Psychological Research in Individuals with Exceptional Needs

The objective of this study was to design and empirically validate a comprehensive differentiated curriculum model for gifted students grounded in the theory of Multiple Intelligences within the educational context of Tehran. This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with twenty experts in gifted education, curriculum studies, and educational psychology to identify the core components of the proposed model. The resulting framework was operationalized into a researcher-developed questionnaire and administered to a sample of 350 gifted students selected through multi-stage cluster sampling from specialized schools in Tehran. Content validity was established through expert review, and construct validity was examined using confirmatory factor analysis. Structural equation modeling was conducted using AMOS to evaluate the relationships among model components and assess overall model fit. The measurement model demonstrated strong psychometric properties with satisfactory convergent and discriminant validity. Structural equation modeling revealed that alignment with Multiple Intelligences significantly predicted all dimensions of differentiated curriculum implementation, including content differentiation (β = 0.62, p < 0.001), process differentiation (β = 0.71, p < 0.001), product/performance differentiation (β = 0.58, p < 0.001), learning environment differentiation (β = 0.49, p < 0.001), and flexible assessment (β = 0.76, p < 0.001). The structural model exhibited good fit to the data (χ²/df = 2.31, CFI = 0.95, TLI = 0.94, RMSEA = 0.061, SRMR = 0.044). The validated model provides a theoretically grounded and empirically supported framework for designing differentiated curricula that effectively respond to the diverse intellectual profiles of gifted learners and offers practical guidance for curriculum reform in gifted education.

The aim of the present study was to compare the effectiveness of child-centered mindfulness training and art (drawing) therapy on behavioral problems and cognitive assessment in children with hearing loss in the city of Bukan. This study was applied in nature and, in terms of data collection, employed a semi-experimental field design. The research method was a quasi-experimental pretest–posttest design with a control group and a follow-up period. The study population consisted of all male and female children with hearing loss in Bukan County. A total of 45 children were assigned to three groups: two intervention groups with 15 participants each and one control group with 15 participants. The research instruments included two educational intervention packages and two questionnaires. The child-centered mindfulness training package was based on the program developed by Bordick (2017), and the art therapy training package was based on Martin’s program (2009). In addition, the Revised Behavior Problem Checklist for Children and Adolescents (RBPC) developed by Quay and Peterson, and the Children’s Cognitive Assessment Questionnaire (CCAQ) developed by Zater and Chassin, were used in this study. Based on the findings, no statistically significant difference was observed between the effectiveness of the two interventions in reducing children’s cognitive assessment scores (p < .05). On the other hand, neither intervention had a statistically significant effect on reducing behavioral problems in children (p > .05). It can be concluded that both therapeutic approaches may be used as effective interventions for improving certain psychological and cognitive aspects of children with hearing loss; however, alternative or complementary approaches may be required to address behavioral problems.

The present study aimed to examine the effectiveness of a mindfulness training program on selective attention, visuospatial memory, and academic performance in elementary school students diagnosed with ADHD. This study employed a quasi-experimental design with a pretest–posttest control group. A total of 30 elementary school students diagnosed with ADHD were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in eight 45-minute sessions of a mindfulness training program based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) protocols, while the control group continued with routine school activities. Selective attention was assessed using the Stroop Test, visuospatial memory was measured with the Corsi Block-Tapping Test, and academic performance was evaluated through continuous assessment scores and an Academic Performance Questionnaire. Data were analyzed using analysis of covariance (ANCOVA) while controlling for pretest effects. The findings indicated that the mindfulness intervention led to significant improvements in selective attention, visuospatial memory, and academic performance in the experimental group compared with the control group. In addition, correlations between cognitive indices and academic performance increased following the intervention, highlighting the role of cognitive mechanisms in enhancing academic achievement. Mindfulness training can serve as an effective complementary intervention alongside other treatment approaches to improve cognitive and academic functioning in students with ADHD. It is recommended that mindfulness programs be implemented in schools with the involvement of parents and teachers. Future research should incorporate follow-up periods, larger sample sizes, and neuropsychological indicators to further elucidate the mechanisms underlying these effects.

The objective of this study was to compare the effectiveness of sexual-education training and sensory–proprioceptive–tactile exercises on reducing anxiety in high-functioning autistic children aged 4 to 7 years. This quasi-experimental study employed a pretest–posttest design with a control group and included 30 high-functioning autistic children selected through convenience sampling from therapeutic clinics in Tehran. Participants were randomly assigned to a sexual-education intervention group, a sensory–proprioceptive–tactile intervention group, or a control group. Anxiety was measured using the Spence Children’s Anxiety Scale (SCAS), parent version, the sole standardized instrument administered in this study. The sexual-education program consisted of structured parent and child sessions focusing on bodily awareness, privacy rules, and protective skills, while the sensory–proprioceptive–tactile intervention included deep-pressure, proprioceptive, and tactile-modulation exercises designed to support physiological regulation. Data were analyzed using two-way repeated-measures ANOVA and Bonferroni post-hoc tests. Results demonstrated a significant main effect of time and a significant time × group interaction, indicating that anxiety decreased differently across interventions. The sensory–proprioceptive–tactile group showed the greatest reduction in anxiety from pretest to posttest, significantly outperforming both the sexual-education group and the control group. Bonferroni post-hoc analyses confirmed significant decreases within both intervention groups, with the sensory-based intervention producing a larger effect size, while the control group showed no significant change across time. Between-group comparisons at posttest further revealed that both intervention groups had significantly lower anxiety scores than the control group, with the sensory-based intervention demonstrating superior outcomes. The findings highlight that while both sexual-education and sensory-based interventions effectively reduce anxiety in high-functioning autistic children, sensory–proprioceptive–tactile exercises provide substantially greater therapeutic benefit, underscoring the importance of sensory-regulation approaches in early intervention.

Students with learning disabilities, in addition to academic difficulties, often experience psychological challenges such as negative body self-concept, which can adversely affect their social and academic functioning. This study aimed to determine the effectiveness of the Fernald multisensory approach on body self-concept in elementary school students with learning disabilities. This research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of students with learning disabilities in the city of Zahedan, from whom 40 students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students per group). The experimental group received 15 instructional sessions based on the Fernald multisensory approach, while the control group received no intervention. The measurement instrument was the Marsh Body Self-Description Questionnaire, and data were analyzed using analysis of covariance. The findings indicated that instruction based on the Fernald multisensory approach had a significant positive effect on improving overall body self-concept and all of its components (physical, social, temperamental, academic, moral, and intellectual) in the experimental group compared to the control group (p < .001). These results suggest that the intervention, by creating successful learning experiences, substantially improved the students’ self-perceived body image. Based on the findings, it can be concluded that the Fernald multisensory approach is an effective and efficient intervention for enhancing body self-concept in students with learning disabilities. Therefore, incorporating this approach into school-based support and rehabilitation programs and counseling centers may contribute to simultaneous improvement in academic performance and psychological well-being among these students.

The purpose of this study was to determine the effectiveness of the CRT program on behavioral problems in children with ADHD. This research was a quasi-experimental study using a pretest–posttest design with a control group. The statistical population consisted of all children aged 7 to 9 years diagnosed with ADHD in Ahvaz in 2024. From this population, 30 children were selected through convenience sampling and randomly assigned to experimental and control groups. The CRT intervention was delivered in ten 60-minute sessions, one session per week, for the experimental group, while the control group received no intervention. Data were collected using the Child Behavior Checklist (CBCL). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance) were used for data analysis, employing SPSS version 26. The results indicated that the CRT intervention had a significant effect on the variables of anxiety/depression, withdrawal/depression, social problems, thought problems, attention problems, and aggressive behavior, leading to improvement in these problems in the experimental group compared to the control group (p < .05). However, the intervention did not have a significant effect on somatic complaints or rule-breaking behavior. The findings of this study confirm the effectiveness of the CRT program as an intervention method for reducing several behavioral problems in children with ADHD. Accordingly, implementing this program alongside other psychological and educational interventions in clinical and school settings is recommended for this group of children. Nevertheless, the lack of impact on some areas, such as somatic complaints, highlights the necessity of complementing CRT with additional approaches or designing more specialized sessions.

This study aimed to investigate the effectiveness of short-term dynamic psychotherapy (STDP) on improving identity integration and self-esteem among parents of exceptional children. The study employed a quasi-experimental design with a pretest–posttest–follow-up format and a control group. The statistical population included all parents of exceptional children in Tehran in 2025. A total of 30 parents were selected using convenience sampling and randomly assigned to experimental and control groups (15 participants each). The experimental group received 15 weekly sessions of 90-minute Intensive Short-Term Dynamic Psychotherapy (ISTDP), while the control group received no intervention. The Self-Esteem Scale (Crocker et al., 2003) and the Marcia Identity Status Questionnaire (Adams & Bennion, 1986) were used to measure variables at three stages: pretest, posttest, and two-month follow-up. Data were analyzed using repeated-measures ANOVA in SPSS-26, along with Kolmogorov–Smirnov, Levene, Mauchly, and Box’s M tests to confirm statistical assumptions. Results indicated a significant improvement in the experimental group compared to the control group in both self-esteem (F = 4.688, p = .033, η² = .27) and identity integration (F = 15.703, p = .024, η² = .20). Within-group comparisons showed significant progress across all three stages in self-esteem (p < .001) and identity (p < .001). Interaction effects between group and time were also significant for both variables (p < .001), confirming the sustained positive impact of STDP during the follow-up phase. Bonferroni post-hoc analysis revealed consistent mean score increases in the experimental group compared to the control group at each stage. Short-term dynamic psychotherapy effectively enhances identity coherence and self-esteem among parents of exceptional children by addressing unconscious conflicts and facilitating emotional integration. It can be applied as a supportive intervention in counseling and rehabilitation settings for families facing the psychological challenges of disability.

The present study aimed to examine the effectiveness of neurofeedback on working memory performance and cognitive planning ability in children with ADHD. This semi-experimental study employed a pretest–posttest control group design with a follow-up phase. The statistical population consisted of all children aged 7 to 14 years diagnosed with ADHD who attended the Shiva Counseling and Psychology Center in Rasht in 2025. From this population, 70 children (35 in the experimental group and 35 in the control group) were selected through purposive sampling. The experimental group received 20 sessions of neurofeedback training (two sessions per week, each lasting 30 to 40 minutes). The neurofeedback protocol involved reducing the theta/beta ratio in the F4 region, enhancing sensorimotor rhythm (SMR), and decreasing theta and delta activity in the frontal and Cz regions. Data collection instruments included the Conners-3 Questionnaire, the Wechsler Digit Span Subtest, the Corsi Block-Tapping Test for visuospatial memory, and the Tower of London Test for cognitive planning. Data were analyzed using descriptive statistics and mixed-design ANOVA with repeated measures in SPSS version 29. Results revealed that the mean scores of verbal and visuospatial working memory, cognitive planning ability, and the reduction of ADHD index significantly improved in the neurofeedback group compared to the control group in both posttest and follow-up stages (p < .001). The effects of time, group, and the interaction between time × group were significant across all variables (partial η² ranging from .43 to .70). Bonferroni post hoc tests indicated that the changes from pretest to posttest were significant and remained stable at the follow-up phase. Moreover, 76.5% of children in the neurofeedback group demonstrated a clinically significant reduction (more than 10 T-score points on the Conners Questionnaire). The findings suggest that neurofeedback, through the modulation of brainwave patterns in frontal and central regions, can produce lasting improvements in working memory and cognitive planning abilities among children with ADHD.