of the locomotor skill was 40.92±9.34 in the Pre-test, 47.58±1.17 in the post-test, and 47.42±1.08 in the follow-up phase. In the control group, these scores increased from 35.83±12.92 in the Pre-test to 36.83±13.17 and 37.67±13.24 in the post-test and follow-up phases, respectively. The mean±SD scores of object control skill increased from 32.50±14.74 in the Pre-test to 47.50±1.24 in the post-test and 47.66±1.15 in the follow-up, while in the control group, the scores were 29.25±12.93 in the Pre-test, and 30.17±12.89 and 30.08±13.34 in the post-test and follow-up phases. The aiming/catching, balance, and object control skills of children were significantly improved after the intervention (P<0.05), and continued after one month. In contrast, the locomotor skill was not improved after the intervention (P>0.05).
Conclusion: The perceptual-motor interventional program can be useful in promoting the gross motor skills of children with visual impairment. It is suggested that this program be used in other studies on visually-impaired children.
Zahra Kiyani, Hoshang Mirzai, Seyed Ali Hosseini, Hossein Sourtiji, Samaneh Hosseinzadeh, Elahe Ebrahimi,
Volume 21, Issue 2 (Summer 2020)
Volume 21, Issue 2 (Summer 2020)
Abstract
Objective: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the person’ life. The prevalence of ASD in Iran is increasing. The complicated nature of this disorder disrupts the balance and work routines in the family, which puts a lot of stress on the entire family, especially mothers. Mental health of the mother affects all family members, including a child with ASD. On the other hand, mothers’ confusion and failure in relation to their ASD child causes more stress and discomfort for them. In this study, we aimed to investigate the effect of filial therapy, as a play therapy, on the parenting stress of mothers with ASD children.
Materials & Methods: In this experimental study, participants were the mothers of 32 children with ASD (9 girls and 23 boys) aged 4-12 years referred to autism centers and occupational therapy clinics in Isfahan, Iran who were selected using a convenience sampling method. After obtaining an ethical approval from the Research Ethics Committee of the University of Social Welfare and Rehabilitation Sciences (code: IR.USWR.REC.1396.97), and necessary permissions, researchers referred to the clinics and after explaining the purpose of the study to the mothers, an informed consent was obtained from them. Then, they completed a demographic form, Gilliam Autism Rating Scale-2 (GARS-2), and Abidin’s Parenting Stress Index-Short Form (PSI-SF). Participants were randomly divided into two intervention and control groups after matching for the child’s age, GARS score, and the education of children and mothers. The intervention group received 10 sessions of filial therapy, once a week, each for two hours, while the control group continued routine treatment. After intervention, PSI-SF was completed by all mothers again. The collected data were analyzed by using ANCOVA, paired t-test and independent t-test. Shapiro-Wilk test was used to determine the normality of PSI-SF data distribution at Pre-test and Post-test phases.
Results: Paired t-test results showed that there was no statistically significant difference in the mean total parenting stress score between the two groups in the Pre-test phase (P= 0.679) but it was significant in the Post-test phase (P=0.010). The results of independent t-test showed that the difference between the mean Pre-test and Post-test scores of total parenting stress in the control group was not significant (P= 0.268) but it was significant in the intervention group (P=0.001). ANCOVA results showed that the Pre-test score of parenting stress had an effect on the total parenting stress score after intervention such that it could explain 82% of variations in this variable. After controlling the Pre-test score, the total parenting stress was significantly different in two groups (P=0.001). Eta squared value indicated that the intervention could explain 54% of changes in total parenting stress of mothers.
Conclusion: Filial therapy can help better acceptance of the ASD children by their parents and reduce parenting stress by improving child-parent relationships. This method can be taught as a complementary intervention to the mothers of ASD children.
Fatemeh Ghasemi Fard, Hooshang Mirzaie, Seyyed Ali Hoseini, Abbas Riazi, Abbas Ebadi, Narges Houshmandzadeh,
Volume 23, Issue 1 (Spring 2022)
Volume 23, Issue 1 (Spring 2022)
Abstract
Objective: The use of standard tools can show the exact effects of interventions in children and adolescents with visual impairment (CYP-VI). However, to date, no comprehensive review study has evaluated the general characteristics and psychometrics of the instruments used in CYP-VI. Therefore, the present study investigated the psychometric properties of the tools used for CYP-VI.
Materials & Methods: Databases of Cochrane, Scopus, PubMed, Web of Science, Iran Medex, Magiran, National Library of Iran (INL) and Google Scholar were searched using Persian and English keywords until 2021. The studies and tools used in CYP-VI were reviewed by two people in terms of inclusion criteria. Relevant information and quality assessment of the tools were checked with the adapted Casmin checklist (COSMIN) and Critical Review Form – Quantitative Studies. Psychometric properties of the studied instruments in the narrative categories were analyzed with face, content, criterion-dependent and reliability with internal and external reliability subgroups.
Results: Out of 1738 articles found, 39 studies were analyzed. Out of 39 articles, 26 were of high quality and others were of medium level. Study design included tool development/cultural adaptation, experimental, longitudinal or cross-sectional studies. Assessments were categorized into developmental (general skills, cognitive and social skills), Activities of Daily Living (ADL), Quality of Life (QoL) and Functional Vision (FV). Among the developmental tools; Only Decker intelligence test, vision related quality of life, Cardiff visual acuity questionnaire for children, first and second versions of LV Prasad functional vision questionnaire and functional vision questionnaire for children and young people with desirable psychometric properties have been reported. In relation to adaptive instruments, the changes made included the use of auditory, tactile, olfactory and motor aids, vocabulary changes, instrumental methods and the use of assistive devices, only a few of which reported psychometric properties.
Conclusion: This review study shows that limited tools have been designed for CYP-VI whose validity and reliability have not been fully evaluated and reported. However, to improve the quality of studies and control systematic errors, we need standard tools.
Navida Johari, Hooshang Mirzai, Hojat Allah Haghgoo, Samane Hosseinzadeh,
Volume 23, Issue 2 (Summer 2022)
Volume 23, Issue 2 (Summer 2022)
Abstract
Objective Intellectual disability is a common neurodevelopmental disorder. Working memory deficit can affect children. One of the effective methods in the field of learning is playing games and the application of play therapy techniques. In this method, children are allowed to practice useful social behaviors and experience new thoughts and feelings in a safe environment with supportive relationships. This study aimed to examine the effectiveness of Adlerian play therapy on the working memory of female students aged 7 to 12 years with mild intellectual disability.
Materials & Methods Out of 60 female students aged 7 to 12 years with a diagnosis of mild intellectual disability in Fatemeh Zahra Special School in Qom, 28 students met the inclusion criteria. They were divided into the experimental and control groups by 1: 1 random allocation. The experimental group received the Adlerian therapy protocol for ten weeks in three 45-minute sessions (30 sessions) every week. The working memory of both groups was examined in three stages, including pre-test, post-test, and one month later, without receiving any intervention for follow-up, by the fourth version of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Data analysis was done by Shapiro-Wilk, Friedman, Mann-Whitney, and Bonferroni tests and generalized estimation equation by SPSS software v. 22 at the significance level of 5%.
Results Most of the subjects in each group were aged 7 years (first grade) with six people (43%), whereas the lowest frequency was related to the age of 9 years (third grade) with two people (14%) per group. The mean and standard deviation of the working memory subtest in the experimental group increased from 6.28 3.66 in the pre-test to 10.4 86 in the post-test and increased to 12.64 5.25 in the follow-up stage. However, in the control group, the mean and standard deviation changed from 5.92 3.19 in the pre-test to 5.64 3.17 and 5.85 3.41 in the post-test and follow-up, respectively. In the experimental group, there was a significant difference in the mean score of working memory in all stages of measurement (p< 0.05). In the pre-test stage, there was no significant difference in the mean score of working memory in the experimental and control groups (p>0.05). In the post-test stage, because the P was very close to 0.05, we can ignore it and consider it significant. In the follow-up stage, there was a significant difference in the mean score of working memory in the experimental and control groups (P<0.05).
Conclusion It seems that child-centered Adlerian play therapy has a persistent effect on the working memory of students with mild intellectual disabilities. Therefore, Adlerian play therapy can be used in educational planning to enhance the working memory of these students
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