Psychological Research in Individuals with Exceptional Needs
type: channel
description: 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)
publisher: KMAN Publication Inc. (KMANPUB)
language: en
publication name: Psychological Research in Individuals with Exceptional Needs
issn: 3060-6713
items: Effectiveness of Short-Term Dynamic Psychotherapy on Identity and Self-Esteem in Families with Exceptional Children
items: The Effectiveness of Neurofeedback on Working Memory Performance and Cognitive Planning Ability in Children with Attention-Deficit/Hyperactivity Disorder
items: Improving Visual and Auditory Perception in Students with Specific Learning Disorder with Impairment in Reading through a Multisensory Educational Package
items: The Mediating Role of Attention Bias in the Relationship Between Anxiety Sensitivity and Academic Motivation in Children With Specific Learning Disorders
items: Effectiveness of Group Attachment Based Intervention (GABI) on Improving Emotional Safety and Perceived Stress of Vulnerable Children
items: Identification of Factors Influencing the Development of Sports for Children with Special Needs
items: https://journals.kmanpub.com/index.php/prien/article/view/4631
items: Comparison of the Effectiveness of Active and Passive Music Therapy on Echolalia and Pitch Frequency in Children with Level 1 Autism Spectrum Disorder
items: The Effectiveness of Executive Function Training on the Dimensions of Metacognition in Students with Learning Disabilities
items: A Combined Parenting Model for Children’s Oppositional Defiance: A Qualitative Study
items: 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
items: Detraining Effects on Body Mass Index and Motor Performance in Boys with Down Syndrome: A One-Year Follow-Up Study
items: Barriers and Facilitators to Using VR-Based Therapy for Emotional Regulation in Youth with Exceptional Needs
items: Identifying the Digital Literacy Needs of Adolescents with Intellectual Disabilities: A Focus Group Study
items: Teacher–Student Interaction Quality and Academic Motivation in Neurodivergent Learners: The Mediating Role of Social Relatedness
items: The Relationship Between Social Cognition and Loneliness in Gifted Underachievers: The Mediating Role of Rejection Sensitivity
items: Impact of Sensory Processing Sensitivity on Emotional Dysregulation in Gifted Students: The Mediating Role of Anxiety Sensitivity
items: Executive Functioning as a Mediator Between Parental Involvement and Math Achievement in Children with Learning Disabilities
items: Effectiveness of Forgiveness Therapy on Emotional Expression in Mother with Visual Impairment Children
items: Predicting Body Image Satisfaction in Adolescents with Physical Disabilities: The Role of Frustration Tolerance and Social Competence
items: Impact of Sandplay Therapy in Reducing Self-Handicapping Behaviors and Improving the Quality of Life in Children with Autism Spectrum Disorder (ASD)
items: Effectiveness of Exposure Therapy on Life Satisfaction and Cognitive Flexibility in Adults with ADHD
items: Explaining the Emotional and Psychological Impact of Assistive Technologies on Adolescents with Visual Impairments
items: Identifying Key Components of Identity Development in Adolescents with Sensory Impairments
items: Investigating the Impact of Special Education Policies on the Psychological Well-Being of Exceptional Students
items: Hope and Emotion Regulation as Predictors of Perceived Discrimination in Individuals with Physical Disabilities
items: Predicting Adaptive Behavior by Self-Advocacy and Resilience in Adults with ADHD
items: The Effect of Play Therapy on Sensory Processing and Distress Tolerance in Adolescents with Mild Intellectual Disabilities
items: Identifying the Cognitive and Emotional Components of Self-Advocacy in Exceptional Learners
items: Examining the Psychological and Emotional Adjustment of Parents of Children with Intellectual Disabilities

Effectiveness of Short-Term Dynamic Psychotherapy on Identity and Self-Esteem in Families with Exceptional Children
type: item
description: 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 set…
subject: Articles
  topic: section
subject: short-term dynamic psychotherapy
  topic: keywords
subject: identity
  topic: keywords
subject: self-esteem
  topic: keywords
subject: parents of exceptional children
  topic: keywords
subject: emotional integration
  topic: keywords
creator: Ali Nazari
creator: Shahin Alipanah
creator: Yeganeh Zare
creator: Somayeh Izadi Pahnekolaei
creator: Mohammadreza Javedani
rights: Copyright (c) 2025 Ali Nazari, Shahin Alipanah, Yeganeh Zare, Somayeh Izadi Pahnekolaei (Author); Mohammadreza Javedani (Corresponding Author)
date: 2025-01-01
publication date: 2025-01-01

The Effectiveness of Neurofeedback on Working Memory Performance and Cognitive Planning Ability in Children with Attention-Deficit/Hyperactivity Disorder
type: item
description: 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 i…
subject: Articles
  topic: section
subject: Attention-Deficit/Hyperactivity Disorder (ADHD)
  topic: keywords
subject: Cognitive Planning
  topic: keywords
subject: Working Memory
  topic: keywords
subject: Neurofeedback
  topic: keywords
creator: Shiva Haghi Nomandan
creator: Fatemeh Haghi Nomandan
rights: Copyright (c) 2025 Shiva Haghi Nomandan (Corresponding Author); Fatemeh Haghi Nomandan (Author)
date: 2025-08-01
publication date: 2025-08-01
starting page: 1
ending page: 10

Improving Visual and Auditory Perception in Students with Specific Learning Disorder with Impairment in Reading through a Multisensory Educational Package
type: item
description: 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…
subject: Articles
  topic: section
subject: Specific Learning Disorder
  topic: keywords
subject: Multisensory Educational Package
  topic: keywords
subject: Visual Perception
  topic: keywords
subject: Auditory Perception
  topic: keywords
subject: Educational Intervention.
  topic: keywords
creator: Dariush Sadeghi
creator: Marzieh GholamiToranposhti
creator: Samira Vakili
rights: Copyright (c) 2025 Dariush Sadeghi (Author); Marzieh GholamiToranposhti (Corresponding Author); Samira Vakili (Author)
date: 2025-11-01
publication date: 2025-11-01
starting page: 1
ending page: 14

The Mediating Role of Attention Bias in the Relationship Between Anxiety Sensitivity and Academic Motivation in Children With Specific Learning Disorders
type: item
description: 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.
subject: Articles
  topic: section
subject: Anxiety sensitivity
  topic: keywords
subject: Attention bias
  topic: keywords
subject: Academic motivation
  topic: keywords
subject: Specific learning disorders
  topic: keywords
subject: Mediation model
  topic: keywords
subject: Structural equation modeling.
  topic: keywords
creator: Samira Ataei Dizaji
creator: Masoumeh Abdollahi
creator: Fatemeh Dadvand
creator: Rogaye Zarevatan
rights: Copyright (c) 2025 Samira Ataei Dizaji (Corresponding Author); Masoumeh Abdollahi, Fatemeh Dadvand, Rogaye Zarevatan (Author)
date: 2025-11-01
publication date: 2025-11-01
starting page: 1
ending page: 10

Effectiveness of Group Attachment Based Intervention (GABI) on Improving Emotional Safety and Perceived Stress of Vulnerable Children
type: item
description: 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 …
subject: Articles
  topic: section
subject: Group Attachment-Based Intervention (GABI)
  topic: keywords
subject: Emotional Safety
  topic: keywords
subject: Perceived Stress
  topic: keywords
subject: Vulnerable Children
  topic: keywords
creator: Setayesh Sadat Marghzari
creator: Atiyehsadat Alavinasab Sharabiani
creator: Mohadeseh Asgarpour
creator: Azita Kazemimiraki
creator: Zeinab Ahmadi
rights: Copyright (c) 2025 Setayesh Sadat Marghzari, Atiyehsadat Alavinasab Sharabiani , Mohadeseh Asgarpour, Azita Kazemimiraki, Zeinab Ahmadi (Author)
date: 2025-08-01
publication date: 2025-08-01

Identification of Factors Influencing the Development of Sports for Children with Special Needs
type: item
description: 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,…
subject: Articles
  topic: section
subject: Inclusive sports
  topic: keywords
subject: children with special needs
  topic: keywords
subject: qualitative research
  topic: keywords
subject: institutional support
  topic: keywords
subject: socio-cultural factors
  topic: keywords
subject: psychological empowerment
  topic: keywords
creator: Eskandar Ahmadi
creator: Mahdi Naderinasab
creator: Seyed Sajjad Hossieni
creator: Mokhtar Nasiri Farsani
creator: Azam Abdollahpour
rights: Copyright (c) 2025 Eskandar Ahmadi (Author); Mahdi Naderinasab (Corresponding Author); Seyed Sajjad Hossieni, Mokhtar Nasiri Farsani , Azam Abdollahpour (Author)
date: 2025-06-23
publication date: 2025-06-23
starting page: 85
ending page: 94

https://journals.kmanpub.com/index.php/prien/article/view/4631
type: item
title: 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
description: 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.
subject: Articles
  topic: section
subject: sound therapy
  topic: keywords
subject: vestibulo-cerebellar skills
  topic: keywords
subject: response inhibition
  topic: keywords
subject: learning disorder
  topic: keywords
creator: Somayeh Abedi
creator: Hasan Ashayeri
creator: Mahnaz Esteki
creator: Mahdieh Salehi
rights: Copyright (c) 2025 Somayeh Abedi, Hasan Ashayeri, Mahnaz Esteki, Mahdieh Salehi (Author)
date: 2025-08-01
publication date: 2025-08-01
starting page: 1
ending page: 13

Comparison of the Effectiveness of Active and Passive Music Therapy on Echolalia and Pitch Frequency in Children with Level 1 Autism Spectrum Disorder
type: item
description: 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, in…
subject: Articles
  topic: section
subject: Autism Spectrum Disorder
  topic: keywords
subject: Echolalia
  topic: keywords
subject: Pitch Frequency
  topic: keywords
subject: Active Music Therapy
  topic: keywords
subject: Passive Music Therapy
  topic: keywords
creator: Fahimeh Ahmadizade
creator: Said Ali mohammad Mousavi
creator: Narges Babakhani
rights: Copyright (c) 2025 Fahimeh Ahmadizade (Author); Said Ali mohammad Mousavi (Corresponding Author); Narges Babakhani (Author)
date: 2025-06-21
publication date: 2025-06-21
starting page: 73
ending page: 84

The Effectiveness of Executive Function Training on the Dimensions of Metacognition in Students with Learning Disabilities
type: item
description: 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 p…
subject: Articles
  topic: section
subject: Executive function training
  topic: keywords
subject: Metacognition
  topic: keywords
subject: Learning disabilities
  topic: keywords
subject: Cognitive regulation
  topic: keywords
subject: Self-awareness
  topic: keywords
creator: Negin Bahrami
creator: Nooshin Taghinezhad
rights: Copyright (c) 2025 Negin Bahrami (Author); Nooshin Taghinezhad (Corresponding Author)
date: 2025-09-01
publication date: 2025-09-01
starting page: 1
ending page: 10

A Combined Parenting Model for Children’s Oppositional Defiance: A Qualitative Study
type: item
description: 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.
subject: Articles
  topic: section
subject: combined parenting
  topic: keywords
subject: joint problem-solving
  topic: keywords
subject: effective parent–child interaction
  topic: keywords
subject: parental management
  topic: keywords
subject: positive parenting stabilization
  topic: keywords
subject: emotional and supportive skills
  topic: keywords
subject: oppositional defiance
  topic: keywords
creator: Fatemeh Khaghani
creator: Mohsen Golparvar
creator: Zahra Yousefi
rights: Copyright (c) 2025 Fatemeh Khaghani, Mohsen Golparvar, Zahra Yousefi (Author)
date: 2025-06-01
publication date: 2025-06-01
starting page: 62
ending page: 72

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
type: item
description: 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.
subject: Articles
  topic: section
subject: functional communication-based intervention training
  topic: keywords
subject: Theory of Mind training
  topic: keywords
subject: sense of competence
  topic: keywords
subject: children with autism spectrum disorder
  topic: keywords
creator: Rezvan Beigi
creator: Mohammad Kazem Fakhri
creator: Shaban Haydari
rights: Copyright (c) 2025 Rezvan Beigi (Author); Mohammad Kazem Fakhri (Corresponding Author); Shaban Haydari (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 52
ending page: 61

Detraining Effects on Body Mass Index and Motor Performance in Boys with Down Syndrome: A One-Year Follow-Up Study
type: item
description: 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.
subject: Articles
  topic: section
subject: Down syndrome
  topic: keywords
subject: upper-limb coordination
  topic: keywords
subject: motor skills
  topic: keywords
subject: aerobic training
  topic: keywords
subject: resistance training
  topic: keywords
creator: Farnaz Torabi
creator: Reza Khodarahmi
creator: Mahdiyeh Zamankhanpour
rights: Copyright (c) 2025 Farnaz Torabi (Corresponding Author); Reza Khodarahmi, Mahdiyeh Zamankhanpour (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 52
ending page: 61
doi: 10.61838/kman.prien.3.2.7

Barriers and Facilitators to Using VR-Based Therapy for Emotional Regulation in Youth with Exceptional Needs
type: item
description: 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 collab…
subject: Articles
  topic: section
subject: virtual reality therapy
  topic: keywords
subject: emotional regulation
  topic: keywords
subject: exceptional needs
  topic: keywords
subject: qualitative research
  topic: keywords
subject: implementation barriers
  topic: keywords
subject: therapeutic facilitators
  topic: keywords
creator: Armin Khadem Fini
creator: Seyed Milad Saadati
rights: Copyright (c) 2025 Armin Khadem Fini (Author); Seyed Milad Saadati (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.6

Identifying the Digital Literacy Needs of Adolescents with Intellectual Disabilities: A Focus Group Study
type: item
description: 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 an…
subject: Articles
  topic: section
subject: Intellectual disability
  topic: keywords
subject: digital literacy
  topic: keywords
subject: adolescents
  topic: keywords
subject: focus group
  topic: keywords
subject: inclusive education
  topic: keywords
subject: digital inclusion
  topic: keywords
subject: qualitative research
  topic: keywords
creator: Wei Yu Tou
creator: Xiao Wang
rights: Copyright (c) 2025 Wei Yu Tou (Corresponding Author); Xiao Wang (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.5

Teacher–Student Interaction Quality and Academic Motivation in Neurodivergent Learners: The Mediating Role of Social Relatedness
type: item
description: 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.
subject: Articles
  topic: section
subject: Teacher–student interaction
  topic: keywords
subject: social relatedness
  topic: keywords
subject: academic motivation
  topic: keywords
subject: neurodivergent learners
  topic: keywords
creator: Vladimir Pelc
creator: Marit Erves
creator: Aleksander Ternar
rights: Copyright (c) 2025 Vladimir Pelc, Marit Erves (Author); Aleksander Ternar (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.4

The Relationship Between Social Cognition and Loneliness in Gifted Underachievers: The Mediating Role of Rejection Sensitivity
type: item
description: 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.
subject: Articles
  topic: section
subject: Gifted underachievers
  topic: keywords
subject: social cognition
  topic: keywords
subject: rejection sensitivity
  topic: keywords
subject: loneliness
  topic: keywords
subject: structural equation modeling
  topic: keywords
creator: Victoria Saco
creator: Carlos Lucía Gómez
rights: Copyright (c) 2025 Victoria Saco (Corresponding Author); Carlos Lucía Gómez (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.3

Impact of Sensory Processing Sensitivity on Emotional Dysregulation in Gifted Students: The Mediating Role of Anxiety Sensitivity
type: item
description: 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.
subject: Articles
  topic: section
subject: Gifted students
  topic: keywords
subject: sensory processing sensitivity
  topic: keywords
subject: emotional dysregulation
  topic: keywords
subject: anxiety sensitivity
  topic: keywords
subject: structural equation modeling
  topic: keywords
creator: Ahmad Abedi
creator: Sara Nejatifar
rights: Copyright (c) 2025 Ahmad Abedi (Author); Sara Nejatifar (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.2

Executive Functioning as a Mediator Between Parental Involvement and Math Achievement in Children with Learning Disabilities
type: item
description: 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…
subject: Articles
  topic: section
subject: Parental involvement
  topic: keywords
subject: Executive functioning
  topic: keywords
subject: Math achievement
  topic: keywords
subject: Learning disabilities
  topic: keywords
subject: Mediation model
  topic: keywords
subject: Structural equation modeling
  topic: keywords
subject: Cognitive development
  topic: keywords
creator: Nur Sali
creator: Maryam Mohd Yusof
creator: Norlela Abo Zaren
rights: Copyright (c) 2025 Nur Sali (Author); Maryam Mohd Yusof (Corresponding Author); Norlela Abo Zaren (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.3.3.1

Effectiveness of Forgiveness Therapy on Emotional Expression in Mother with Visual Impairment Children
type: item
description: The ability of human relationships to continue healthily depends on individuals being aware of their emotions and being able to express them correctly. So, determining the variables that affect the emotional expression that are effective throughout individuals’ lives can contribute to the positive maintenance of human relationships. This research aimed to investigate the effectiveness of forgiveness therapy on emotional expression of mothers with visually impaired children. The present research was applied in terms of purpose and quasi-experimental in terms of method, it was a quasi-experiment with a pre-test and post-test design with a control group. The total number of the statistical population was 90 people, 20 of the mothers were selected by convenience sampling method from schools for the blind in Isfahan city and were randomly replaced in a control group and an experimental group of 10 people. forgiveness therapy was provided to the experimental group in 12 sessions, while the control group did not receive any training until the end of the post-test phase. Participants were assessed using the Measure of Emotional expression questionnaire King and Emmons (1990). The obtained data were analyzed by analysis of covariance using SPSS 26 software. The findings indicated that forgiveness therapy approach had a positive and significant effect on emotional expression and on the expressing emotion subscales (expressing positive emotion, intimacy, and expressing negative emotion) of mothers with visually impaired children. Therefore, it can be concluded that the forgiveness therapy reduces expressing negative emotion and improves expressing positive emotion and intimacy of these mothers.
subject: Articles
  topic: section
subject: Forgiveness Therapy
  topic: keywords
subject: Emotional Expression
  topic: keywords
subject: other with Visual Impairment Children
  topic: keywords
subject: expressing positive emotion
  topic: keywords
subject: intimacy
  topic: keywords
subject: expressing negative emotion
  topic: keywords
creator: Maede Hosseini
creator: Mohammad Ashori
rights: Copyright (c) 2025 Maede Hosseini (Author); Mohammad Ashori (Corresponding Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 62
ending page: 70

Predicting Body Image Satisfaction in Adolescents with Physical Disabilities: The Role of Frustration Tolerance and Social Competence
type: item
description: This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body ima…
subject: Articles
  topic: section
subject: body image satisfaction
  topic: keywords
subject: frustration tolerance
  topic: keywords
subject: social competence
  topic: keywords
subject: adolescents
  topic: keywords
subject: physical disabilities
  topic: keywords
subject: psychological resilience
  topic: keywords
subject: social adaptation
  topic: keywords
creator: Angel Lee
creator: Syarifah Maisarah
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 44
ending page: 51
doi: 10.61838/kman.prien.3.2.6

Impact of Sandplay Therapy in Reducing Self-Handicapping Behaviors and Improving the Quality of Life in Children with Autism Spectrum Disorder (ASD)
type: item
description: This study aimed to examine the effectiveness of Sandplay Therapy in reducing self-handicapping behaviors and improving the quality of life in children with autism spectrum disorder (ASD). A randomized controlled trial was conducted with 30 children diagnosed with ASD, who were randomly assigned to either the experimental group (n = 15) receiving Sandplay Therapy or the control group (n = 15) receiving no intervention. The intervention consisted of eight 90-minute sessions conducted over eight weeks. Self-handicapping behaviors were measured using the Self-Handicapping Scale (SHS), and quality of life was assessed using the Pediatric Quality of Life Inventory (PedsQL), both of which demonstrated established validity and reliability. Assessments were conducted at pre-test, post-test, and five-month follow-up. Data were analyzed using repeated-measures ANOVA, with post-hoc comparisons conducted using the Bonferroni test. The results indicated a significant reduction in self-handicapping behaviors in the experimental group from pre-test (M = 42.85, SD = 4.31) to post-test (M = 31.76, SD = 3.76) and further at follow-up (M = 29.45, SD = 3.45), while no significant changes were observed in the control group. Similarly, quality of life improved significantly in the experimental group, with scores increasing from pre-test (M = 52.12, SD = 5.12) to post-test (M = 63.45, SD = 4.78) and follow-up (M = 67.32, SD = 4.50), whereas the control group remained stable. ANOVA results confirmed significant main effects of time and group, as well as a significant interaction effect (p < 0.05). Bonferroni post-hoc comparisons indicated that improvements were sustained at follow-up. Sandplay Therapy is an effective intervention for reducing self-handicapping behaviors and enhancing the quality of life in children with ASD, with sustained benefits observed at follow-up. These findings highlight the potential of nonverbal, expressive therapies in supporting emotional regulation and adaptiv…
subject: Articles
  topic: section
subject: Sandplay Therapy
  topic: keywords
subject: Autism Spectrum Disorder
  topic: keywords
subject: Self-Handicapping
  topic: keywords
subject: Quality of Life
  topic: keywords
subject: Randomized Controlled Trial
  topic: keywords
subject: Psychological Intervention
  topic: keywords
creator: Sabine Kraus
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 35
ending page: 43
doi: 10.61838/kman.prien.3.2.5

Effectiveness of Exposure Therapy on Life Satisfaction and Cognitive Flexibility in Adults with ADHD
type: item
description: This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.
subject: Articles
  topic: section
subject: ADHD
  topic: keywords
subject: exposure therapy
  topic: keywords
subject: life satisfaction
  topic: keywords
subject: cognitive flexibility
  topic: keywords
subject: randomized controlled trial
  topic: keywords
subject: psychological intervention
  topic: keywords
creator: Sarah Turner
creator: Daniela Gottschlich
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 26
ending page: 34
doi: 10.61838/kman.prien.3.2.4

Explaining the Emotional and Psychological Impact of Assistive Technologies on Adolescents with Visual Impairments
type: item
description: This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive techn…
subject: Articles
  topic: section
subject: Assistive technologies
  topic: keywords
subject: visual impairment
  topic: keywords
subject: adolescent psychology
  topic: keywords
subject: independence
  topic: keywords
subject: emotional adaptation
  topic: keywords
subject: digital divide
  topic: keywords
subject: educational accessibility
  topic: keywords
creator: Nayelli Muñoz
creator: Bridget Abalorio
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 17
ending page: 25
doi: 10.61838/kman.prien.3.2.3

Identifying Key Components of Identity Development in Adolescents with Sensory Impairments
type: item
description: This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultur…
subject: Articles
  topic: section
subject: Adolescents
  topic: keywords
subject: sensory impairments
  topic: keywords
subject: identity development
  topic: keywords
subject: social inclusion
  topic: keywords
subject: self-perception
  topic: keywords
subject: cultural belonging
  topic: keywords
subject: coping strategies
  topic: keywords
creator: Oriana Piskorz-Ryń
creator: Sabine Kraus
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 9
ending page: 16
doi: 10.61838/kman.prien.3.2.2

Investigating the Impact of Special Education Policies on the Psychological Well-Being of Exceptional Students
type: item
description: This study aimed to explore the impact of special education policies on the psychological well-being of exceptional students. This qualitative research employed a phenomenological approach, utilizing semi-structured interviews with 33 exceptional students recruited through online platforms. The study relied on theoretical saturation to determine the final sample size. Data were analyzed using thematic analysis with the support of NVivo software, following an inductive coding process to identify key themes related to emotional and psychological well-being, policy implementation, and future prospects of exceptional students. The results revealed three primary themes: emotional and psychological impacts, the effectiveness of special education policies, and long-term student outcomes. Participants reported experiences of stigmatization, social exclusion, and policy-related stress, which significantly affected their emotional well-being. While some students benefited from individualized education plans and supportive teacher interactions, others faced inconsistencies in policy implementation, leading to increased anxiety and uncertainty. The study also highlighted the crucial role of parental advocacy and teacher preparedness in ensuring the effectiveness of special education policies. Long-term concerns included access to higher education, career readiness, and independent living skills, with many participants expressing uncertainty about future accommodations and opportunities. The study underscores the critical influence of special education policies on the psychological well-being of exceptional students, emphasizing the need for stable, well-implemented policies, improved teacher training, and stronger parental engagement. Addressing inconsistencies in policy application and enhancing emotional support mechanisms within educational settings are essential steps toward fostering the well-being and long-term success of exceptional students.
subject: Articles
  topic: section
subject: Special education policies
  topic: keywords
subject: psychological well-being
  topic: keywords
subject: exceptional students
  topic: keywords
subject: inclusive education
  topic: keywords
subject: policy implementation
  topic: keywords
subject: emotional support
  topic: keywords
subject: teacher training
  topic: keywords
subject: parental advocacy
  topic: keywords
creator: Beatriz Peixoto
creator: Mozhgan Arefi
creator: Giselle Mata
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-04-01
publication date: 2025-04-01
starting page: 1
ending page: 8
doi: 10.61838/kman.prien.3.2.1

Hope and Emotion Regulation as Predictors of Perceived Discrimination in Individuals with Physical Disabilities
type: item
description: This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individual…
subject: Articles
  topic: section
subject: Perceived discrimination
  topic: keywords
subject: hope
  topic: keywords
subject: emotion regulation
  topic: keywords
subject: cognitive reappraisal
  topic: keywords
subject: expressive suppression
  topic: keywords
subject: physical disabilities
  topic: keywords
subject: psychological resilience
  topic: keywords
creator: Badhon Ahmmed
creator: Aman Ullah Chaudhary
rights: Copyright (c) 2025 Sara Kashani Vahid (Author); Alireza Mohammadi Aria (Corresponding Author); Khadijeh Abolmaali Alhosseini (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 43
ending page: 51
doi: 10.61838/kman.prien.3.1.6

Predicting Adaptive Behavior by Self-Advocacy and Resilience in Adults with ADHD
type: item
description: This study aimed to examine the predictive relationship between self-advocacy, resilience, and adaptive behavior in adults with ADHD. A correlational descriptive research design was used, with a sample of 400 adults with ADHD recruited through online platforms and mental health clinics. Participants completed standardized assessments, including the Adaptive Behavior Assessment System-Third Edition (ABAS-3) for adaptive behavior, the Self-Advocacy Measure for Youth and Adults (SAMYA), and the Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using Pearson correlation and multiple linear regression in SPSS-27 to evaluate the relationships between self-advocacy, resilience, and adaptive behavior. Descriptive statistics indicated moderate levels of adaptive behavior (M = 85.32, SD = 9.87), self-advocacy (M = 60.41, SD = 11.56), and resilience (M = 69.87, SD = 14.92). Pearson correlation results revealed significant positive associations between adaptive behavior and both self-advocacy (r = 0.58, p < 0.01) and resilience (r = 0.62, p < 0.01). Multiple linear regression showed that self-advocacy and resilience collectively accounted for 44% of the variance in adaptive behavior (F(2, 397) = 45.82, p < 0.01, R² = 0.44). However, when examined separately, self-advocacy (B = -0.09, p = 0.024) had a significant negative predictive effect, while resilience (B = -0.022, p = 0.502) was not a significant predictor. The findings suggest that while both self-advocacy and resilience are correlated with adaptive behavior, their individual predictive effects differ, with self-advocacy playing a more prominent role. These results highlight the importance of fostering self-advocacy skills in adults with ADHD to enhance adaptive functioning. Further research is needed to explore moderating factors that may influence these relationships.
subject: Articles
  topic: section
subject: ADHD
  topic: keywords
subject: adaptive behavior
  topic: keywords
subject: self-advocacy
  topic: keywords
subject: resilience
  topic: keywords
subject: adults with ADHD
  topic: keywords
subject: psychological predictors
  topic: keywords
creator: Valerie Karstensen
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 36
ending page: 42
doi: 10.61838/kman.prien.3.1.5

The Effect of Play Therapy on Sensory Processing and Distress Tolerance in Adolescents with Mild Intellectual Disabilities
type: item
description: This study aimed to examine the effectiveness of play therapy in improving sensory processing and distress tolerance in adolescents with mild intellectual disabilities. A randomized controlled trial was conducted with 30 adolescents aged 12 to 17 years, randomly assigned to either an intervention group (n = 15) receiving eight 90-minute sessions of play therapy or a control group (n = 15) receiving no intervention. Sensory processing and distress tolerance were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data analysis was performed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests in SPSS-27 to evaluate within-group and between-group differences over time. The results indicated a significant main effect of time for both sensory processing (F(2, 84) = 92.32, p < 0.001) and distress tolerance (F(2, 84) = 111.60, p < 0.001), demonstrating substantial improvements across timepoints. The intervention group showed a notable increase in sensory processing scores from baseline (M = 48.72, SD = 5.91) to post-intervention (M = 64.15, SD = 6.38) and follow-up (M = 69.03, SD = 5.79), whereas the control group exhibited minimal change. Similarly, distress tolerance scores improved significantly in the intervention group (baseline: M = 42.85, SD = 6.27; post-intervention: M = 58.74, SD = 5.69; follow-up: M = 63.92, SD = 6.08), with no substantial improvement in the control group. The Bonferroni post-hoc test confirmed significant pairwise differences between baseline and subsequent assessments. Play therapy was found to be an effective intervention for enhancing sensory processing and distress tolerance in adolescents with mild intellectual disabilities, with improvements sustained at follow-up. These findings suggest that play-based interventions can be a valuable therapeutic approach for promoting sensory integration and emotional regulation in this population.
subject: Articles
  topic: section
subject: Play therapy
  topic: keywords
subject: sensory processing
  topic: keywords
subject: distress tolerance
  topic: keywords
subject: intellectual disabilities
  topic: keywords
subject: adolescent intervention
  topic: keywords
subject: emotional regulation
  topic: keywords
creator: Ahmet Kutsal
creator: Sharmin Nasrin
creator: Selva Turan
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 27
ending page: 35
doi: 10.61838/kman.prien.3.1.4

Identifying the Cognitive and Emotional Components of Self-Advocacy in Exceptional Learners
type: item
description: This study aims to identify the cognitive and emotional components of self-advocacy in exceptional learners and examine the external factors that influence their ability to advocate for themselves in educational settings. A qualitative research design was employed, utilizing semi-structured interviews with 29 exceptional learners recruited through online platforms. Theoretical saturation was reached, ensuring comprehensive data collection. NVivo software was used to conduct thematic analysis, identifying key cognitive and emotional factors related to self-advocacy. Participants shared their experiences regarding metacognitive awareness, decision-making, emotional regulation, and external support systems, providing rich qualitative data for analysis. The results indicated that self-advocacy among exceptional learners is shaped by cognitive competencies, including metacognition, decision-making, and information-seeking behaviors, as well as emotional factors such as self-efficacy, resilience, and emotional regulation. Participants who demonstrated strong metacognitive strategies and confidence were more effective self-advocates, whereas those facing anxiety or low self-efficacy struggled to assert their needs. External factors, such as educator support, family involvement, and institutional policies, played a critical role in shaping advocacy experiences. Online networks and digital advocacy resources were identified as valuable tools for enhancing self-advocacy skills. However, institutional barriers, including bureaucratic challenges and lack of awareness among educators, posed significant obstacles for learners. The study highlights the complexity of self-advocacy in exceptional learners, emphasizing the interplay between cognitive awareness, emotional resilience, and external support structures. Enhancing self-advocacy skills requires targeted interventions, including advocacy training, institutional support, and digital resource accessibility.
subject: Articles
  topic: section
subject: Self-advocacy
  topic: keywords
subject: exceptional learners
  topic: keywords
subject: cognitive components
  topic: keywords
subject: emotional resilience
  topic: keywords
subject: metacognition
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: educational support
  topic: keywords
creator: Wioleta Karna
creator: Karina Batthyany
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 19
ending page: 26
doi: 10.61838/kman.prien.3.1.3

Examining the Psychological and Emotional Adjustment of Parents of Children with Intellectual Disabilities
type: item
description: This study aims to explore the psychological and emotional adjustment of parents raising children with intellectual disabilities. This qualitative study utilized semi-structured interviews with 26 parents recruited through online platforms. Participants were selected through purposive sampling, ensuring diversity in caregiving experiences. Data collection continued until theoretical saturation was reached, and all interviews were transcribed verbatim. Thematic analysis was conducted using NVivo software to identify key themes related to parental psychological adjustment, coping mechanisms, and social interactions. The results revealed that parents experienced significant emotional distress upon receiving their child’s diagnosis, including grief, denial, and prolonged sadness. Chronic stress was a recurring theme, with concerns over financial burdens, caregiving demands, and uncertainty about their child’s future contributing to heightened anxiety. Coping strategies varied, with some parents relying on social support networks, religious beliefs, and cognitive reframing, while others struggled with emotional exhaustion and isolation. Family relationships were deeply affected, with some parents reporting marital strain and sibling adjustments, whereas others experienced strengthened familial bonds. Social stigma and external judgment further complicated parental adjustment, with many parents becoming active advocates for disability rights and inclusion. Despite the challenges, many parents reported significant personal growth, emotional resilience, and increased psychological strength over time. The psychological and emotional adjustment of parents raising children with intellectual disabilities is a complex process influenced by stress, coping mechanisms, family dynamics, and social factors. While many parents experience significant distress, those with strong support systems and adaptive strategies demonstrate greater resilience. This study highlights the need for ta…
subject: Articles
  topic: section
subject: Intellectual disability
  topic: keywords
subject: parental adjustment
  topic: keywords
subject: coping strategies
  topic: keywords
subject: psychological well-being
  topic: keywords
subject: social support
  topic: keywords
subject: emotional resilience
  topic: keywords
subject: disability advocacy
  topic: keywords
creator: Yaliu Yang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-03-01
publication date: 2025-03-01
starting page: 10
ending page: 18
doi: 10.61838/kman.prien.3.1.2