Psychological Research in Individuals with Exceptional Needs
E-ISSN: 3060-6713 Director in Charge: Dr. Ali Aghaziarati Editor-in-chief: Dr. Salar Faramarzi Owner: KMAN Research Institute Publisher: KMAN Publication Inc. (KMANPUB) Contact Email: PRIEN@kmanpub.com / journalprien@gmail.com Open Access: YES The Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal, established in 2023, is a pioneering international academic journal dedicated to the multifaceted field of psychology and its application to individuals with exceptional needs. The journal's scope encompasses a diverse range of topics such as developmental psychology, educational psychology, cognitive and behavioral therapy, neuropsychology, special education, adaptive technology, mental health, social integration, and policy development in support of individuals with disabilities or giftedness. Its primary aim is to promote the understanding, support, and advancement of individuals with unique psychological needs, whether they are developmental, emotional, cognitive, or gifted. PRIEN Journal invites contributions in the form of high-quality original research articles, comprehensive review articles (including narrative, scoping, systematic, and integrative reviews), thought-provoking editorials, concise short communications, and insightful letters to the editor. Committed to maintaining rigorous standards, the journal employs a thorough open peer review process to ensure research integrity and transparency. Adhering to a gold open access model, PRIEN Journal guarantees unrestricted online access to its content, fostering a global exchange of knowledge and ideas in this critical field. About the Publisher Publisher: KMAN Publication Inc. Publisher Office: Unit 5‑10825 Yonge St, Richmond Hill, Ontario, Canada, L4C 3E3 https://journals.kmanpub.com Email: kmanpu@kmanpub.com Telegram: +1 (647) 656‑4401 | WhatsApp: +1 (437) 429‑3507 Germany Office: Dratelnstrasse, Wohnung A60, 21119 Hamburg, Germany (+4915207720487)
A LightGBM-Based Analysis of Academic Resilience Among Gifted Students with Twice-Exceptional Profiles: Contributions of Metacognitive Awareness, Emotional Regulation, and Perceived Teacher Support
The present study aimed to examine the predictive contributions of metacognitive awareness, emotional regulation, and perceived teacher support to academic resilience among gifted students with twice-exceptional profiles using a Light Gradient Boosting Machine (LightGBM) model. This cross-sectional predictive study was conducted among 428 gifted students with documented twice-exceptional profiles recruited from educational institutions across Canada. Participants completed standardized measures assessing academic resilience, metacognitive awareness, emotional regulation, and perceived teacher support. Preliminary statistical analyses included descriptive statistics and Pearson correlation coefficients. Subsequently, a LightGBM machine learning model was developed to predict academic resilience. The dataset was divided into training (80%) and testing (20%) subsets, and model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). Feature importance and SHAP (Shapley Additive Explanations) analyses were performed to determine the relative contributions of the predictor variables. Inferential analyses revealed significant positive correlations between academic resilience and metacognitive awareness (r = .71, p < .01), perceived teacher support (r = .63, p < .01), and emotional regulation (r = .58, p < .01). The LightGBM model demonstrated excellent predictive performance, explaining 84.7% of the variance in academic resilience within the testing dataset (R² = .847), with low prediction error values (RMSE = 6.84, MAE = 5.18, MAPE = 5.03%). Feature importance analysis indicated that metacognitive awareness was the strongest predictor of academic resilience (43.82%), followed by perceived teacher support (33.76%) and emotional regulation (22.42%). SHAP analyses confirmed these findings, revealing that metacognitive awareness exerted the greatest influence on resilience predictions, followed by teacher support and emotional regulation. Higher levels of all three predictors were consistently associated with increased predicted resilience scores. The findings demonstrate that academic resilience among gifted students with twice-exceptional profiles is strongly influenced by a combination of cognitive, emotional, and contextual factors. Metacognitive awareness emerged as the most powerful predictor, highlighting the importance of self-regulated learning processes in facilitating adaptive academic functioning. Perceived teacher support and emotional regulation also made substantial contributions, underscoring the critical roles of supportive educational relationships and emotional competencies. The results suggest that interventions designed to strengthen metacognitive skills, enhance emotional regulation, and foster supportive teacher-student interactions may effectively promote resilience and educational success among twice-exceptional learners.
Copyright (c) 2026 Faisal Al-Kuwari (Author); Emily Cartwright (Corresponding Author)
Machine Learning Prediction of Vocational Success Among Young Adults with Intellectual Disabilities: The Roles of Self-Determination, Career Adaptability, and Family Empowerment
The present study aimed to develop and evaluate an explainable machine learning model for predicting vocational success among young adults with intellectual disabilities based on self-determination, career adaptability, and family empowerment. This cross-sectional predictive study was conducted among 428 young adults with mild to moderate intellectual disabilities recruited from vocational rehabilitation centers, supported employment programs, and transition-to-work services across Canada. Participants completed standardized measures of vocational success, self-determination, career adaptability, and family empowerment. Data preprocessing procedures included standardization, missing-value imputation, and quality screening. Several machine learning algorithms, including Linear Regression, Support Vector Regression, Random Forest, Gradient Boosting, and Extreme Gradient Boosting (XGBoost), were trained and evaluated using a 70:30 training-testing split and five-fold cross-validation. Model performance was assessed using the coefficient of determination (R²), root mean squared error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). SHapley Additive exPlanations (SHAP) analysis was employed to identify feature importance and improve interpretability of model predictions. Significant positive associations were observed between vocational success and self-determination (r = .68, p < .001), career adaptability (r = .61, p < .001), and family empowerment (r = .54, p < .001). Among the predictive models tested, XGBoost demonstrated the highest predictive accuracy, accounting for 76% of the variance in vocational success (R² = .76), with the lowest prediction errors (RMSE = 6.94, MAE = 5.13, MAPE = 6.95%). SHAP analysis revealed that self-determination was the most influential predictor, contributing 41.5% of total model importance, followed by career adaptability (30.4%) and family empowerment (22.7%). Collectively, these three variables accounted for more than 94% of the predictive contribution within the final model. The findings indicate that vocational success among young adults with intellectual disabilities can be predicted with high accuracy using machine learning techniques. Self-determination emerged as the strongest predictor, followed by career adaptability and family empowerment, highlighting the importance of both personal agency and supportive family environments. The results support the use of explainable artificial intelligence approaches in disability and vocational research and suggest that interventions targeting these psychosocial factors may enhance employment outcomes and long-term vocational success.
Copyright (c) 2026 Gabrielle Pelletier (Author); Marcus Ouellet (Corresponding Author)
Explainable Artificial Intelligence Modeling of Social Participation in Children with Intellectual Disabilities: A SHAP-Based CatBoost Analysis of Adaptive Behavior, Communication Competence, and Parental Involvement
The present study aimed to develop and interpret an explainable artificial intelligence model of social participation in children with intellectual disabilities by examining the predictive contributions of adaptive behavior, communication competence, and parental involvement using a SHAP-based CatBoost algorithm. This cross-sectional predictive modeling study was conducted among 412 children with mild to moderate intellectual disabilities aged 8–16 years who were recruited from special education schools, rehabilitation centers, and inclusive educational settings across Hungary. Social participation was assessed using the Participation and Environment Measure for Children and Youth (PEM-CY), while adaptive behavior, communication competence, and parental involvement were measured using standardized psychometric instruments. Following data preprocessing and screening procedures, a CatBoost machine learning model was developed to predict social participation outcomes. Model performance was evaluated using the coefficient of determination (R²), Root Mean Square Error (RMSE), Mean Absolute Error (MAE), and Mean Absolute Percentage Error (MAPE). To enhance interpretability, SHapley Additive exPlanations (SHAP) analyses were conducted to determine the relative importance and direction of predictor contributions. Pearson correlation analyses demonstrated significant positive associations between social participation and adaptive behavior (r = .781, p < .001), communication competence (r = .724, p < .001), and parental involvement (r = .647, p < .001). The CatBoost model exhibited excellent predictive performance, explaining 89.2% of the variance in social participation within the test dataset (R² = .892), with RMSE = 4.97, MAE = 3.89, and MAPE = 5.84%. SHAP analyses identified adaptive behavior as the strongest predictor of social participation (42.7% relative importance), followed by communication competence (32.8%) and parental involvement (19.7%). Together, these three variables accounted for more than 95% of the model’s total explanatory influence. Furthermore, SHAP dependence analyses revealed nonlinear interactions, indicating that the positive effects of adaptive behavior became increasingly pronounced at higher levels of communication competence and parental involvement. The findings demonstrate that social participation among children with intellectual disabilities is primarily influenced by adaptive behavior, communication competence, and parental involvement. The SHAP-based CatBoost model provided highly accurate and interpretable predictions, highlighting the value of explainable artificial intelligence for understanding participation outcomes in developmental disability research. These results support the development of family-centered and skills-focused interventions aimed at enhancing social inclusion and community participation among children with intellectual disabilities.
Copyright (c) 2026 Ayako Nishimura (Author); Ágnes Tóth (Corresponding Author)
Inclusive Coaching : Supporting Children and Youth With Intellectual Developmental Disabilities Engaging in Sport
Special Olympics is an international movement committed to promoting inclusion and building community through sports and physical activity for individuals with intellectual disabilities. In Canada, the organization supports more than 40,000 athletes, offering structured athletic opportunities from early childhood through to adulthood. This critical literature review synthesizes 18 sources on coaching within Special Olympics, including peer-reviewed research around coaching Special Olympics, to examine trends, themes, and gaps in the field. Literature was reviewed from March 2025 to December 2025. It emphasizes the continuous, community-based nature of Special Olympics programming, which occurs regularly in local settings, rather than as infrequent high-profile events. The findings highlight both the benefits of athlete participation and the critical role of effective coaching, while also revealing a need for additional research focused on coaching practices, particularly among coaches who work with children and youth. Strengthening the evidence base in the Canadian context is essential to enhance coaching strategies, support athlete growth, support and guide future research opportunities and promote sustained success within the Special Olympics community.
Copyright (c) 2026 Justin Heenan, Sierra Sumner (Author)
A LightGBM Analysis of Emotional Well-Being in Children with Autism Spectrum Disorder: Predictive Contributions of Sensory Sensitivity, Parent–Child Attachment, and Social Competence
The present study aimed to investigate the predictive contributions of sensory sensitivity, parent–child attachment, and social competence to emotional well-being among children with Autism Spectrum Disorder (ASD) using a Light Gradient Boosting Machine (LightGBM) model and explainable artificial intelligence techniques. This cross-sectional predictive study was conducted among 428 children diagnosed with Autism Spectrum Disorder in South Africa. Emotional well-being served as the target variable, while sensory sensitivity, parent–child attachment, and social competence were entered as predictor variables. Data were collected using standardized caregiver-report instruments with established psychometric properties. After preliminary data screening and preprocessing, the dataset was randomly divided into training and testing subsets using an 80:20 ratio. A LightGBM algorithm was implemented to develop the predictive model, and hyperparameter optimization was performed through five-fold cross-validation. Model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean squared error (MSE). Feature importance analysis and Shapley Additive Explanations (SHAP) were employed to determine the relative contribution and direction of influence of each predictor variable. The LightGBM model demonstrated strong predictive performance, explaining 82.1% of the variance in emotional well-being within the testing dataset (R² = 0.821). Correlation analyses revealed significant positive associations between emotional well-being and both parent–child attachment (r = 0.68, p < .01) and social competence (r = 0.74, p < .01), whereas sensory sensitivity was significantly negatively associated with emotional well-being (r = −0.61, p < .01). Feature importance analysis indicated that social competence was the most influential predictor (39.8%), followed by parent–child attachment (33.3%) and sensory sensitivity (26.9%). SHAP analyses confirmed these findings, demonstrating that higher levels of social competence and stronger parent–child attachment increased predicted emotional well-being, whereas elevated sensory sensitivity reduced emotional well-being predictions. The findings indicate that emotional well-being among children with ASD is strongly shaped by social, relational, and sensory factors. Social competence emerged as the most influential predictor, highlighting the importance of adaptive social functioning for positive emotional outcomes. Secure parent–child attachment also contributed substantially to emotional well-being, while sensory sensitivity functioned as a significant risk factor. The high predictive accuracy of the LightGBM model demonstrates the value of machine learning approaches for identifying key determinants of emotional well-being and supports the development of targeted interventions focusing on social skills enhancement, family relationships, and sensory regulation to improve psychological outcomes among children with ASD.
Copyright (c) 2026 Elīna Ozoliņa (Author); Nomvula Dlamini (Corresponding Author); Mercy Atieno (Author)
CatBoost Prediction of Social Anxiety Among Students with Specific Learning Disabilities: Contributions of Rejection Sensitivity, Self-Compassion, and Peer Victimization
The present study aimed to develop and evaluate a CatBoost machine learning model for predicting social anxiety among students with specific learning disabilities based on rejection sensitivity, self-compassion, and peer victimization, while determining the relative contribution of each predictor to model performance. This cross-sectional predictive study was conducted among 428 students with specific learning disabilities enrolled in secondary schools in Santiago, Chile. Participants completed standardized measures assessing social anxiety, rejection sensitivity, self-compassion, and peer victimization. Following data preprocessing and preliminary statistical analyses, a CatBoost machine learning algorithm was implemented to predict social anxiety levels. The dataset was divided into training (80%) and testing (20%) subsets, and hyperparameter optimization was performed using five-fold cross-validation. Model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). Feature importance analysis and SHAP (Shapley Additive Explanations) values were calculated to identify the relative influence and directional effects of the predictors. The CatBoost model demonstrated strong predictive performance, accounting for 81.2% of the variance in social anxiety scores within the testing dataset (R² = .812). The model yielded low prediction errors (RMSE = 5.08, MAE = 3.94, MAPE = 8.46%), indicating high accuracy and generalizability. Feature importance analysis revealed that rejection sensitivity was the strongest predictor of social anxiety (41.82%), followed by peer victimization (34.67%) and self-compassion (23.51%). SHAP analyses showed that higher levels of rejection sensitivity and peer victimization were associated with increased social anxiety, whereas higher self-compassion was associated with lower social anxiety. Correlational analyses further indicated significant positive associations between social anxiety, rejection sensitivity, and peer victimization, alongside a significant negative association between social anxiety and self-compassion. The findings demonstrate that social anxiety among students with specific learning disabilities is strongly influenced by interpersonal vulnerability factors and psychological resilience resources. Rejection sensitivity and peer victimization represent significant risk factors, whereas self-compassion serves as an important protective factor. CatBoost modeling provides an effective and interpretable approach for identifying students at risk and may support the development of targeted school-based prevention and intervention programs aimed at improving emotional well-being and social functioning.
Copyright (c) 2026 Eirik Solheim (Author); Valentina Rojas (Corresponding Author); Lucía Bentancor (Author)
Machine Learning Classification of Suicidal Ideation in Adolescents with Attention-Deficit/Hyperactivity Disorder: A Random Forest Approach Incorporating Impulsivity, Emotional Dysregulation, and Family Cohesion
The present study aimed to develop and evaluate a Random Forest machine learning model for classifying suicidal ideation among adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) based on impulsivity, emotional dysregulation, and family cohesion. This cross-sectional predictive modeling study was conducted among 468 Canadian adolescents aged 13–18 years with a confirmed diagnosis of ADHD. Participants were recruited from outpatient psychiatric clinics, mental health centers, and educational counseling services across multiple provinces. Suicidal ideation was assessed using the Suicidal Ideation Questionnaire-Junior (SIQ-JR), impulsivity was measured using the Barratt Impulsiveness Scale-11 (BIS-11), emotional dysregulation was evaluated using the Difficulties in Emotion Regulation Scale (DERS), and family cohesion was assessed using the Family Adaptability and Cohesion Evaluation Scales IV (FACES-IV). Data were analyzed using a Random Forest classification algorithm implemented in Python. The dataset was divided into training and testing subsets using an 80:20 ratio, and 10-fold cross-validation was employed to optimize model performance. Classification accuracy, precision, recall, specificity, F1-score, and area under the receiver operating characteristic curve (AUC-ROC) were used to evaluate predictive performance. Feature importance analyses were conducted to identify the relative contribution of each predictor. The Random Forest model demonstrated excellent classification performance, achieving an accuracy of 88.2%, precision of 86.4%, recall of 90.1%, specificity of 86.7%, F1-score of 88.2%, and an AUC-ROC of .934. Suicidal ideation was positively associated with impulsivity (r = .54, p < .01) and emotional dysregulation (r = .67, p < .01) and negatively associated with family cohesion (r = −.49, p < .01). Feature importance analysis revealed that emotional dysregulation was the strongest predictor of suicidal ideation (35.8%), followed by family cohesion (28.5%) and impulsivity (24.4%). The confusion matrix further indicated high sensitivity and low rates of classification error. The findings demonstrate that machine learning approaches can accurately classify suicidal ideation among adolescents with ADHD and highlight emotional dysregulation, family cohesion, and impulsivity as key determinants of suicide risk. These results underscore the importance of integrating psychological and family-related factors into suicide prevention efforts and support the potential clinical utility of machine learning-based screening tools for early identification of high-risk adolescents.
Attention-Deficit/Hyperactivity Disorder
Copyright (c) 2026 Tereza Malá (Author); Aditya Prasetyo (Corresponding Author); Mette Kristiansen (Author)
Comparison of the Effectiveness of Transcranial Electrical Brain Stimulation and Cognitive Rehabilitation on Working Memory in Students Aged 7–13 Years with Specific Reading Learning Disorder
The overall objective of the present study was to compare the effectiveness of transcranial electrical brain stimulation and cognitive rehabilitation on the working memory of students aged 7–13 years with specific reading learning disorder. In terms of purpose, the present study was applied research, and in terms of methodology, it was a quasi-experimental study with a pretest–posttest design and a control group. The statistical population consisted of all 7–13-year-old students with reading learning disabilities in Districts 7 and 10 of Tehran, totaling 1,500 individuals. A total of 45 participants (15 in the experimental group receiving transcranial electrical brain stimulation, 15 in the experimental group receiving cognitive rehabilitation, and 15 in the control group) were selected as the sample using simple random sampling. Data were collected using the N-back test to assess working memory. Multivariate analysis of covariance and the LSD post hoc test were used for data analysis. Transcranial electrical brain stimulation demonstrated greater effectiveness in improving working memory, particularly in reducing response time, compared with the control group, and in some indicators, it also showed superiority over cognitive rehabilitation. Transcranial electrical brain stimulation interventions and cognitive rehabilitation programs can be used as complementary methods for improving the working memory of students aged 7–13 years with specific reading learning disorder.
Transcranial electrical brain stimulation
Copyright (c) 2026 Neda Ahmadi (Author); Hossein Ali Ghanadzadegan (Corresponding Author); Shaban Heidari (Author)
Assessment of Spiritual Vitality and Marital Satisfaction in Parents of Children Aged 6–12 Years with Autism Spectrum Disorder
The aim of this study was to investigate the relationship between spiritual vitality and marital satisfaction among parents of children aged 6–12 years diagnosed with Autism Spectrum Disorder (ASD). This study employed a descriptive-correlational design with a quantitative approach. The statistical population consisted of parents referring to the Iranian Autism Association in Tehran Province, from whom 100 participants (50 couples) were selected using purposive sampling. Data were collected using the standardized Afrouz Marital Satisfaction Questionnaire and the Afrouz Spiritual Vitality Scale. Data analysis was conducted through correlation coefficients and analysis of variance using SPSS software. The findings indicated that there was no significant relationship between the total score of spiritual vitality and marital satisfaction among the parents. However, subscale analyses revealed that certain dimensions of marital satisfaction, including marital contentment, positive thinking, and communicational-social behaviors, were correlated with spiritual vitality, and the relationships among these components were statistically significant. In addition, no significant differences were observed between fathers and mothers regarding spiritual vitality and marital satisfaction; nevertheless, the mean scores reflected relatively low to moderate levels of these two variables among the parents. These findings suggest that although spiritual vitality alone is not a direct predictor of marital satisfaction in this group, fostering spirituality-oriented dimensions within married life may indirectly influence the quality of the relationship among couples raising a child with autism. The results highlight the necessity of designing holistic interventions focused on strengthening spiritual and communicational resources in these families.
Copyright (c) 2026 Fereshteh Davoudnia (Author); Fatemeh Ordoo (Corresponding Author)
The Mediating Role of Self-Efficacy and Social Support in the Effect of Psychological Hardiness on the Quality of Life of Physically Disabled People
The present study aimed to investigate the structural relationship between psychological hardiness and quality of life in physically and motor disabled individuals, with the mediating roles of self-efficacy and perceived social support. This applied, cross-sectional, correlational study was conducted using structural equation modeling among physically and motor disabled individuals in Mazandaran Province, Iran. The statistical population consisted of approximately 26,000 individuals registered in the provincial Welfare Organization, from whom 424 participants aged 14–40 years (277 males and 147 females) were selected through two-stage cluster sampling from Sari, Amol, Behshahr, and Chalus cities. Data were collected using the Ahvaz Psychological Hardiness Questionnaire, the SF-36 Quality of Life Questionnaire, Sherer’s Self-Efficacy Scale, and the Sherbourne and Stewart Social Support Scale. The instruments demonstrated acceptable reliability coefficients ranging from 0.86 to 0.91. Descriptive statistics, Pearson correlation coefficients, Sobel tests, and structural equation modeling were performed using SPSS-22, AMOS, and SmartPLS software at a 95% confidence level. The results demonstrated significant positive relationships among all study variables. Psychological hardiness had significant direct effects on self-efficacy (β=0.10, T=2.09, P<0.01), perceived social support (β=0.27, T=2.53, P<0.01), and quality of life (β=0.10, T=2.94, P<0.01). Self-efficacy also showed a significant direct effect on quality of life (β=0.11, T=2.55, P<0.01), while perceived social support significantly predicted quality of life (β=0.18, T=2.71, P<0.01). Pearson correlation analysis revealed the strongest correlation between psychological hardiness and quality of life (r=0.853, P<0.01). Sobel test findings confirmed the mediating role of self-efficacy (β=0.04, Z=2.57, P=0.01) and perceived social support (β=0.03, Z=2.74, P=0.001) in the relationship between psychological hardiness and quality of life. The proposed model explained 18% of the variance in self-efficacy, 14% in social support, and 11% in quality of life. The findings indicate that psychological hardiness contributes significantly to improving the quality of life of physically disabled individuals both directly and indirectly through enhancing self-efficacy and perceived social support. Strengthening resilience-related psychological characteristics, promoting self-efficacy beliefs, and expanding supportive social networks may improve mental health and overall life satisfaction among individuals with physical and motor disabilities. Therefore, psychological interventions and rehabilitation programs focused on resilience enhancement and social support development are recommended for improving the well-being and quality of life of this population.
Copyright (c) 2025 Mahdi Akbari (Corresponding Author)
From Challenge to Insight: The Effectiveness of a Cognitively Oriented Psychological Intervention on Reflective Functioning in Female Teachers of Students with Autism Spectrum Disorder
The present study was conducted to examine the effectiveness of a cognitively oriented psychological intervention on reflective functioning in female teachers of students with Autism Spectrum Disorder. The present research employed a quasi-experimental design with a pretest–posttest format, including a control group and a two-month follow-up period. The statistical population consisted of all female teachers of students with autism spectrum disorder in the city of Qazvin during the 2025–2026 academic year. From this population, 34 participants were selected using convenience sampling and were then randomly assigned to an experimental group (n = 17) and a control group (n = 17). Participants in both groups were assessed across three stages using the Reflective Functioning Questionnaire (RFQ-8) developed by Peter Fonagy et al. (1997). In the present study, individuals in the experimental group received 10 sessions of intervention, whereas the control group received no intervention. Data were analyzed using repeated measures analysis of variance (ANOVA) with SPSS version 25. The findings of data analysis indicated that the cognitively oriented psychological educational intervention had a statistically significant effect on reflective functioning (p < .05). Furthermore, the results demonstrated that the significant effect of this therapeutic approach on reflective functioning was sustained at the follow-up stage (p < .05) In conclusion, it can be inferred that a cognitively oriented psychological intervention, as an effective method, can lead to improvements in teachers’ reflective functioning. Therefore, the application of such an approach may be considered a valuable strategy for enhancing the mental functioning of teachers working with this group of students.
Copyright (c) 2026 Mohsen Karimiha (Author); Hossein Jenaabadi (Corresponding Author); Allah Nazar Alisofi (Author)
Effectiveness of Trauma-Focused Cognitive Behavioral Therapy on Post-Traumatic Stress Disorder and Psychological Empowerment (Cognitive and Emotional) in Children with a History of Sexual Abuse
The present study aimed to examine the effectiveness of trauma-focused cognitive behavioral therapy (TF-CBT) on post-traumatic stress disorder (PTSD) symptoms and psychological empowerment (cognitive and emotional) in children with a history of sexual abuse. This study employed a single-case experimental design with a multiple baseline staggered approach. The statistical population included primary school students in Tehran during the 2025–2026 academic year. Using purposive sampling, four children aged 8–12 years with a history of sexual abuse and meeting PTSD criteria were selected. Data were collected using the Lifetime Incidence of Traumatic Events Inventory (LITE-C, LITE-P), the Child and Parent Reports of Post-Traumatic Symptoms (CROPS, PROPS), and the Social-Emotional Assets and Resilience Scales (SEARS). Participants underwent approximately 14 individual TF-CBT sessions, with concurrent parental involvement. Data were analyzed using graphical analysis, percentage of improvement, repeated measures analysis of variance, and paired-samples t-tests via SPSS version 26. The results indicated statistically significant reductions in PTSD symptoms and significant increases in psychological empowerment across participants (p < 0.05). Repeated measures ANOVA revealed large effect sizes for both psychological empowerment (η² = 0.982) and PTSD symptoms (η² = 0.954), indicating strong treatment effects. Additionally, paired-samples t-test results showed no significant differences between post-test and follow-up scores (p > 0.05), suggesting the stability and maintenance of treatment gains over time. Trauma-focused cognitive behavioral therapy is an effective intervention for reducing post-traumatic stress symptoms and enhancing psychological empowerment in children with a history of sexual abuse, with effects that remain stable during follow-up.
trauma-focused cognitive behavioral therapy
Copyright (c) 2025 Saeideh Khani Zalan , Elahe Mehrabian Parizi (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
The Effectiveness of Acceptance and Commitment Therapy on Rejection Sensitivity and Self-Acceptance in Individuals with Visual Impairment
The present study aimed to examine the effectiveness of Acceptance and Commitment Therapy (ACT) on rejection sensitivity and self-acceptance among individuals with visual impairment. The research employed a quasi-experimental design with a pretest–posttest–follow-up structure including a control group. The statistical population consisted of all visually impaired individuals who were members of associations supporting persons with visual impairment and the Welfare Organization of Kurdistan Province during Spring 2025. From this population, 45 participants were selected using convenience sampling and were randomly assigned to two experimental groups and one control group. Participants completed the Rejection Sensitivity Questionnaire developed by Downey and Feldman (1996) and the Unconditional Self-Acceptance Questionnaire designed by Chamberlain and Haaga (2001) at pretest, posttest, and follow-up stages. Group sessions of Acceptance and Commitment Therapy were conducted for the intervention group based on the treatment protocol proposed by Hayes and Strosahl (2005) across eight 90-minute sessions. Acceptance and Commitment Therapy significantly reduced rejection sensitivity in the intervention group compared with the control group (p = .018). Furthermore, Acceptance and Commitment Therapy significantly increased self-acceptance in the intervention group compared with the control group (p = .005). The findings indicate that Acceptance and Commitment Therapy can be utilized as an effective intervention for reducing rejection sensitivity and enhancing self-acceptance among individuals with visual impairment. The implementation of this therapeutic approach in rehabilitation centers and psychological service settings may play an important role in promoting mental health, emotional adjustment, and improving the quality of life of visually impaired individuals.
Copyright (c) 2025 Soleyman Oveysi (Author); Qumarth Karimi (Corresponding Author); Omid Moradi (Author)
Differential Effects of Cognitive Load on Working Memory in Students with Linguistic Versus Perceptual Dyslexia
Children with dyslexia do not demonstrate homogeneous neuropsychological characteristics. The present study aimed to compare verbal working memory performance under different levels of cognitive load between two primary dyslexia subgroups, namely perceptual and linguistic types. In this comparative research design, 35 Persian-speaking children aged 7 to 10 years were selected through purposive sampling. Diagnostic and subgroup classification procedures were conducted based on the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Reading Test (Pour-Etemad & Jahani, 2001), Raven’s Colored Progressive Matrices, the Conners Parent Rating Scale, and the application of Baker’s balance model framework. The primary assessment instrument was a computerized verbal N-Back task. The collected data were analyzed using multivariate analysis of variance (MANOVA). The findings indicated a significant interaction between subgroup type and cognitive load level. Although the performance of the two groups was similar at lower task demands (1-Back and 2-Back conditions), a clear differentiation emerged under high cognitive load conditions (2-Back), such that the accuracy of the perceptual subgroup was significantly higher than that of the linguistic subgroup. These results suggest that verbal working memory deficits in dyslexia are neither global nor stable; rather, they follow a cognitive load–dependent pattern specific to the linguistic subtype. The evidence provides compelling support for the existence of distinct cognitive architectures and underscores the necessity of designing targeted and individualized intervention programs.
Copyright (c) 2025 Malihe Ramezani Doroh (Author); Zahra Hosseinzadeh Maleki (Corresponding Author); Ali Mashhadi, Ahmad Khamesan (Author)
Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis
This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged 6–12. A PRISMA-guided systematic review of 87 articles from Scopus, Web of Science, PubMed, SID, and Magiran (2010–August 2025), combined with a VOSviewer co-authorship network analysis of 78 researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in 71% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in 47% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up 35% post-2020 with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., 2020), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a 6–12 age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-19’s influence.
Copyright (c) 2026 Mahin Keikhanejad, Mohammadnaeim Porki, Mojtaba Ebrahimi , Fatemeh Askari , Eghlima kord, Ali sabukzahi (Author)
Effectiveness of Working Memory Training on Executive Functions and Cognitive Flexibility in Students with Specific Learning Disorder
ABSTRACT The present study aimed to determine the effectiveness of working memory training on executive functions and cognitive flexibility in students with specific learning disorder. Methodologically, this study was quasi-experimental and employed a pretest–posttest design with a control group. The statistical population included all children diagnosed with specific learning disorders in Ardabil City during the second semester of the 2023–2024 academic year. The research sample consisted of 45 children with specific learning disorder, who were then randomly assigned to two groups of 15 participants each (experimental group and control group). The experimental group received group-based working memory training over 12 sessions of 60 minutes each, whereas the control group did not receive any therapeutic intervention during the study period. Data collection instruments included the Learning Problems Questionnaire developed by Wilcutt et al. (2011), the Behavior Rating Inventory of Executive Function developed by Gioia et al. (2000), and the Wisconsin Card Sorting Test developed by Grant and Berg (1948). The obtained data were analyzed using repeated-measures analysis of variance. The results indicated that working memory training had a significant effect on executive functions and cognitive flexibility in students with specific learning disorder. Accordingly, it can be concluded that working memory training can be used to improve executive functions and cognitive flexibility in students with specific learning disorder.
Copyright (c) 2025 Arezoo Fasihi (Author); Behnam Molaei (Corresponding Author); Mehriar Nadermohammadi, Ozra Ghaffari Nouran (Author)
The Relationship Between Mindfulness and Social Anxiety with the Mediating Role of Metacognitive Beliefs in Mothers of Children with Autism and Intellectual Disability
The aim of the present study was to examine the relationship between mindfulness and social anxiety with the mediating role of metacognitive beliefs in mothers of children with autism and intellectual disability. In terms of purpose, the research was applied, and in terms of data collection, it employed a descriptive correlational design based on structural equation modeling. The statistical population included all mothers of children with autism and intellectual disability in Behshahr County, totaling 618 individuals, from whom 237 participants were selected as the sample based on the Krejcie and Morgan table using convenience sampling. Standardized questionnaires—including the Wells and Cartwright-Hatton Metacognitions Questionnaire (2004) (α = 0.79), the Connor et al. Social Anxiety Questionnaire (2000) (α = 0.82), and the Baer et al. Mindfulness Questionnaire (2006) (α = 0.88)—were used as research instruments. For data analysis, descriptive statistics included frequency tables and charts, percentage frequencies, and means; inferential statistics included the Kolmogorov–Smirnov test to assess the normality of variables and correlation coefficients and structural equation modeling to test the research hypotheses, using SPSS 22 and SmartPLS software at a 95% confidence level. The results indicated a significant relationship between mindfulness and social anxiety with the mediating role of metacognitive beliefs in mothers of children with autism and intellectual disability. Additionally, there was a significant negative relationship between mindfulness and metacognitive beliefs with social anxiety in mothers of children with autism and intellectual disability, and a significant negative relationship between mindfulness and metacognitive beliefs in these mothers.
Mothers of Children with Autism and Intellectual Disability
Copyright (c) 2025 Fatemeh Soghra Sina (Corresponding Author)
The Curriculum Content of a Metacognition-Based Program for Reducing Learning Disorders Among Elementary School Students
Learning disorders during elementary school are among the important issues in the educational system, as they can negatively affect students’ academic performance, self-confidence, and social adjustment. In recent years, metacognition-based approaches have attracted attention as an effective strategy for reducing these disorders because of their emphasis on self-awareness, self-regulation, and control of the learning process. However, designing a coherent and purposeful metacognition-based curriculum for reducing learning disorders among elementary school students remains one of the essential needs in the field of elementary education. The purpose of the present study was to identify the curriculum content of a metacognition-based program for reducing learning disorders among elementary school students. This study was conducted using a qualitative approach and thematic analysis with an exploratory inductive approach. Data were collected through the study of documents, scientific texts, and relevant research literature. The research domain included documents available in reputable databases and websites from 2007 to 2025 in the field of learning disorders and metacognition, as well as English-language documents published between 1991 and 2025. The data collection technique was an exploratory inductive approach, the data collection tool was note-taking, and the data analysis method was three-stage coding. The findings showed that, in the curriculum content dimension, the curriculum had an integrative and multilevel nature, and the implementation methods emphasized direct instruction, active strategies, multisensory approaches, metacognition-oriented strategies, and collaborative methods. The conclusion of the study indicated that curriculum content should be organized in accordance with the developmental characteristics and individual differences of elementary school students and should include practical and play-based activities, short and gradual exercises, feasible home assignments, and formative assessment tools so that it can sustainably reduce learning difficulties, increase learners’ self-awareness, and improve academic performance.
Copyright (c) 2026 Esmat Nabipoor, Maryam Baratali, Jahanbakhsh Rahmani (Author)
Development and Validation of an Executive Functions Package and Determination of Its Effectiveness on Communication Skills and Self-Care in Adolescents Aged 14–20 Years with Developmental Intellectual Disability
This study aimed to develop and validate a cognitive rehabilitation package targeting executive functions and to determine its effectiveness on communication skills and self-care in adolescents aged 14–20 years with developmental intellectual disability. The research employed a mixed-methods (qualitative–quantitative) design. In the qualitative phase, the executive functions cognitive rehabilitation intervention package was developed through a systematic review and concurrent meta-analysis of articles indexed in scientific databases published between 2014 and 2024, and its content was subsequently approved by experts in the field. In the quantitative phase, using a quasi-experimental method with a pretest–posttest control group design, 30 adolescents with intellectual disability enrolled in special education schools in Kashan County were selected through convenience sampling and randomly assigned to experimental and control groups (15 participants per group). The intervention program was implemented in 12 one-hour sessions. Data in the qualitative phase were collected using library and documentary methods and interviews, and in the quantitative phase using the Emotion Regulation Questionnaire by Hoffman and Kashdan (2010) and the National Adaptive Behavior Scale developed by Malekshahi, Kamkari, and Makvandi (2018). The validity of the developed package was examined using thematic analysis, and its effectiveness was analyzed using analysis of covariance (ANCOVA) in SPSS version 24. The findings indicated that the mean Content Validity Ratio (CVR) and Content Validity Index (CVI) of the developed package were 0.62 and 0.79, respectively, demonstrating adequate validity of the designed intervention. Statistical results showed significant improvements in self-care and communication skills at the posttest stage in the experimental group compared with the control group. Therefore, it can be concluded that the executive functions rehabilitation package is effective in improving self-care and communication skills in adolescents with developmental intellectual disability and can be utilized to enhance these competencies in this population.
Copyright (c) 2026 Fatemeh Cheraghi (Author); Zahra Zanjani (Corresponding Author); Mahdie Salehi (Author)
Deep Learning–Based Detection of Anxiety and Perfectionism Patterns in High-Ability Youth
The objective of this study was to identify and classify latent patterns of anxiety and perfectionism among high-ability adolescents using a multimodal deep learning framework. This quantitative, cross-sectional study was conducted on a sample of high-ability youth aged 12 to 18 years in Germany. Participants were recruited from secondary schools and gifted education programs and completed standardized self-report measures assessing anxiety and multidimensional perfectionism through a secure digital platform. In addition to numerical questionnaire data, open-ended textual responses related to academic experiences and self-expectations were collected, along with behavioral interaction indicators such as response times. Data were analyzed using a multimodal deep learning architecture integrating feedforward neural networks for numerical features and transformer-based models for textual data. Feature fusion was performed in a shared latent space, and supervised learning was applied to classify anxiety–perfectionism profiles. Model performance was evaluated using accuracy, precision, recall, F1-score, and area under the receiver operating characteristic curve. Inferential analyses indicated that the multimodal deep learning model significantly outperformed single-modality models in detecting anxiety and perfectionism patterns. Latent profile analysis based on learned representations revealed three distinct psychological profiles: low-anxiety adaptive perfectionism, moderate mixed perfectionism, and high-anxiety maladaptive perfectionism. The high-anxiety maladaptive profile constituted the largest subgroup, and linguistic and behavioral features contributed significantly to classification accuracy beyond self-report measures alone. The findings demonstrate that multimodal deep learning approaches can effectively uncover nuanced and clinically meaningful anxiety–perfectionism profiles in high-ability youth, offering a robust foundation for early identification and targeted psychological support.
Unsupervised Clustering of Executive Function Patterns in Children with Exceptional Cognitive Abilities
The objective of this study was to identify and characterize distinct executive function profiles among children with exceptional cognitive abilities using unsupervised clustering techniques. This quantitative, cross-sectional study was conducted with a sample of school-aged children with documented exceptional cognitive abilities in South Africa. Executive functions were assessed using a multi-method battery comprising performance-based measures of working memory, inhibitory control, cognitive flexibility, planning, and sustained attention, alongside parent- and teacher-rated executive function scales. Following data screening and standardization, unsupervised clustering analyses were performed using hierarchical and partition-based algorithms to identify naturally occurring executive function patterns. Model fit and cluster validity were evaluated using internal validity indices, and cluster stability was examined through resampling procedures. Unsupervised clustering analyses supported a three-cluster solution, revealing statistically distinct executive function profiles. Multivariate comparisons indicated significant between-cluster differences across all executive function domains, with large effect sizes observed for working memory, inhibitory control, and cognitive flexibility. Cluster membership was significantly associated with classroom engagement and behavioral self-regulation indicators, while age differences across clusters were nonsignificant. The findings demonstrate substantial heterogeneity in executive functioning among children with exceptional cognitive abilities, highlighting the presence of globally advanced, selectively strong, and asynchronous executive function profiles. These results underscore the value of person-centered, data-driven approaches in understanding cognitive regulation in high-ability populations and emphasize the need for individualized assessment and educational support.
Comparison of the Effectiveness of Mindfulness Intervention and Perceptual–Motor Games on Attention Problems in Students with Attention-Deficit/Hyperactivity Disorder
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in children and is associated with deficits in attention and executive functioning. Given the limitations of pharmacological treatments, the present study aimed to compare the effectiveness of mindfulness training and perceptual–motor games on attention problems in students with ADHD. The study employed an experimental design with pretest, posttest, follow-up, and a control group. The statistical population consisted of all male students in the fourth to sixth grades of elementary school in Tabriz during the 2024–2025 academic year. A sample of 45 participants was selected using a multistage cluster sampling method and randomly assigned to three groups of 15 participants each (mindfulness, perceptual–motor games, and control). Research instruments included the Child Symptom Inventory-4 (CSI-4) and the Conners Neuropsychological Scale. Data were analyzed using repeated-measures analysis of variance and the Bonferroni post hoc test. The findings indicated that both interventions significantly reduced attention problems (p < .05). The observed effects remained stable at the six-week follow-up assessment. Comparison of group means demonstrated that perceptual–motor games were more effective than mindfulness training. Mindfulness and perceptual–motor game interventions can be utilized as complementary strategies for reducing attention problems in children with ADHD. Furthermore, the findings suggest greater durability of the effects of multisensory and motor-based activities compared to cognitive training exercises. It is recommended that these interventions be implemented in schools and rehabilitation centers and be further investigated in future studies with larger samples and longer follow-up periods.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Copyright (c) 2026 Hamideh Firouzan Qazaljeh (Author); Mahin Etemadinia (Corresponding Author); Ali Khademi (Author)
Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences
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.
Copyright (c) 2025 Mehdi Akbarzadeh Saqai (Corresponding Author)
Comparison of 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
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.
Copyright (c) 2025 Khaled Ahmadnezhad (Author); Ali Shaker Dioulagh (Corresponding Author); Ali Khademi (Author)
Psychometric Properties of the Persian Version of the Autism Social Skills Profile
The present study was conducted to determine the psychometric properties and examine the factor structure of the Persian version of the Autism Social Skills Profile (ASSP) in children with Autism Spectrum Disorder (ASD). The current study was descriptive-analytical in nature and was conducted within the framework of psychometric research. The statistical population included all children with Autism Spectrum Disorder in the city of Tehran. From this population, a sample of 420 children and adolescents aged 6 to 17 years was selected, including two groups of 210 participants each: one group with typical development and the other consisting of individuals with autism spectrum disorder. Participants were randomly selected from regular schools, autism schools, and autism centers in Iran. Fifteen participants from each group also participated in the test–retest procedure. The instruments used in this study included the Autism Social Skills Profile (ASSP) and the Gilliam Autism Rating Scale-Second Edition (GARS-2). Data were analyzed using Confirmatory Factor Analysis (CFA), internal consistency indices (Cronbach’s alpha), temporal stability (test–retest reliability), and convergent validity analysis. The results of the confirmatory factor analysis indicated that the measurement models demonstrated satisfactory fit within the Iranian population. Reliability coefficients (Cronbach’s alpha and test–retest reliability) for both scales were calculated at a significant level (p < .001), indicating high stability and internal consistency of the instruments. Furthermore, the significant negative correlations between the scores of the studied instruments and the GARS-2 scale confirmed the convergent validity and clinical discriminative validity of the instruments. The Persian version of the Autism Social Skills Profile demonstrated strong psychometric properties and can be considered an effective instrument for clinical assessment and monitoring of educational interventions in children with Autism Spectrum Disorder within the Iranian cultural context. The application of these instruments in rehabilitation centers may substantially contribute to more accurate diagnosis and the development of individualized treatment programs.
Copyright (c) 2026 Elham Amini (Author); Hamidreza Pouretemad (Corresponding Author); Ebrahim Alizadeh, Esmaeil Shiri (Author)
The Effectiveness of Mindfulness on Selective Attention, Visuospatial Memory, and Academic Performance in Elementary School Students with Attention-Deficit/Hyperactivity Disorder
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.
Copyright (c) 2025 Fahimeh Fazlollah Hamedani (Corresponding Author); Malihe Masalehgo (Author)
Comparing the Effectiveness of Sexual-Education Training and Sensory–Proprioceptive–Tactile Exercises on Anxiety in High-Functioning Autistic Children
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.
Copyright (c) 2025 Sedigheh Moallaei , Mona Dehghani Beshneh , Zahra Norouzyani (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
The Relationship Between the School Social-Emotional Climate and Student Bullying Through the Mediating Variable of Alexithymia
The present study aimed to determine the relationship between the school social-emotional climate and student bullying through the mediating variable of alexithymia. In terms of purpose, this study was applied research, and in terms of nature and method, it was a descriptive-correlational study. The statistical population included all secondary school students in Educational Districts 1 and 3 of Tehran. The sample size was determined using the G*Power software. The sampling method employed in this study was systematic random sampling. The participants completed the Illinois Bullying Questionnaire, the Toronto Alexithymia Scale developed by Graeme J. Taylor and colleagues (1994), and the School Social-Emotional Climate Questionnaire developed by Karami et al. (2009). The findings indicated that the path coefficient between the school social-emotional climate and students’ alexithymia (-0.39) was negative, and 15% of the variance in students’ alexithymia was explained by the school social-emotional climate. Furthermore, there was a positive and significant path coefficient between alexithymia (0.36) and student bullying, and overall, the indirect path was statistically significant.
Copyright (c) 2026 Nahid Sharifnia , Marjan Alizadeh (Author); Fayiq Yousefi (Corresponding Author)
Comparison of the Effectiveness of Transcranial Direct Current Stimulation and Cognitive Emotion Regulation Training on Impulsivity in Adults with Attention-Deficit/Hyperactivity Disorder
This study was conducted to compare the effectiveness of two non-invasive interventions, namely transcranial direct current stimulation (tDCS) and cognitive emotion regulation training, in reducing impulsivity among adults with Attention-Deficit/Hyperactivity Disorder (ADHD). The study employed a quasi-experimental design with a pretest–posttest control group. A total of 45 adults diagnosed with ADHD were selected through convenience sampling and randomly assigned to three groups of 15 participants each: a transcranial direct current stimulation group, a cognitive emotion regulation training group, and a control group. The transcranial direct current stimulation group received anodal stimulation over the left dorsolateral prefrontal cortex (DLPFC) at an intensity of 2 mA for 20 minutes across 10 sessions. The cognitive emotion regulation training group participated in 10 sessions of 90 minutes each, receiving cognitive emotion regulation training based on standardized protocols. The control group was placed on a waiting list. Data were collected using the Barratt Impulsiveness Questionnaire and the ADHD Impulsivity Scale during the pretest and posttest phases. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. The results of the ANCOVA indicated that, after controlling for pretest effects, significant differences existed among the groups in posttest impulsivity scores. Pairwise comparisons revealed that both transcranial direct current stimulation and cognitive emotion regulation training significantly reduced overall impulsivity and its subscales (motor impulsivity, cognitive impulsivity, and non-planning impulsivity) compared with the control group. Furthermore, cognitive emotion regulation training produced greater reductions in impulsivity scores than transcranial direct current stimulation, particularly in the cognitive impulsivity subscale. Based on the findings, both transcranial direct current stimulation and cognitive emotion regulation training are effective approaches for reducing impulsivity in adults with ADHD. However, cognitive emotion regulation training demonstrated greater effectiveness due to its influence on the cognitive-emotional mechanisms associated with impulsivity.
Adult Attention-Deficit/Hyperactivity Disorder
Copyright (c) 2026 Yasaman Samiee , Zahra Sadin , Shiva Haghinomandan , Fatemeh Haghi Nomandan (Author); Farshad Samadi (Corresponding Author)
Examining the Effectiveness of the Fernald Multisensory Approach on Body Self-Concept in Elementary Students with Learning Disabilities
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.
Copyright (c) 2025 Sophia Khaneghahi (Corresponding Author); Golnaz Keikha, Fariba Haghshenas, Majid Azimi (Author)