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)
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)
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.
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)
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)
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)
Effectiveness of the Cognitive Remediation Therapy (CRT) Program on Behavioral Problems in Children Aged 7 to 9 Years with Attention-Deficit/Hyperactivity Disorder
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.
attention-deficit/hyperactivity disorder
Copyright (c) 2025 Sahar Shahhosseini Birgani (Corresponding Author); Seyed Mohammadreza Samsam Shariat (Author)
Effectiveness of Short-Term Dynamic Psychotherapy on Identity and Self-Esteem in Families with Exceptional Children
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.
Copyright (c) 2025 Ali Nazari, Shahin Alipanah, Yeganeh Zare, Somayeh Izadi Pahnekolaei (Author); Mohammadreza Javedani (Corresponding Author)
The Effectiveness of the Dutch Cognitive-Behavioral Therapy Protocol for Hoarding Disorder: A Pilot Study
In this pilot study, the effectiveness of the Dutch cognitive-behavioral therapy (CBT) protocol for hoarding disorder was investigated for the first time in adult patients with hoarding disorder (N=36). A rather unique feature of this protocol is the intensive collaboration with home counselors. Results demonstrated a significant decline in hoarding related symptoms during treatment (d = .87)), including reduced acquisition of items (d = 0.88), reduced clutter (d = .98), and less difficulty discarding items (d = .0.77). Furthermore, patients reported significantly less excessive acquisition of items post-treatment (d = 0.30). Moreover, there were significant changes in underlying hoarding cognitions from pre- to post-treatment (d = 0.34). More specifically, there was a significant decrease in beliefs related to 1) identity and attachment (d = 0.53), 2) responsibility for objects (d = 0.48), and 3) using items as memory aids (d = 0.54) from pre- to post-treatment. No significant change was observed during treatment in the patients' cognitions related to the need for control over personal possessions (p = .086; d = 0.28). Furthermore, there was no significant decrease in symptoms of psychopathology from pre- to post-treatment (p = .586; d = 0.11). Finally, additional analyses indicated that whether patients were having a relationship and/or were having children was not significantly related to treatment outcome (all p’s > .052). This pilot study is a first step in mapping the effect of CBT in Dutch patients with hoarding disorder, which will hopefully contribute to making treatment more widely available for these patients in the long term.
Copyright (c) 2025 Puck Duits (Corresponding Author); Mae Dorothea Nuijs, Marijda Fournier (Author)
The Effectiveness of Neurofeedback on Working Memory Performance and Cognitive Planning Ability in Children with Attention-Deficit/Hyperactivity Disorder
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.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Copyright (c) 2025 Shiva Haghi Nomandan (Corresponding Author); Fatemeh Haghi Nomandan (Author)
Improving Visual and Auditory Perception in Students with Specific Learning Disorder with Impairment in Reading through a Multisensory Educational Package
This study aimed to examine the effectiveness of a multisensory educational package (Colored Cubes) on improving visual and auditory perception in students aged 7–11 years with Specific Learning Disorder (SLD) with impairment in reading. This quasi-experimental study employed a pretest–posttest design with a control group and follow-up assessments. The statistical population consisted of children diagnosed with SLD with impairment in reading according to DSM-5 criteria, attending psychological centers in District 12 of Tehran during the 2024–2025 academic year. Thirty eligible participants were selected through convenience sampling and randomly assigned to experimental and control groups (15 each). The research instruments included the Frostig Developmental Test of Visual Perception and the Wepman Auditory Discrimination Test. The experimental group received a structured multisensory intervention—comprising colored cubes, age-appropriate flashcards, and phonological awareness activities—across twelve 45-minute sessions, while the control group received no intervention. Data were analyzed using repeated-measures ANOVA in SPSS-26 at a significance level of p < 0.05. The results of repeated-measures ANOVA revealed significant group-by-time interaction effects across all dimensions of visual perception—eye–hand coordination, figure–ground discrimination, form constancy, spatial perception, and spatial relations—as well as auditory discrimination (p < 0.001). Bonferroni post hoc comparisons indicated that improvements in all perceptual domains were maintained in both three- and six-month follow-ups. Effect size estimates (η² = 0.17–0.64) confirmed a strong and stable impact of the multisensory intervention over time compared with the control group. The multisensory educational package (Colored Cubes) effectively enhanced and sustained visual and auditory perceptual functions in children with SLD and reading impairment. The integration of visual, auditory, and kinesthetic modalities provides a promising framework for educational and therapeutic settings targeting perceptual deficits in dyslexic learners.
Copyright (c) 2025 Dariush Sadeghi (Author); Marzieh GholamiToranposhti (Corresponding Author); Samira Vakili (Author)
The Mediating Role of Attention Bias in the Relationship Between Anxiety Sensitivity and Academic Motivation in Children With Specific Learning Disorders
This study aimed to investigate the mediating role of attention bias in the relationship between anxiety sensitivity and academic motivation among children diagnosed with specific learning disorders (SLD). A descriptive–correlational design was used, involving 400 students with specific learning disorders enrolled in learning disability centers in Tehran during the 2024–2025 academic year. The sample size was determined using the Krejcie and Morgan table. Data were collected using three standardized instruments: the Academic Motivation Scale (AMS; Vallerand et al., 1992) to measure academic motivation, the Anxiety Sensitivity Index for Children (ASIC; Laurent et al., 1998) to assess anxiety sensitivity, and the Dot-Probe Task (MacLeod et al., 1986) to evaluate attention bias. Data analysis was performed using Pearson correlation coefficients and Structural Equation Modeling (SEM) through SPSS-27 and AMOS-21 software. Model fit was assessed using multiple indices including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. Results revealed that anxiety sensitivity was negatively correlated with academic motivation (r = −.42, p < .001) and positively correlated with attention bias (r = .47, p < .001). Attention bias was negatively correlated with academic motivation (r = −.36, p < .001). The SEM results indicated excellent model fit (χ²/df = 1.63, CFI = .97, TLI = .96, RMSEA = .039). Anxiety sensitivity significantly predicted attention bias (β = 0.47, p < .001) and academic motivation (β = −0.33, p < .001). The indirect effect of anxiety sensitivity on academic motivation through attention bias was also significant (β = −0.14, p = .002), confirming partial mediation. The findings suggest that attention bias partially mediates the relationship between anxiety sensitivity and academic motivation in children with specific learning disorders.
Copyright (c) 2025 Samira Ataei Dizaji (Corresponding Author); Masoumeh Abdollahi, Fatemeh Dadvand, Rogaye Zarevatan (Author)
Effectiveness of Group Attachment Based Intervention (GABI) on Improving Emotional Safety and Perceived Stress of Vulnerable Children
This study aimed to assess the effectiveness of a group attachment-based intervention in enhancing emotional safety and reducing perceived stress among vulnerable children. The present study was semi-experimental research involving a pre-test-post-test design and a three-month follow-up period, with both a control group and an experimental group. The study focused on vulnerable children in care centers supervised by the Welfare Department in Tehran during the summer and fall of 2023. A total of 30 participants were selected through purposive sampling. The interventions were attachment-based and followed a program designed by the researcher, with eight sessions held twice a week, each lasting 45 minutes. These sessions took place in one of the center's offices for the experimental group. The evaluation tools used were the Belonging and Emotional Security Tool (BEST) and the Perceived Stress Questionnaire (PSQ). The data collected were analyzed using SPSS version 27 software, with descriptive statistics (mean and standard deviation) and statistical methods like Kruskal-Wallis H, repeated measure ANCOVA, and Bonferroni's post hoc test applied at a -value of 0.05. According to the findings of the study, the P-value for the emotional safety variable in the Between-Subjects Effects showed statistical significance (p<0.001). Likewise, the Within-Subjects Effects showed significance for the interaction effects between time and group in the emotional safety variable (p=0.004). On the other hand, there were no notable variations in the sense of belonging between the different groups. Additionally, the P-value for the perceived stress variable in Between-Subjects Effects was statistically significant (p<0.001). The findings of this research demonstrated that an intervention focused on group attachment can successfully lessen perceived stress and enhance emotional safety. It can serve as a beneficial approach for aiding at-risk and vulnerable children in enhancing their mental and emotional well-being.
Group Attachment-Based Intervention (GABI)
Copyright (c) 2025 Setayesh Sadat Marghzari, Atiyehsadat Alavinasab Sharabiani , Mohadeseh Asgarpour, Azita Kazemimiraki, Zeinab Ahmadi (Author)
Identification of Factors Influencing the Development of Sports for Children with Special Needs
The present study aimed to identify and analyze the key institutional, educational, socio-cultural, and psychological factors that influence the development of sports for children with special needs in Tehran. This study employed a qualitative research design using a phenomenological approach to explore the lived experiences and perceptions of stakeholders involved in inclusive sports. The participants included 21 individuals comprising teachers, parents, coaches, rehabilitation specialists, and policymakers selected through purposive sampling from Tehran. Semi-structured, in-depth interviews were conducted until theoretical saturation was achieved. Each interview lasted between 45 and 75 minutes and was transcribed verbatim. Data were analyzed using thematic analysis, following Braun and Clarke’s six-step model, with the assistance of NVivo 14 software to facilitate systematic coding and theme extraction. Trustworthiness of the results was ensured through member checking, peer debriefing, and maintaining an audit trail in accordance with Lincoln and Guba’s criteria. Analysis revealed four overarching themes: (1) Institutional and policy support, encompassing weak inter-organizational coordination and lack of inclusive policy frameworks; (2) Socio-cultural and family factors, including parental overprotectiveness, social stigma, and low public awareness; (3) Educational and infrastructural conditions, referring to limited accessibility, untrained staff, and insufficient adaptive facilities; and (4) Psychological and motivational dimensions, focusing on children’s self-efficacy, emotional development, and peer inclusion. These themes collectively highlight that inclusive sports development is constrained by structural, attitudinal, and environmental barriers, yet facilitated by supportive relationships and empathetic teaching practices. The findings demonstrate that effective development of sports for children with special needs requires integrated policy frameworks, inclusive educational reform, cultural transformation, and psychosocial empowerment.
Copyright (c) 2025 Eskandar Ahmadi (Author); Mahdi Naderinasab (Corresponding Author); Seyed Sajjad Hossieni, Mokhtar Nasiri Farsani , Azam Abdollahpour (Author)
Comparison of the Effectiveness of Infinite Tomatis Sound Therapy, Vestibulo-Cerebellar Skills Training, and the Combination of Both Methods on Response Inhibition in Students with Specific Learning Disorder with Reading Impairment
The present study aimed to compare the effectiveness of Infinite Tomatis sound therapy, vestibulo-cerebellar skills training, and the combination of both methods on response inhibition in students aged 8 to 12 years with specific learning disorder characterized by reading impairment. This research was an applied study utilizing a quasi-experimental design with pre-test, post-test, and follow-up stages accompanied by a control group. The statistical population consisted of all students with reading difficulties in Tehran in 2024 who sought treatment at counseling and rehabilitation clinics. The sample included 60 students from this population who were selected through convenience sampling and randomly assigned to four groups: Infinite Tomatis sound therapy training (n=15), vestibulo-cerebellar skills training (n=15), combined Infinite Tomatis sound therapy and vestibulo-cerebellar skills training (n=15), and a control group (n=15). After the intervention sessions, participants in all three experimental groups completed the research questionnaires again. The data were collected using the Reading and Dyslexia Test (NAMA) by Karami Nouri et al. (2008), the IVA2 Test, and the Go/No-Go Test developed by Bruner and Hoffman (1984). Data analysis was performed using repeated measures ANOVA with SPSS version 22. The findings indicated a significant difference in response inhibition scores between the combined training group and the vestibulo-cerebellar skills training group. Specifically, the response inhibition scores in the combined training group were higher than those in the vestibulo-cerebellar skills training group.
Copyright (c) 2025 Somayeh Abedi, Hasan Ashayeri, Mahnaz Esteki, Mahdieh Salehi (Author)
Comparison of the Effectiveness of Active and Passive Music Therapy on Echolalia and Pitch Frequency in Children with Level 1 Autism Spectrum Disorder
Music therapy is a complementary and innovative intervention for children with autism spectrum disorder (ASD), encompassing both active and passive approaches that differ in their implementation methods and potential outcomes. The present study aimed to examine and compare the effectiveness of active and passive music therapy on echolalia and pitch frequency in children with Level 1 ASD. This quasi-experimental study employed a pretest–posttest design with a control group and a two-month follow-up period. The study sample included 33 children aged 4 to 7 years diagnosed with Level 1 ASD, selected through convenience sampling. After meeting the inclusion criteria, participants were randomly assigned to two experimental groups and one control group. The research instruments consisted of the Praat acoustic phonetic software and the Abnormal Behavior Checklist. Data were analyzed using repeated-measures analysis of variance (ANOVA) with SPSS-27 to compare dependent variables across pretest, posttest, and follow-up phases. The results indicated that passive music therapy had the greatest effect in reducing echolalia. Pairwise comparisons with Bonferroni correction showed significant mean differences between the passive and active groups (3.038, p = 0.034) and between the passive and control groups (-4.583, p = 0.001), whereas the difference between the active and control groups was not significant (mean difference = -1.545, p = 0.538). These findings suggest that the passive method was more effective in decreasing echolalia compared to the other groups. Furthermore, the active music therapy group showed a significant improvement in pitch scores compared to the control group. The overall time effect on scores was significant in the multivariate analysis, and the trend of changes varied across groups, although the univariate analysis did not confirm a formal time effect. Passive music therapy showed no significant difference compared to the control condition. Therefore, incorporating music therapy into rehabilitation programs for children with ASD is recommended as a beneficial complementary intervention.
Copyright (c) 2025 Fahimeh Ahmadizade (Author); Said Ali mohammad Mousavi (Corresponding Author); Narges Babakhani (Author)
The Effectiveness of Executive Function Training on the Dimensions of Metacognition in Students with Learning Disabilities
This study aimed to investigate the effectiveness of executive function training on improving the dimensions of metacognition—positive beliefs about worry, thought controllability, cognitive uncertainty, need to control thoughts, and cognitive self-consciousness—among elementary students with specific learning disabilities in Bandar Abbas. This quantitative study employed a semi-experimental pretest–posttest design with a control group and a two-month follow-up. The statistical population included all elementary school students with learning disabilities in Bandar Abbas during the 2024–2025 academic year. Thirty students from the fifth and sixth grades were purposefully selected and randomly assigned to experimental and control groups (15 students each). The experimental group received ten sessions of executive function training, focusing on planning, self-monitoring, reflection, and cognitive flexibility, while the control group received no intervention. Data were collected using the Wells Metacognition Questionnaire (MCQ-30) and analyzed using descriptive statistics and multivariate covariance analysis (MANCOVA) with SPSS version 22. The results of MANCOVA showed a significant multivariate effect of the group on the combined metacognitive variables (Wilks’ Lambda = 0.461, F = 4.440, p = 0.008, η² = 0.539). Univariate analyses indicated significant group differences in all metacognitive subscales at the posttest stage: positive beliefs about worry (F = 10.898, p = 0.003, η² = 0.322), thought controllability (F = 6.335, p = 0.019, η² = 0.216), cognitive uncertainty (F = 4.987, p = 0.036, η² = 0.178), need to control thoughts (F = 9.688, p = 0.005, η² = 0.296), and cognitive self-consciousness (F = 5.892, p = 0.023, η² = 0.204). Executive function training significantly enhanced metacognitive abilities in students with learning disabilities, improving their self-regulation, cognitive control, and reflective awareness. Integrating such interventions into educational programs may promote cognitive flexibility and academic adaptation in children with learning challenges.
Copyright (c) 2025 Negin Bahrami (Author); Nooshin Taghinezhad (Corresponding Author)
A Combined Parenting Model for Children’s Oppositional Defiance: A Qualitative Study
The combined parenting model for children’s oppositional defiance has received little attention in previous studies. Accordingly, this research was conducted with the aim of discovering a combined parenting model for children exhibiting oppositional defiant behavior. The present study employed a qualitative design using a deductive thematic network analysis approach. The research context and sample consisted of 48 scientific sources, including books, articles, and dissertations. A thematic analysis result-recording form was used to extract the identified dimensions of the combined parenting construct in the study. The textual data were analyzed through thematic network analysis based on the approach of Attride-Stirling et al. (2001), followed by conventional thematic analysis and subsequent calculation of the Content Validity Index (CVI) and Content Validity Ratio (CVR). The results indicated that the combined parenting model for children’s oppositional defiance includes five main and final thematic categories: joint problem-solving training, effective parent–child interaction training, parental management training, positive parenting stabilization, and emotional and supportive skills training. Each of these five major themes also comprises a diverse range of essential subthemes. Based on the findings, it is suggested that the combined parenting model for children’s oppositional defiance be considered in future research as the foundation for psychometric studies (such as developing a measurement instrument for combined parenting) and for designing comprehensive psychological training programs.
Copyright (c) 2025 Fatemeh Khaghani, Mohsen Golparvar, Zahra Yousefi (Author)
Comparison of the Effectiveness of Functional Communication-Based Intervention Training and Theory of Mind Training on the Sense of Competence in Children with Autism Spectrum Disorder
The primary aim of the present study was to compare the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with Autism Spectrum Disorder (ASD). This study was applied in purpose and employed a quasi-experimental design with a pretest–posttest and follow-up measurement across three groups (two experimental groups and one control group). The statistical population consisted of children with ASD and their mothers in Shahin Shahr, Isfahan, in 2024. A total of 45 participants were selected using a non-random sampling method. Data were collected using the Harter Perceived Competence Scale (1985), which includes 27 items. The face and content validity of the instrument were confirmed by experts, and its reliability was calculated using Cronbach’s alpha coefficient (α = .93). Data were analyzed using repeated measures analysis of variance (ANOVA). The results indicated that functional communication-based intervention training and Theory of Mind training were 76.6% successful in distinguishing pretest, posttest, and follow-up scores for the sense of competence in children with ASD in Shahin Shahr, Isfahan. Therefore, the effectiveness of functional communication-based intervention training and Theory of Mind training on the sense of competence in children with ASD differed between the intervention types.
functional communication-based intervention training
Copyright (c) 2025 Rezvan Beigi (Author); Mohammad Kazem Fakhri (Corresponding Author); Shaban Haydari (Author) https://creativecommons.org/licenses/by-nc/4.0
Detraining Effects on Body Mass Index and Motor Performance in Boys with Down Syndrome: A One-Year Follow-Up Study
Down syndrome is one of the most common chromosomal disorders and is associated with multiple challenges in cognitive, motor, and physical development. The aim of the present study was to evaluate changes in body mass index (BMI) and perceptual–motor performance in boys with Down syndrome one year after completing a six-week program of aerobic and resistance exercises under conditions of detraining. This quasi-experimental study used a pretest–posttest–one-year follow-up design and was conducted on 30 boys with Down syndrome aged 7 to 14 years (BMI = 18.6367 ± 3.479). Participants were randomly assigned to three groups: aerobic training, resistance training, and control. After completing the six-week training program, all participants underwent a one-year detraining period and were re-evaluated at the end of this period. Data were analyzed using multivariate analysis of variance with repeated measures. The results showed a significant increase in BMI across all groups over the one-year period (p < .001). In addition, gross motor skills, fine motor skills, and upper-limb coordination, which had improved following the initial intervention, showed a marked decline during detraining. The degree of skill regression was less pronounced in the resistance training group compared to the aerobic training group; however, this difference was not sufficient to prevent performance decline over time. Overall, the findings indicated that the positive effects of short-term exercise interventions in children with Down syndrome do not persist without ongoing physical activity. These results underscore the importance of designing continuous, combined, and long-term rehabilitative exercise programs to prevent the deterioration of motor abilities and to maintain physical health indicators in this vulnerable population.
Copyright (c) 2025 Farnaz Torabi (Corresponding Author); Reza Khodarahmi, Mahdiyeh Zamankhanpour (Author) https://creativecommons.org/licenses/by-nc/4.0
Barriers and Facilitators to Using VR-Based Therapy for Emotional Regulation in Youth with Exceptional Needs
This study aimed to explore the barriers and facilitators influencing the implementation of virtual reality (VR)-based therapy for emotional regulation in youth with exceptional needs. A qualitative research design was employed using semi-structured interviews with 23 purposefully selected participants, including special education teachers, therapists, caregivers, and VR developers, all based in Minnesota, USA. Participants were selected based on their direct involvement with VR therapy programs for youth with neurodevelopmental or emotional regulation challenges. Interviews were conducted until theoretical saturation was reached. Data were transcribed verbatim and analyzed using thematic analysis in NVivo 14, following Braun and Clarke’s six-phase framework. The analysis revealed two main thematic categories: facilitators and barriers. Facilitators included seven subthemes: technological appeal, personalization, therapist control, motivation and engagement, institutional support, caregiver involvement, and observable emotional gains. Barriers were categorized into seven subthemes as well: accessibility and equity issues, sensory limitations, stakeholder resistance, cultural irrelevance, technical difficulties, ethical and privacy concerns, and lack of standardized guidelines. Participants reported that immersive features, real-time therapist adjustments, and family buy-in enhanced VR’s therapeutic effectiveness. Conversely, cost constraints, lack of culturally appropriate content, and technical or ethical challenges hindered adoption. Quotes from stakeholders enriched the thematic interpretation and contextualized the results. VR-based therapy shows promising potential in enhancing emotional regulation among youth with exceptional needs due to its immersive, customizable, and engaging design. However, successful implementation depends on addressing contextual challenges, including accessibility, technical infrastructure, and cultural inclusivity. Stakeholder collaboration and the development of standardized protocols are essential to scale VR interventions in educational and clinical contexts.
Copyright (c) 2025 Armin Khadem Fini (Author); Seyed Milad Saadati (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
Identifying the Digital Literacy Needs of Adolescents with Intellectual Disabilities: A Focus Group Study
This study aimed to explore the digital literacy needs, challenges, and support preferences of adolescents with intellectual disabilities to inform inclusive educational practices and policy interventions. A qualitative research design was employed using semi-structured focus group interviews with 20 adolescents aged 13–18 years diagnosed with mild to moderate intellectual disabilities in Taiwan. Participants were recruited through purposive sampling from both inclusive mainstream schools and special education centers. Data collection was conducted through four focus groups, each comprising five participants. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic saturation guided the completion of data collection. Trustworthiness was enhanced through triangulated coding, member checking, and maintaining an audit trail. Analysis revealed four overarching themes: (1) access to digital tools and infrastructure, (2) digital skills and usage patterns, (3) social and emotional factors, and (4) support systems and educational strategies. Participants reported limited and unequal access to digital devices, inadequate school resources, and lack of individualized digital instruction. While many adolescents demonstrated basic digital engagement (e.g., opening apps, watching videos), they struggled with more complex tasks such as evaluating online content or engaging in digital communication. Emotional barriers included fear of making mistakes and social comparison with peers. Support from family members and peers emerged as critical, while participants emphasized a need for gamified, visual, and hands-on digital training tailored to their learning styles. Adolescents with intellectual disabilities experience significant barriers to digital inclusion, stemming from infrastructural, cognitive, emotional, and instructional gaps. Addressing these challenges requires context-sensitive, learner-centered interventions and greater collaboration among educators, families, and policymakers to ensure equitable access to digital literacy education.
Copyright (c) 2025 Wei Yu Tou (Corresponding Author); Xiao Wang (Author) https://creativecommons.org/licenses/by-nc/4.0
Teacher–Student Interaction Quality and Academic Motivation in Neurodivergent Learners: The Mediating Role of Social Relatedness
This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.
Copyright (c) 2025 Vladimir Pelc, Marit Erves (Author); Aleksander Ternar (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
The Relationship Between Social Cognition and Loneliness in Gifted Underachievers: The Mediating Role of Rejection Sensitivity
This study aimed to examine the relationship between social cognition and loneliness in gifted underachievers, with a specific focus on the mediating role of rejection sensitivity. A descriptive correlational design was employed with a sample of 399 gifted underachieving adolescents from Argentina, selected according to Morgan and Krejcie's (1970) sample size table. Standardized tools were used to assess social cognition, rejection sensitivity, and loneliness. Data analysis was conducted using SPSS-27 and AMOS-21. Pearson correlation was used to evaluate bivariate relationships between variables, and Structural Equation Modeling (SEM) was applied to test the proposed mediational model. Fit indices, including χ², RMSEA, GFI, CFI, and TLI, were reported to evaluate model adequacy. Results indicated that social cognition was significantly and negatively correlated with both rejection sensitivity (r = –.43, p < .01) and loneliness (r = –.39, p < .01). Rejection sensitivity showed a significant positive correlation with loneliness (r = .58, p < .01). SEM analysis confirmed the mediating role of rejection sensitivity in the relationship between social cognition and loneliness. The indirect path from social cognition to loneliness via rejection sensitivity was significant (β = –.28, p < .001), and the total effect of social cognition on loneliness was substantial (β = –.49, p < .001). Model fit indices indicated a good fit (χ²/df = 2.22, CFI = 0.96, RMSEA = 0.054). These findings suggest that deficits in social cognition contribute to heightened feelings of loneliness in gifted underachievers, primarily through increased sensitivity to perceived rejection. Interventions aimed at reducing rejection sensitivity may mitigate the impact of social cognitive difficulties on emotional well-being in this vulnerable group.
Copyright (c) 2025 Victoria Saco (Corresponding Author); Carlos Lucía Gómez (Author) https://creativecommons.org/licenses/by-nc/4.0
Impact of Sensory Processing Sensitivity on Emotional Dysregulation in Gifted Students: The Mediating Role of Anxiety Sensitivity
This study aimed to investigate the impact of sensory processing sensitivity on emotional dysregulation in gifted students, examining the mediating role of anxiety sensitivity in this relationship. The research employed a descriptive correlational design, involving a sample of 390 gifted secondary school students from Isfahan city, selected based on Morgan and Krejcie’s sampling table. Participants completed three validated Likert-based instruments: the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-3 (ASI-3), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was conducted using SPSS-27 for descriptive statistics and Pearson correlation analysis, and AMOS-21 for structural equation modeling (SEM) to assess direct, indirect, and total effects among the variables. Model fit was evaluated using standard indices including RMSEA, CFI, TLI, and GFI. Pearson correlation coefficients indicated significant positive relationships between sensory processing sensitivity, anxiety sensitivity, and emotional dysregulation (r = .56 to .67, p < .001). The SEM results showed that sensory processing sensitivity had a significant direct effect on emotional dysregulation (β = .42, p < .001), and on anxiety sensitivity (β = .56, p < .001). Anxiety sensitivity also directly predicted emotional dysregulation (β = .49, p < .001). Importantly, anxiety sensitivity partially mediated the relationship between sensory processing sensitivity and emotional dysregulation, with a significant indirect effect (β = .28, p < .001). The model demonstrated excellent fit indices (CFI = .96, RMSEA = .052, χ²/df = 2.07). The findings underscore the importance of recognizing and addressing anxiety sensitivity as a key psychological mechanism linking sensory traits and emotional dysregulation in gifted youth. Interventions that integrate emotional regulation and sensitivity awareness may enhance educational and psychological outcomes for this population.
Copyright (c) 2025 Ahmad Abedi (Author); Sara Nejatifar (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
Executive Functioning as a Mediator Between Parental Involvement and Math Achievement in Children with Learning Disabilities
This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.
Copyright (c) 2025 Nur Sali (Author); Maryam Mohd Yusof (Corresponding Author); Norlela Abo Zaren (Author) https://creativecommons.org/licenses/by-nc/4.0