Psychological Research in Individuals with Exceptional Needs

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.

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.

The present study aimed to investigate the structural relationship between psychological hardiness and quality of life in physically and motor disabled individuals, with the mediating roles of self-efficacy and perceived social support. This applied, cross-sectional, correlational study was conducted using structural equation modeling among physically and motor disabled individuals in Mazandaran Province, Iran. The statistical population consisted of approximately 26,000 individuals registered in the provincial Welfare Organization, from whom 424 participants aged 14–40 years (277 males and 147 females) were selected through two-stage cluster sampling from Sari, Amol, Behshahr, and Chalus cities. Data were collected using the Ahvaz Psychological Hardiness Questionnaire, the SF-36 Quality of Life Questionnaire, Sherer’s Self-Efficacy Scale, and the Sherbourne and Stewart Social Support Scale. The instruments demonstrated acceptable reliability coefficients ranging from 0.86 to 0.91. Descriptive statistics, Pearson correlation coefficients, Sobel tests, and structural equation modeling were performed using SPSS-22, AMOS, and SmartPLS software at a 95% confidence level. The results demonstrated significant positive relationships among all study variables. Psychological hardiness had significant direct effects on self-efficacy (β=0.10, T=2.09, P<0.01), perceived social support (β=0.27, T=2.53, P<0.01), and quality of life (β=0.10, T=2.94, P<0.01). Self-efficacy also showed a significant direct effect on quality of life (β=0.11, T=2.55, P<0.01), while perceived social support significantly predicted quality of life (β=0.18, T=2.71, P<0.01). Pearson correlation analysis revealed the strongest correlation between psychological hardiness and quality of life (r=0.853, P<0.01). Sobel test findings confirmed the mediating role of self-efficacy (β=0.04, Z=2.57, P=0.01) and perceived social support (β=0.03, Z=2.74, P=0.001) in the relationship between psychological hardiness and quality of life. The proposed model explained 18% of the variance in self-efficacy, 14% in social support, and 11% in quality of life. The findings indicate that psychological hardiness contributes significantly to improving the quality of life of physically disabled individuals both directly and indirectly through enhancing self-efficacy and perceived social support. Strengthening resilience-related psychological characteristics, promoting self-efficacy beliefs, and expanding supportive social networks may improve mental health and overall life satisfaction among individuals with physical and motor disabilities. Therefore, psychological interventions and rehabilitation programs focused on resilience enhancement and social support development are recommended for improving the well-being and quality of life of this population.

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.

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.

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.

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.

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.