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: A LightGBM-Based Analysis of Academic Resilience Among Gifted Students with Twice-Exceptional Profiles: Contributions of Metacognitive Awareness, Emotional Regulation, and Perceived Teacher Support
items: Machine Learning Prediction of Vocational Success Among Young Adults with Intellectual Disabilities: The Roles of Self-Determination, Career Adaptability, and Family Empowerment
items: https://journals.kmanpub.com/index.php/prien/article/view/5656
items: Inclusive Coaching : Supporting Children and Youth With Intellectual Developmental Disabilities Engaging in Sport
items: A LightGBM Analysis of Emotional Well-Being in Children with Autism Spectrum Disorder: Predictive Contributions of Sensory Sensitivity, Parent–Child Attachment, and Social Competence
items: CatBoost Prediction of Social Anxiety Among Students with Specific Learning Disabilities: Contributions of Rejection Sensitivity, Self-Compassion, and Peer Victimization
items: https://journals.kmanpub.com/index.php/prien/article/view/5399
items: Comparison of the Effectiveness of Transcranial Electrical Brain Stimulation and Cognitive Rehabilitation on Working Memory in Students Aged 7–13 Years with Specific Reading Learning Disorder
items: Assessment of Spiritual Vitality and Marital Satisfaction in Parents of Children Aged 6–12 Years with Autism Spectrum Disorder
items: The Mediating Role of Self-Efficacy and Social Support in the Effect of Psychological Hardiness on the Quality of Life of Physically Disabled People
items: From Challenge to Insight: The Effectiveness of a Cognitively Oriented Psychological Intervention on Reflective Functioning in Female Teachers of Students with Autism Spectrum Disorder
items: Effectiveness of Trauma-Focused Cognitive Behavioral Therapy on Post-Traumatic Stress Disorder and Psychological Empowerment (Cognitive and Emotional) in Children with a History of Sexual Abuse
items: The Effectiveness of Acceptance and Commitment Therapy on Rejection Sensitivity and Self-Acceptance in Individuals with Visual Impairment
items: Differential Effects of Cognitive Load on Working Memory in Students with Linguistic Versus Perceptual Dyslexia
items: Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis
items: Effectiveness of Working Memory Training on Executive Functions and Cognitive Flexibility in Students with Specific Learning Disorder
items: The Relationship Between Mindfulness and Social Anxiety with the Mediating Role of Metacognitive Beliefs in Mothers of Children with Autism and Intellectual Disability
items: The Curriculum Content of a Metacognition-Based Program for Reducing Learning Disorders Among Elementary School Students
items: https://journals.kmanpub.com/index.php/prien/article/view/5015
items: Deep Learning–Based Detection of Anxiety and Perfectionism Patterns in High-Ability Youth
items: Unsupervised Clustering of Executive Function Patterns in Children with Exceptional Cognitive Abilities
items: Comparison of the Effectiveness of Mindfulness Intervention and Perceptual–Motor Games on Attention Problems in Students with Attention-Deficit/Hyperactivity Disorder
items: Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences
items: 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
items: Psychometric Properties of the Persian Version of the Autism Social Skills Profile
items: The Effectiveness of Mindfulness on Selective Attention, Visuospatial Memory, and Academic Performance in Elementary School Students with Attention-Deficit/Hyperactivity Disorder
items: Comparing the Effectiveness of Sexual-Education Training and Sensory–Proprioceptive–Tactile Exercises on Anxiety in High-Functioning Autistic Children
items: The Relationship Between the School Social-Emotional Climate and Student Bullying Through the Mediating Variable of Alexithymia
items: Comparison of the Effectiveness of Transcranial Direct Current Stimulation and Cognitive Emotion Regulation Training on Impulsivity in Adults with Attention-Deficit/Hyperactivity Disorder
items: Examining the Effectiveness of the Fernald Multisensory Approach on Body Self-Concept in Elementary Students with Learning Disabilities

A LightGBM-Based Analysis of Academic Resilience Among Gifted Students with Twice-Exceptional Profiles: Contributions of Metacognitive Awareness, Emotional Regulation, and Perceived Teacher Support
type: item
description: The present study aimed to examine the predictive contributions of metacognitive awareness, emotional regulation, and perceived teacher support to academic resilience among gifted students with twice-exceptional profiles using a Light Gradient Boosting Machine (LightGBM) model. This cross-sectional predictive study was conducted among 428 gifted students with documented twice-exceptional profiles recruited from educational institutions across Canada. Participants completed standardized measures assessing academic resilience, metacognitive awareness, emotional regulation, and perceived teacher support. Preliminary statistical analyses included descriptive statistics and Pearson correlation coefficients. Subsequently, a LightGBM machine learning model was developed to predict academic resilience. The dataset was divided into training (80%) and testing (20%) subsets, and model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). Feature importance and SHAP (Shapley Additive Explanations) analyses were performed to determine the relative contributions of the predictor variables. Inferential analyses revealed significant positive correlations between academic resilience and metacognitive awareness (r = .71, p < .01), perceived teacher support (r = .63, p < .01), and emotional regulation (r = .58, p < .01). The LightGBM model demonstrated excellent predictive performance, explaining 84.7% of the variance in academic resilience within the testing dataset (R² = .847), with low prediction error values (RMSE = 6.84, MAE = 5.18, MAPE = 5.03%). Feature importance analysis indicated that metacognitive awareness was the strongest predictor of academic resilience (43.82%), followed by perceived teacher support (33.76%) and emotional regulation (22.42%). SHAP analyses confirmed these findings, revealing that metacognitive awareness exerted the greatest influence on…
subject: Articles
  topic: section
subject: academic resilience
  topic: keywords
subject: twice-exceptional students
  topic: keywords
subject: gifted education
  topic: keywords
subject: metacognitive awareness
  topic: keywords
subject: emotional regulation
  topic: keywords
subject: perceived teacher support
  topic: keywords
creator: Faisal Al-Kuwari
creator: Emily Cartwright
rights: Copyright (c) 2026 Faisal Al-Kuwari (Author); Emily Cartwright (Corresponding Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 13
doi: 10.61838/kman.prien.5678

Machine Learning Prediction of Vocational Success Among Young Adults with Intellectual Disabilities: The Roles of Self-Determination, Career Adaptability, and Family Empowerment
type: item
description: The present study aimed to develop and evaluate an explainable machine learning model for predicting vocational success among young adults with intellectual disabilities based on self-determination, career adaptability, and family empowerment. This cross-sectional predictive study was conducted among 428 young adults with mild to moderate intellectual disabilities recruited from vocational rehabilitation centers, supported employment programs, and transition-to-work services across Canada. Participants completed standardized measures of vocational success, self-determination, career adaptability, and family empowerment. Data preprocessing procedures included standardization, missing-value imputation, and quality screening. Several machine learning algorithms, including Linear Regression, Support Vector Regression, Random Forest, Gradient Boosting, and Extreme Gradient Boosting (XGBoost), were trained and evaluated using a 70:30 training-testing split and five-fold cross-validation. Model performance was assessed using the coefficient of determination (R²), root mean squared error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). SHapley Additive exPlanations (SHAP) analysis was employed to identify feature importance and improve interpretability of model predictions. Significant positive associations were observed between vocational success and self-determination (r = .68, p < .001), career adaptability (r = .61, p < .001), and family empowerment (r = .54, p < .001). Among the predictive models tested, XGBoost demonstrated the highest predictive accuracy, accounting for 76% of the variance in vocational success (R² = .76), with the lowest prediction errors (RMSE = 6.94, MAE = 5.13, MAPE = 6.95%). SHAP analysis revealed that self-determination was the most influential predictor, contributing 41.5% of total model importance, followed by career adaptability (30.4%) and family empowerment (22.7%). Collectively, these three variables accounted…
subject: Articles
  topic: section
subject: intellectual disabilities
  topic: keywords
subject: vocational success
  topic: keywords
subject: self-determination
  topic: keywords
subject: career adaptability
  topic: keywords
subject: family empowerment
  topic: keywords
subject: machine learning
  topic: keywords
creator: Gabrielle Pelletier
creator: Marcus Ouellet
rights: Copyright (c) 2026 Gabrielle Pelletier (Author); Marcus Ouellet (Corresponding Author)
date: 2026-06-10
publication date: 2026-06-10
starting page: 1
ending page: 13
doi: 10.61838/kman.prien.5662

https://journals.kmanpub.com/index.php/prien/article/view/5656
type: item
title: Explainable Artificial Intelligence Modeling of Social Participation in Children with Intellectual Disabilities: A SHAP-Based CatBoost Analysis of Adaptive Behavior, Communication Competence, and Parental Involvement
description: The present study aimed to develop and interpret an explainable artificial intelligence model of social participation in children with intellectual disabilities by examining the predictive contributions of adaptive behavior, communication competence, and parental involvement using a SHAP-based CatBoost algorithm. This cross-sectional predictive modeling study was conducted among 412 children with mild to moderate intellectual disabilities aged 8–16 years who were recruited from special education schools, rehabilitation centers, and inclusive educational settings across Hungary. Social participation was assessed using the Participation and Environment Measure for Children and Youth (PEM-CY), while adaptive behavior, communication competence, and parental involvement were measured using standardized psychometric instruments. Following data preprocessing and screening procedures, a CatBoost machine learning model was developed to predict social participation outcomes. Model performance was evaluated using the coefficient of determination (R²), Root Mean Square Error (RMSE), Mean Absolute Error (MAE), and Mean Absolute Percentage Error (MAPE). To enhance interpretability, SHapley Additive exPlanations (SHAP) analyses were conducted to determine the relative importance and direction of predictor contributions. Pearson correlation analyses demonstrated significant positive associations between social participation and adaptive behavior (r = .781, p < .001), communication competence (r = .724, p < .001), and parental involvement (r = .647, p < .001). The CatBoost model exhibited excellent predictive performance, explaining 89.2% of the variance in social participation within the test dataset (R² = .892), with RMSE = 4.97, MAE = 3.89, and MAPE = 5.84%. SHAP analyses identified adaptive behavior as the strongest predictor of social participation (42.7% relative importance), followed by communication competence (32.8%) and parental involvement (19.7%). Together, these three v…
subject: Articles
  topic: section
subject: Social Participation
  topic: keywords
subject: Intellectual Disabilities
  topic: keywords
subject: Adaptive Behavior
  topic: keywords
subject: Communication Competence
  topic: keywords
subject: Parental Involvement
  topic: keywords
creator: Ayako Nishimura
creator: Ágnes Tóth
rights: Copyright (c) 2026 Ayako Nishimura (Author); Ágnes Tóth (Corresponding Author)
date: 2026-07-01
publication date: 2026-07-01
starting page: 1
ending page: 14

Inclusive Coaching : Supporting Children and Youth With Intellectual Developmental Disabilities Engaging in Sport
type: item
description: Special Olympics is an international movement committed to promoting inclusion and building community through sports and physical activity for individuals with intellectual disabilities. In Canada, the organization supports more than 40,000 athletes, offering structured athletic opportunities from early childhood through to adulthood. This critical literature review synthesizes 18 sources on coaching within Special Olympics, including peer-reviewed research around coaching Special Olympics, to examine trends, themes, and gaps in the field. Literature was reviewed from March 2025 to December 2025. It emphasizes the continuous, community-based nature of Special Olympics programming, which occurs regularly in local settings, rather than as infrequent high-profile events. The findings highlight both the benefits of athlete participation and the critical role of effective coaching, while also revealing a need for additional research focused on coaching practices, particularly among coaches who work with children and youth. Strengthening the evidence base in the Canadian context is essential to enhance coaching strategies, support athlete growth, support and guide future research opportunities and promote sustained success within the Special Olympics community.
subject: Articles
  topic: section
subject: Special Olympics
  topic: keywords
subject: Inclusion in Sports
  topic: keywords
subject: Intellectual Developmental Disability
  topic: keywords
subject: Coaching Education
  topic: keywords
creator: Justin Heenan
creator: Sierra Sumner
rights: Copyright (c) 2026 Justin Heenan, Sierra Sumner (Author)
date: 2026-07-20
publication date: 2026-07-20
starting page: 1
ending page: 12

A LightGBM Analysis of Emotional Well-Being in Children with Autism Spectrum Disorder: Predictive Contributions of Sensory Sensitivity, Parent–Child Attachment, and Social Competence
type: item
description: The present study aimed to investigate the predictive contributions of sensory sensitivity, parent–child attachment, and social competence to emotional well-being among children with Autism Spectrum Disorder (ASD) using a Light Gradient Boosting Machine (LightGBM) model and explainable artificial intelligence techniques. This cross-sectional predictive study was conducted among 428 children diagnosed with Autism Spectrum Disorder in South Africa. Emotional well-being served as the target variable, while sensory sensitivity, parent–child attachment, and social competence were entered as predictor variables. Data were collected using standardized caregiver-report instruments with established psychometric properties. After preliminary data screening and preprocessing, the dataset was randomly divided into training and testing subsets using an 80:20 ratio. A LightGBM algorithm was implemented to develop the predictive model, and hyperparameter optimization was performed through five-fold cross-validation. Model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean squared error (MSE). Feature importance analysis and Shapley Additive Explanations (SHAP) were employed to determine the relative contribution and direction of influence of each predictor variable. The LightGBM model demonstrated strong predictive performance, explaining 82.1% of the variance in emotional well-being within the testing dataset (R² = 0.821). Correlation analyses revealed significant positive associations between emotional well-being and both parent–child attachment (r = 0.68, p < .01) and social competence (r = 0.74, p < .01), whereas sensory sensitivity was significantly negatively associated with emotional well-being (r = −0.61, p < .01). Feature importance analysis indicated that social competence was the most influential predictor (39.8%), followed by parent–child attachment (33.3%) and sensory sensitivity (2…
subject: Articles
  topic: section
subject: Autism Spectrum Disorder
  topic: keywords
subject: Emotional Well-Being
  topic: keywords
subject: LightGBM
  topic: keywords
subject: Machine Learning
  topic: keywords
subject: Sensory Sensitivity
  topic: keywords
subject: Parent–Child Attachment
  topic: keywords
subject: Social Competence
  topic: keywords
creator: Elīna Ozoliņa
creator: Nomvula Dlamini
creator: Mercy Atieno
rights: Copyright (c) 2026 Elīna Ozoliņa (Author); Nomvula Dlamini (Corresponding Author); Mercy Atieno (Author)
date: 2026-06-10
publication date: 2026-06-10
starting page: 1
ending page: 13
doi: 10.61838/kman.prien.5442

CatBoost Prediction of Social Anxiety Among Students with Specific Learning Disabilities: Contributions of Rejection Sensitivity, Self-Compassion, and Peer Victimization
type: item
description: The present study aimed to develop and evaluate a CatBoost machine learning model for predicting social anxiety among students with specific learning disabilities based on rejection sensitivity, self-compassion, and peer victimization, while determining the relative contribution of each predictor to model performance. This cross-sectional predictive study was conducted among 428 students with specific learning disabilities enrolled in secondary schools in Santiago, Chile. Participants completed standardized measures assessing social anxiety, rejection sensitivity, self-compassion, and peer victimization. Following data preprocessing and preliminary statistical analyses, a CatBoost machine learning algorithm was implemented to predict social anxiety levels. The dataset was divided into training (80%) and testing (20%) subsets, and hyperparameter optimization was performed using five-fold cross-validation. Model performance was evaluated using the coefficient of determination (R²), root mean square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE). Feature importance analysis and SHAP (Shapley Additive Explanations) values were calculated to identify the relative influence and directional effects of the predictors. The CatBoost model demonstrated strong predictive performance, accounting for 81.2% of the variance in social anxiety scores within the testing dataset (R² = .812). The model yielded low prediction errors (RMSE = 5.08, MAE = 3.94, MAPE = 8.46%), indicating high accuracy and generalizability. Feature importance analysis revealed that rejection sensitivity was the strongest predictor of social anxiety (41.82%), followed by peer victimization (34.67%) and self-compassion (23.51%). SHAP analyses showed that higher levels of rejection sensitivity and peer victimization were associated with increased social anxiety, whereas higher self-compassion was associated with lower social anxiety. Correlational analyses further indicated si…
subject: Articles
  topic: section
subject: Social Anxiety
  topic: keywords
subject: Specific Learning Disabilities
  topic: keywords
subject: Rejection Sensitivity
  topic: keywords
subject: Self-Compassion
  topic: keywords
subject: Peer Victimization
  topic: keywords
creator: Eirik Solheim
creator: Valentina Rojas
creator: Lucía Bentancor
rights: Copyright (c) 2026 Eirik Solheim (Author); Valentina Rojas (Corresponding Author); Lucía Bentancor (Author)
date: 2026-06-10
publication date: 2026-06-10
starting page: 1
ending page: 12
doi: 10.61838/kman.prien.5423

https://journals.kmanpub.com/index.php/prien/article/view/5399
type: item
title: Machine Learning Classification of Suicidal Ideation in Adolescents with Attention-Deficit/Hyperactivity Disorder: A Random Forest Approach Incorporating Impulsivity, Emotional Dysregulation, and Family Cohesion
description: The present study aimed to develop and evaluate a Random Forest machine learning model for classifying suicidal ideation among adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) based on impulsivity, emotional dysregulation, and family cohesion. This cross-sectional predictive modeling study was conducted among 468 Canadian adolescents aged 13–18 years with a confirmed diagnosis of ADHD. Participants were recruited from outpatient psychiatric clinics, mental health centers, and educational counseling services across multiple provinces. Suicidal ideation was assessed using the Suicidal Ideation Questionnaire-Junior (SIQ-JR), impulsivity was measured using the Barratt Impulsiveness Scale-11 (BIS-11), emotional dysregulation was evaluated using the Difficulties in Emotion Regulation Scale (DERS), and family cohesion was assessed using the Family Adaptability and Cohesion Evaluation Scales IV (FACES-IV). Data were analyzed using a Random Forest classification algorithm implemented in Python. The dataset was divided into training and testing subsets using an 80:20 ratio, and 10-fold cross-validation was employed to optimize model performance. Classification accuracy, precision, recall, specificity, F1-score, and area under the receiver operating characteristic curve (AUC-ROC) were used to evaluate predictive performance. Feature importance analyses were conducted to identify the relative contribution of each predictor. The Random Forest model demonstrated excellent classification performance, achieving an accuracy of 88.2%, precision of 86.4%, recall of 90.1%, specificity of 86.7%, F1-score of 88.2%, and an AUC-ROC of .934. Suicidal ideation was positively associated with impulsivity (r = .54, p < .01) and emotional dysregulation (r = .67, p < .01) and negatively associated with family cohesion (r = −.49, p < .01). Feature importance analysis revealed that emotional dysregulation was the strongest predictor of suicidal ideation (35.8%), followed by family c…
subject: Articles
  topic: section
subject: Attention-Deficit/Hyperactivity Disorder
  topic: keywords
subject: Suicidal Ideation
  topic: keywords
subject: Random Forest
  topic: keywords
subject: Machine Learning
  topic: keywords
subject: Impulsivity
  topic: keywords
subject: Emotional Dysregulation
  topic: keywords
subject: Family Cohesion
  topic: keywords
creator: Daniel Farrugia
creator: Jacob Sinclair
creator: Miriam Hochberger
rights: Copyright (c) 2026 Tereza Malá (Author); Aditya Prasetyo (Corresponding Author); Mette Kristiansen (Author)
date: 2026-04-01
publication date: 2026-04-01
starting page: 1
ending page: 13
doi: 10.61838/kman.prien.5399

Comparison of the Effectiveness of Transcranial Electrical Brain Stimulation and Cognitive Rehabilitation on Working Memory in Students Aged 7–13 Years with Specific Reading Learning Disorder
type: item
description: The overall objective of the present study was to compare the effectiveness of transcranial electrical brain stimulation and cognitive rehabilitation on the working memory of students aged 7–13 years with specific reading learning disorder. In terms of purpose, the present study was applied research, and in terms of methodology, it was a quasi-experimental study with a pretest–posttest design and a control group. The statistical population consisted of all 7–13-year-old students with reading learning disabilities in Districts 7 and 10 of Tehran, totaling 1,500 individuals. A total of 45 participants (15 in the experimental group receiving transcranial electrical brain stimulation, 15 in the experimental group receiving cognitive rehabilitation, and 15 in the control group) were selected as the sample using simple random sampling. Data were collected using the N-back test to assess working memory. Multivariate analysis of covariance and the LSD post hoc test were used for data analysis. Transcranial electrical brain stimulation demonstrated greater effectiveness in improving working memory, particularly in reducing response time, compared with the control group, and in some indicators, it also showed superiority over cognitive rehabilitation. Transcranial electrical brain stimulation interventions and cognitive rehabilitation programs can be used as complementary methods for improving the working memory of students aged 7–13 years with specific reading learning disorder.
subject: Articles
  topic: section
subject: Transcranial electrical brain stimulation
  topic: keywords
subject: cognitive rehabilitation
  topic: keywords
subject: working memory
  topic: keywords
subject: students
  topic: keywords
subject: reading learning disorder
  topic: keywords
creator: Neda Ahmadi
creator: Hossein Ali Ghanadzadegan
creator: Shaban Heidari
rights: Copyright (c) 2026 Neda Ahmadi (Author); Hossein Ali Ghanadzadegan (Corresponding Author); Shaban Heidari (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 10
doi: 10.61838/kman.prien.5384

Assessment of Spiritual Vitality and Marital Satisfaction in Parents of Children Aged 6–12 Years with Autism Spectrum Disorder
type: item
description: The aim of this study was to investigate the relationship between spiritual vitality and marital satisfaction among parents of children aged 6–12 years diagnosed with Autism Spectrum Disorder (ASD). This study employed a descriptive-correlational design with a quantitative approach. The statistical population consisted of parents referring to the Iranian Autism Association in Tehran Province, from whom 100 participants (50 couples) were selected using purposive sampling. Data were collected using the standardized Afrouz Marital Satisfaction Questionnaire and the Afrouz Spiritual Vitality Scale. Data analysis was conducted through correlation coefficients and analysis of variance using SPSS software. The findings indicated that there was no significant relationship between the total score of spiritual vitality and marital satisfaction among the parents. However, subscale analyses revealed that certain dimensions of marital satisfaction, including marital contentment, positive thinking, and communicational-social behaviors, were correlated with spiritual vitality, and the relationships among these components were statistically significant. In addition, no significant differences were observed between fathers and mothers regarding spiritual vitality and marital satisfaction; nevertheless, the mean scores reflected relatively low to moderate levels of these two variables among the parents. These findings suggest that although spiritual vitality alone is not a direct predictor of marital satisfaction in this group, fostering spirituality-oriented dimensions within married life may indirectly influence the quality of the relationship among couples raising a child with autism. The results highlight the necessity of designing holistic interventions focused on strengthening spiritual and communicational resources in these families.
subject: Articles
  topic: section
subject: Autism Spectrum Disorder
  topic: keywords
subject: marital satisfaction
  topic: keywords
subject: satisfaction scale
  topic: keywords
subject: spiritual vitality
  topic: keywords
subject: parents
  topic: keywords
creator: Fereshteh Davoudnia
creator: Fatemeh Ordoo
rights: Copyright (c) 2026 Fereshteh Davoudnia (Author); Fatemeh Ordoo (Corresponding Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 13
doi: 10.61838/kman.prien.5374

The Mediating Role of Self-Efficacy and Social Support in the Effect of Psychological Hardiness on the Quality of Life of Physically Disabled People
type: item
description: The present study aimed to investigate the structural relationship between psychological hardiness and quality of life in physically and motor disabled individuals, with the mediating roles of self-efficacy and perceived social support. This applied, cross-sectional, correlational study was conducted using structural equation modeling among physically and motor disabled individuals in Mazandaran Province, Iran. The statistical population consisted of approximately 26,000 individuals registered in the provincial Welfare Organization, from whom 424 participants aged 14–40 years (277 males and 147 females) were selected through two-stage cluster sampling from Sari, Amol, Behshahr, and Chalus cities. Data were collected using the Ahvaz Psychological Hardiness Questionnaire, the SF-36 Quality of Life Questionnaire, Sherer’s Self-Efficacy Scale, and the Sherbourne and Stewart Social Support Scale. The instruments demonstrated acceptable reliability coefficients ranging from 0.86 to 0.91. Descriptive statistics, Pearson correlation coefficients, Sobel tests, and structural equation modeling were performed using SPSS-22, AMOS, and SmartPLS software at a 95% confidence level. The results demonstrated significant positive relationships among all study variables. Psychological hardiness had significant direct effects on self-efficacy (β=0.10, T=2.09, P<0.01), perceived social support (β=0.27, T=2.53, P<0.01), and quality of life (β=0.10, T=2.94, P<0.01). Self-efficacy also showed a significant direct effect on quality of life (β=0.11, T=2.55, P<0.01), while perceived social support significantly predicted quality of life (β=0.18, T=2.71, P<0.01). Pearson correlation analysis revealed the strongest correlation between psychological hardiness and quality of life (r=0.853, P<0.01). Sobel test findings confirmed the mediating role of self-efficacy (β=0.04, Z=2.57, P=0.01) and perceived social support (β=0.03, Z=2.74, P=0.001) in the relationship between psychological hardiness and…
subject: Articles
  topic: section
subject: Self-Efficacy
  topic: keywords
subject: Social Support
  topic: keywords
subject: Psychological Hardiness
  topic: keywords
subject: Quality of Life
  topic: keywords
subject: Physically Disabled
  topic: keywords
creator: Mahdi Akbari
rights: Copyright (c) 2025 Mahdi Akbari (Corresponding Author)
date: 2026-06-01
publication date: 2026-06-01
starting page: 1
ending page: 12
doi: 10.61838/kman.prien.5360

From Challenge to Insight: The Effectiveness of a Cognitively Oriented Psychological Intervention on Reflective Functioning in Female Teachers of Students with Autism Spectrum Disorder
type: item
description: The present study was conducted to examine the effectiveness of a cognitively oriented psychological intervention on reflective functioning in female teachers of students with Autism Spectrum Disorder. The present research employed a quasi-experimental design with a pretest–posttest format, including a control group and a two-month follow-up period. The statistical population consisted of all female teachers of students with autism spectrum disorder in the city of Qazvin during the 2025–2026 academic year. From this population, 34 participants were selected using convenience sampling and were then randomly assigned to an experimental group (n = 17) and a control group (n = 17). Participants in both groups were assessed across three stages using the Reflective Functioning Questionnaire (RFQ-8) developed by Peter Fonagy et al. (1997). In the present study, individuals in the experimental group received 10 sessions of intervention, whereas the control group received no intervention. Data were analyzed using repeated measures analysis of variance (ANOVA) with SPSS version 25. The findings of data analysis indicated that the cognitively oriented psychological educational intervention had a statistically significant effect on reflective functioning (p < .05). Furthermore, the results demonstrated that the significant effect of this therapeutic approach on reflective functioning was sustained at the follow-up stage (p < .05) In conclusion, it can be inferred that a cognitively oriented psychological intervention, as an effective method, can lead to improvements in teachers’ reflective functioning. Therefore, the application of such an approach may be considered a valuable strategy for enhancing the mental functioning of teachers working with this group of students.
subject: Articles
  topic: section
subject: Reflective functioning
  topic: keywords
subject: autism spectrum disorder
  topic: keywords
subject: teachers of children with special needs
  topic: keywords
creator: Mohsen Karimiha
creator: Hossein Jenaabadi
creator: Allah Nazar Alisofi
rights: Copyright (c) 2026 Mohsen Karimiha (Author); Hossein Jenaabadi (Corresponding Author); Allah Nazar Alisofi (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.5338

Effectiveness of Trauma-Focused Cognitive Behavioral Therapy on Post-Traumatic Stress Disorder and Psychological Empowerment (Cognitive and Emotional) in Children with a History of Sexual Abuse
type: item
description: The present study aimed to examine the effectiveness of trauma-focused cognitive behavioral therapy (TF-CBT) on post-traumatic stress disorder (PTSD) symptoms and psychological empowerment (cognitive and emotional) in children with a history of sexual abuse. This study employed a single-case experimental design with a multiple baseline staggered approach. The statistical population included primary school students in Tehran during the 2025–2026 academic year. Using purposive sampling, four children aged 8–12 years with a history of sexual abuse and meeting PTSD criteria were selected. Data were collected using the Lifetime Incidence of Traumatic Events Inventory (LITE-C, LITE-P), the Child and Parent Reports of Post-Traumatic Symptoms (CROPS, PROPS), and the Social-Emotional Assets and Resilience Scales (SEARS). Participants underwent approximately 14 individual TF-CBT sessions, with concurrent parental involvement. Data were analyzed using graphical analysis, percentage of improvement, repeated measures analysis of variance, and paired-samples t-tests via SPSS version 26. The results indicated statistically significant reductions in PTSD symptoms and significant increases in psychological empowerment across participants (p < 0.05). Repeated measures ANOVA revealed large effect sizes for both psychological empowerment (η² = 0.982) and PTSD symptoms (η² = 0.954), indicating strong treatment effects. Additionally, paired-samples t-test results showed no significant differences between post-test and follow-up scores (p > 0.05), suggesting the stability and maintenance of treatment gains over time. Trauma-focused cognitive behavioral therapy is an effective intervention for reducing post-traumatic stress symptoms and enhancing psychological empowerment in children with a history of sexual abuse, with effects that remain stable during follow-up.
subject: Articles
  topic: section
subject: Sexual abuse
  topic: keywords
subject: post-traumatic stress disorder
  topic: keywords
subject: psychological empowerment
  topic: keywords
subject: trauma-focused cognitive behavioral therapy
  topic: keywords
subject: children
  topic: keywords
creator: Saeideh Khani Zalan
creator: Elahe Mehrabian Parizi
creator: Kamran Pourmohammad Ghouchani
rights: Copyright (c) 2025 Saeideh Khani Zalan , Elahe Mehrabian Parizi (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 9
doi: 10.61838/kman.prien.5240

The Effectiveness of Acceptance and Commitment Therapy on Rejection Sensitivity and Self-Acceptance in Individuals with Visual Impairment
type: item
description: The present study aimed to examine the effectiveness of Acceptance and Commitment Therapy (ACT) on rejection sensitivity and self-acceptance among individuals with visual impairment. The research employed a quasi-experimental design with a pretest–posttest–follow-up structure including a control group. The statistical population consisted of all visually impaired individuals who were members of associations supporting persons with visual impairment and the Welfare Organization of Kurdistan Province during Spring 2025. From this population, 45 participants were selected using convenience sampling and were randomly assigned to two experimental groups and one control group. Participants completed the Rejection Sensitivity Questionnaire developed by Downey and Feldman (1996) and the Unconditional Self-Acceptance Questionnaire designed by Chamberlain and Haaga (2001) at pretest, posttest, and follow-up stages. Group sessions of Acceptance and Commitment Therapy were conducted for the intervention group based on the treatment protocol proposed by Hayes and Strosahl (2005) across eight 90-minute sessions. Acceptance and Commitment Therapy significantly reduced rejection sensitivity in the intervention group compared with the control group (p = .018). Furthermore, Acceptance and Commitment Therapy significantly increased self-acceptance in the intervention group compared with the control group (p = .005). The findings indicate that Acceptance and Commitment Therapy can be utilized as an effective intervention for reducing rejection sensitivity and enhancing self-acceptance among individuals with visual impairment. The implementation of this therapeutic approach in rehabilitation centers and psychological service settings may play an important role in promoting mental health, emotional adjustment, and improving the quality of life of visually impaired individuals.
subject: Articles
  topic: section
subject: self-acceptance
  topic: keywords
subject: rejection sensitivity
  topic: keywords
subject: Acceptance and Commitment Therapy
  topic: keywords
subject: visually impaired individuals
  topic: keywords
creator: Soleyman Oveysi
creator: Qumarth Karimi
creator: Omid Moradi
rights: Copyright (c) 2025 Soleyman Oveysi (Author); Qumarth Karimi (Corresponding Author); Omid Moradi (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 10
doi: 10.61838/kman.prien.5124

Differential Effects of Cognitive Load on Working Memory in Students with Linguistic Versus Perceptual Dyslexia
type: item
description: Children with dyslexia do not demonstrate homogeneous neuropsychological characteristics. The present study aimed to compare verbal working memory performance under different levels of cognitive load between two primary dyslexia subgroups, namely perceptual and linguistic types. In this comparative research design, 35 Persian-speaking children aged 7 to 10 years were selected through purposive sampling. Diagnostic and subgroup classification procedures were conducted based on the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Reading Test (Pour-Etemad & Jahani, 2001), Raven’s Colored Progressive Matrices, the Conners Parent Rating Scale, and the application of Baker’s balance model framework. The primary assessment instrument was a computerized verbal N-Back task. The collected data were analyzed using multivariate analysis of variance (MANOVA). The findings indicated a significant interaction between subgroup type and cognitive load level. Although the performance of the two groups was similar at lower task demands (1-Back and 2-Back conditions), a clear differentiation emerged under high cognitive load conditions (2-Back), such that the accuracy of the perceptual subgroup was significantly higher than that of the linguistic subgroup. These results suggest that verbal working memory deficits in dyslexia are neither global nor stable; rather, they follow a cognitive load–dependent pattern specific to the linguistic subtype. The evidence provides compelling support for the existence of distinct cognitive architectures and underscores the necessity of designing targeted and individualized intervention programs.
subject: Articles
  topic: section
subject: Working memory
  topic: keywords
subject: linguistic dyslexia
  topic: keywords
subject: perceptual dyslexia
  topic: keywords
subject: N-Back task
  topic: keywords
subject: cognitive load
  topic: keywords
creator: Malihe Ramezani Doroh
creator: Zahra Hosseinzadeh Maleki
creator: Ali Mashhadi
creator: Ahmad Khamesan
rights: Copyright (c) 2025 Malihe Ramezani Doroh (Author); Zahra Hosseinzadeh Maleki (Corresponding Author); Ali Mashhadi, Ahmad Khamesan (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 14
doi: 10.61838/kman.prien.5123

Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis
type: item
description: This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged 6–12. A PRISMA-guided systematic review of 87 articles from Scopus, Web of Science, PubMed, SID, and Magiran (2010–August 2025), combined with a VOSviewer co-authorship network analysis of 78 researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in 71% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in 47% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up 35% post-2020 with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., 2020), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a 6–12 age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-19’s influence.
subject: Articles
  topic: section
subject: Play
  topic: keywords
subject: Educational Toys
  topic: keywords
subject: Cognitive Development
  topic: keywords
subject: Emotional Development
  topic: keywords
subject: Elementary Education
  topic: keywords
subject: Network Analysis
  topic: keywords
creator: Mahin Keikhanejad
creator: Mohammadnaeim Porki
creator: Mojtaba Ebrahimi
creator: Fatemeh Askari
creator: Eghlima kord
creator: Ali sabukzahi
rights: Copyright (c) 2026 Mahin Keikhanejad, Mohammadnaeim Porki, Mojtaba Ebrahimi , Fatemeh Askari , Eghlima kord, Ali sabukzahi (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 12
doi: 10.61838/kman.prien.5095

Effectiveness of Working Memory Training on Executive Functions and Cognitive Flexibility in Students with Specific Learning Disorder
type: item
description: 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.
subject: Articles
  topic: section
subject: Working memory training
  topic: keywords
subject: executive functions
  topic: keywords
subject: cognitive flexibility
  topic: keywords
subject: specific learning disorder
  topic: keywords
creator: Arezoo Fasihi
creator: Behnam Molaei
creator: Mehriar Nadermohammadi
creator: Ozra Ghaffari Nouran
rights: Copyright (c) 2025 Arezoo Fasihi (Author); Behnam Molaei (Corresponding Author); Mehriar Nadermohammadi, Ozra Ghaffari Nouran (Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 12
doi: 10.61838/kman.prien.5037

The Relationship Between Mindfulness and Social Anxiety with the Mediating Role of Metacognitive Beliefs in Mothers of Children with Autism and Intellectual Disability
type: item
description: 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.
subject: Articles
  topic: section
subject: Mindfulness
  topic: keywords
subject: Social Anxiety
  topic: keywords
subject: Metacognitive Beliefs
  topic: keywords
subject: Mothers of Children with Autism and Intellectual Disability
  topic: keywords
creator: Fatemeh Soghra Sina
rights: Copyright (c) 2025 Fatemeh Soghra Sina (Corresponding Author)
date: 2026-03-01
publication date: 2026-03-01
starting page: 1
ending page: 10
doi: 10.61838/kman.prien.5035

The Curriculum Content of a Metacognition-Based Program for Reducing Learning Disorders Among Elementary School Students
type: item
description: Learning disorders during elementary school are among the important issues in the educational system, as they can negatively affect students’ academic performance, self-confidence, and social adjustment. In recent years, metacognition-based approaches have attracted attention as an effective strategy for reducing these disorders because of their emphasis on self-awareness, self-regulation, and control of the learning process. However, designing a coherent and purposeful metacognition-based curriculum for reducing learning disorders among elementary school students remains one of the essential needs in the field of elementary education. The purpose of the present study was to identify the curriculum content of a metacognition-based program for reducing learning disorders among elementary school students. This study was conducted using a qualitative approach and thematic analysis with an exploratory inductive approach. Data were collected through the study of documents, scientific texts, and relevant research literature. The research domain included documents available in reputable databases and websites from 2007 to 2025 in the field of learning disorders and metacognition, as well as English-language documents published between 1991 and 2025. The data collection technique was an exploratory inductive approach, the data collection tool was note-taking, and the data analysis method was three-stage coding. The findings showed that, in the curriculum content dimension, the curriculum had an integrative and multilevel nature, and the implementation methods emphasized direct instruction, active strategies, multisensory approaches, metacognition-oriented strategies, and collaborative methods. The conclusion of the study indicated that curriculum content should be organized in accordance with the developmental characteristics and individual differences of elementary school students and should include practical and play-based activities, short and gradual exercises, feasible…
subject: Articles
  topic: section
subject: curriculum content
  topic: keywords
subject: learning disorders
  topic: keywords
subject: metacognition
  topic: keywords
subject: elementary school
  topic: keywords
creator: Esmat Nabipoor
creator: Maryam Baratali
creator: Jahanbakhsh Rahmani
rights: Copyright (c) 2026 Esmat Nabipoor, Maryam Baratali, Jahanbakhsh Rahmani (Author)
date: 2026-09-01
publication date: 2026-09-01
starting page: 1
ending page: 14

https://journals.kmanpub.com/index.php/prien/article/view/5015
type: item
title: 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
description: 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 imp…
subject: Articles
  topic: section
subject: self-care
  topic: keywords
subject: executive functions
  topic: keywords
subject: intellectual disability
  topic: keywords
creator: Fatemeh Cheraghi
creator: Zahra Zanjani
creator: Mahdie Salehi
rights: Copyright (c) 2026 Fatemeh Cheraghi (Author); Zahra Zanjani (Corresponding Author); Mahdie Salehi (Author)
date: 2025-12-01
publication date: 2025-12-01
starting page: 97
ending page: 113
doi: 10.61838/kman.prien.5015

Deep Learning–Based Detection of Anxiety and Perfectionism Patterns in High-Ability Youth
type: item
description: 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 target…
subject: Articles
  topic: section
subject: High-ability youth
  topic: keywords
subject: Anxiety
  topic: keywords
subject: Perfectionism
  topic: keywords
subject: Deep learning
  topic: keywords
subject: Multimodal analysis
  topic: keywords
creator: Lars Becker
creator: Eleni Kouris
rights: Copyright (c) 2025
date: 2025-12-01
publication date: 2025-12-01
starting page: 88
ending page: 96
doi: 10.61838/kman.prien.4968

Unsupervised Clustering of Executive Function Patterns in Children with Exceptional Cognitive Abilities
type: item
description: 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.
subject: Articles
  topic: section
subject: Executive functions
  topic: keywords
subject: cognitive flexibility
  topic: keywords
subject: exceptional cognitive ability
  topic: keywords
subject: unsupervised clustering
  topic: keywords
subject: child development
  topic: keywords
creator: Valentina Paredes
creator: Zanele Mthembu
rights: Copyright (c) 2025
date: 2025-12-01
publication date: 2025-12-01
starting page: 78
ending page: 87
doi: 10.61838/kman.prien.4967

Comparison of the Effectiveness of Mindfulness Intervention and Perceptual–Motor Games on Attention Problems in Students with Attention-Deficit/Hyperactivity Disorder
type: item
description: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in children and is associated with deficits in attention and executive functioning. Given the limitations of pharmacological treatments, the present study aimed to compare the effectiveness of mindfulness training and perceptual–motor games on attention problems in students with ADHD. The study employed an experimental design with pretest, posttest, follow-up, and a control group. The statistical population consisted of all male students in the fourth to sixth grades of elementary school in Tabriz during the 2024–2025 academic year. A sample of 45 participants was selected using a multistage cluster sampling method and randomly assigned to three groups of 15 participants each (mindfulness, perceptual–motor games, and control). Research instruments included the Child Symptom Inventory-4 (CSI-4) and the Conners Neuropsychological Scale. Data were analyzed using repeated-measures analysis of variance and the Bonferroni post hoc test. The findings indicated that both interventions significantly reduced attention problems (p < .05). The observed effects remained stable at the six-week follow-up assessment. Comparison of group means demonstrated that perceptual–motor games were more effective than mindfulness training. Mindfulness and perceptual–motor game interventions can be utilized as complementary strategies for reducing attention problems in children with ADHD. Furthermore, the findings suggest greater durability of the effects of multisensory and motor-based activities compared to cognitive training exercises. It is recommended that these interventions be implemented in schools and rehabilitation centers and be further investigated in future studies with larger samples and longer follow-up periods.
subject: Articles
  topic: section
subject: Attention-Deficit/Hyperactivity Disorder (ADHD)
  topic: keywords
subject: mindfulness
  topic: keywords
subject: perceptual–motor games
  topic: keywords
subject: attention problems
  topic: keywords
subject: students.
  topic: keywords
creator: Hamideh Firouzan Qazaljeh
creator: Mahin Etemadinia
creator: Ali Khademi
rights: Copyright (c) 2026 Hamideh Firouzan Qazaljeh (Author); Mahin Etemadinia (Corresponding Author); Ali Khademi (Author)
date: 2026-06-10
publication date: 2026-06-10
starting page: 1
ending page: 12
doi: 10.61838/kman.prien.5612

Design and Validation of a Differentiated Curriculum Model for Gifted Students Based on Multiple Intelligences
type: item
description: 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.
subject: Articles
  topic: section
subject: Gifted education
  topic: keywords
subject: differentiated curriculum
  topic: keywords
subject: multiple intelligences
  topic: keywords
subject: curriculum validation
  topic: keywords
subject: structural equation modeling
  topic: keywords
subject: talent development
  topic: keywords
creator: Mehdi Akbarzadeh Saqai
rights: Copyright (c) 2025 Mehdi Akbarzadeh Saqai (Corresponding Author)
date: 2025-12-01
publication date: 2025-12-01
starting page: 67
ending page: 77
doi: 10.61838/kman.prien.4929

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
type: item
description: 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.
subject: Articles
  topic: section
subject: mindfulness
  topic: keywords
subject: art (drawing) therapy
  topic: keywords
subject: perceived competence
  topic: keywords
subject: cognitive assessment
  topic: keywords
subject: hearing loss
  topic: keywords
creator: Khaled Ahmadnezhad
creator: Ali Shaker Dioulagh
creator: Ali Khademi
rights: Copyright (c) 2025 Khaled Ahmadnezhad (Author); Ali Shaker Dioulagh (Corresponding Author); Ali Khademi (Author)
date: 2025-12-01
publication date: 2025-12-01
starting page: 56
ending page: 66
doi: 10.61838/kman.prien.4879

Psychometric Properties of the Persian Version of the Autism Social Skills Profile
type: item
description: The present study was conducted to determine the psychometric properties and examine the factor structure of the Persian version of the Autism Social Skills Profile (ASSP) in children with Autism Spectrum Disorder (ASD). The current study was descriptive-analytical in nature and was conducted within the framework of psychometric research. The statistical population included all children with Autism Spectrum Disorder in the city of Tehran. From this population, a sample of 420 children and adolescents aged 6 to 17 years was selected, including two groups of 210 participants each: one group with typical development and the other consisting of individuals with autism spectrum disorder. Participants were randomly selected from regular schools, autism schools, and autism centers in Iran. Fifteen participants from each group also participated in the test–retest procedure. The instruments used in this study included the Autism Social Skills Profile (ASSP) and the Gilliam Autism Rating Scale-Second Edition (GARS-2). Data were analyzed using Confirmatory Factor Analysis (CFA), internal consistency indices (Cronbach’s alpha), temporal stability (test–retest reliability), and convergent validity analysis. The results of the confirmatory factor analysis indicated that the measurement models demonstrated satisfactory fit within the Iranian population. Reliability coefficients (Cronbach’s alpha and test–retest reliability) for both scales were calculated at a significant level (p < .001), indicating high stability and internal consistency of the instruments. Furthermore, the significant negative correlations between the scores of the studied instruments and the GARS-2 scale confirmed the convergent validity and clinical discriminative validity of the instruments. The Persian version of the Autism Social Skills Profile demonstrated strong psychometric properties and can be considered an effective instrument for clinical assessment and monitoring of educational interventions in chi…
subject: Articles
  topic: section
subject: Autism Spectrum Disorder
  topic: keywords
subject: Social Skills
  topic: keywords
subject: Psychometric Properties
  topic: keywords
subject: Confirmatory Factor Analysis
  topic: keywords
creator: Elham Amini
creator: Hamidreza Pouretemad
creator: Ebrahim Alizadeh
creator: Esmaeil Shiri
rights: Copyright (c) 2026 Elham Amini (Author); Hamidreza Pouretemad (Corresponding Author); Ebrahim Alizadeh, Esmaeil Shiri (Author)
date: 2026-06-01
publication date: 2026-06-01
starting page: 1
ending page: 16
doi: 10.61838/kman.prien.5556

The Effectiveness of Mindfulness on Selective Attention, Visuospatial Memory, and Academic Performance in Elementary School Students with Attention-Deficit/Hyperactivity Disorder
type: item
description: 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.
subject: Articles
  topic: section
subject: ADHD
  topic: keywords
subject: mindfulness training
  topic: keywords
subject: selective attention
  topic: keywords
subject: visuospatial memory
  topic: keywords
subject: academic performance
  topic: keywords
creator: Fahimeh Fazlollah Hamedani
creator: Malihe Masalehgo
rights: Copyright (c) 2025 Fahimeh Fazlollah Hamedani (Corresponding Author); Malihe Masalehgo (Author)
date: 2025-03-01
publication date: 2025-03-01
starting page: 81
ending page: 89
doi: 10.61838/kman.prien.3.1.10

Comparing the Effectiveness of Sexual-Education Training and Sensory–Proprioceptive–Tactile Exercises on Anxiety in High-Functioning Autistic Children
type: item
description: 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…
subject: Articles
  topic: section
subject: Autism spectrum disorder
  topic: keywords
subject: sensory integration
  topic: keywords
subject: sexual education
  topic: keywords
subject: child anxiety
  topic: keywords
subject: proprioceptive stimulation
  topic: keywords
subject: tactile intervention
  topic: keywords
subject: emotional regulation
  topic: keywords
creator: Sedigheh Moallaei
creator: Mona Dehghani Beshneh
creator: Zahra Norouzyani
creator: Kamran Pourmohammad Ghouchani
rights: Copyright (c) 2025 Sedigheh Moallaei , Mona Dehghani Beshneh , Zahra Norouzyani (Author); Kamran Pourmohammad Ghouchani (Corresponding Author)
date: 2025-12-01
publication date: 2025-12-01
starting page: 46
ending page: 55
doi: 10.61838/kman.prien.4845

The Relationship Between the School Social-Emotional Climate and Student Bullying Through the Mediating Variable of Alexithymia
type: item
description: The present study aimed to determine the relationship between the school social-emotional climate and student bullying through the mediating variable of alexithymia. In terms of purpose, this study was applied research, and in terms of nature and method, it was a descriptive-correlational study. The statistical population included all secondary school students in Educational Districts 1 and 3 of Tehran. The sample size was determined using the G*Power software. The sampling method employed in this study was systematic random sampling. The participants completed the Illinois Bullying Questionnaire, the Toronto Alexithymia Scale developed by Graeme J. Taylor and colleagues (1994), and the School Social-Emotional Climate Questionnaire developed by Karami et al. (2009). The findings indicated that the path coefficient between the school social-emotional climate and students’ alexithymia (-0.39) was negative, and 15% of the variance in students’ alexithymia was explained by the school social-emotional climate. Furthermore, there was a positive and significant path coefficient between alexithymia (0.36) and student bullying, and overall, the indirect path was statistically significant.
subject: Articles
  topic: section
subject: School social-emotional climate
  topic: keywords
subject: bullying
  topic: keywords
subject: alexithymia
  topic: keywords
creator: Nahid Sharifnia
creator: Marjan Alizadeh
creator: Fayiq Yousefi
rights: Copyright (c) 2026 Nahid Sharifnia , Marjan Alizadeh (Author); Fayiq Yousefi (Corresponding Author)
date: 2026-06-01
publication date: 2026-06-01
starting page: 1
ending page: 11
doi: 10.61838/kman.prien.5496

Comparison of the Effectiveness of Transcranial Direct Current Stimulation and Cognitive Emotion Regulation Training on Impulsivity in Adults with Attention-Deficit/Hyperactivity Disorder
type: item
description: This study was conducted to compare the effectiveness of two non-invasive interventions, namely transcranial direct current stimulation (tDCS) and cognitive emotion regulation training, in reducing impulsivity among adults with Attention-Deficit/Hyperactivity Disorder (ADHD). The study employed a quasi-experimental design with a pretest–posttest control group. A total of 45 adults diagnosed with ADHD were selected through convenience sampling and randomly assigned to three groups of 15 participants each: a transcranial direct current stimulation group, a cognitive emotion regulation training group, and a control group. The transcranial direct current stimulation group received anodal stimulation over the left dorsolateral prefrontal cortex (DLPFC) at an intensity of 2 mA for 20 minutes across 10 sessions. The cognitive emotion regulation training group participated in 10 sessions of 90 minutes each, receiving cognitive emotion regulation training based on standardized protocols. The control group was placed on a waiting list. Data were collected using the Barratt Impulsiveness Questionnaire and the ADHD Impulsivity Scale during the pretest and posttest phases. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. The results of the ANCOVA indicated that, after controlling for pretest effects, significant differences existed among the groups in posttest impulsivity scores. Pairwise comparisons revealed that both transcranial direct current stimulation and cognitive emotion regulation training significantly reduced overall impulsivity and its subscales (motor impulsivity, cognitive impulsivity, and non-planning impulsivity) compared with the control group. Furthermore, cognitive emotion regulation training produced greater reductions in impulsivity scores than transcranial direct current stimulation, particularly in the cognitive impulsivity subscale. Based on the findings, both transcranial direct current stimulation and cognitive emotion regul…
subject: Articles
  topic: section
subject: Adult Attention-Deficit/Hyperactivity Disorder
  topic: keywords
subject: Impulsivity
  topic: keywords
subject: Transcranial Direct Current Stimulation
  topic: keywords
subject: Cognitive Emotion Regulation Training
  topic: keywords
subject: Non-pharmacological Interventions
  topic: keywords
creator: Yasaman Samiee
creator: Zahra Sadin
creator: Shiva Haghinomandan
creator: Fatemeh Haghi Nomandan
creator: Farshad Samadi
rights: Copyright (c) 2026 Yasaman Samiee , Zahra Sadin , Shiva Haghinomandan , Fatemeh Haghi Nomandan (Author); Farshad Samadi (Corresponding Author)
date: 2026-06-15
publication date: 2026-06-15
starting page: 1
ending page: 11
doi: 10.61838/kman.prien.5568

Examining the Effectiveness of the Fernald Multisensory Approach on Body Self-Concept in Elementary Students with Learning Disabilities
type: item
description: 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.
subject: Articles
  topic: section
subject: Fernald multisensory approach
  topic: keywords
subject: body self-concept
  topic: keywords
subject: learning disabilities
  topic: keywords
subject: elementary students
  topic: keywords
creator: Sophia Khaneghahi
creator: Golnaz Keikha
creator: Fariba Haghshenas
creator: Majid Azimi
rights: Copyright (c) 2025 Sophia Khaneghahi (Corresponding Author); Golnaz Keikha, Fariba Haghshenas, Majid Azimi (Author)
date: 2025-12-01
publication date: 2025-12-01
starting page: 26
ending page: 34
doi: 10.61838/kman.prien.4819