Farbod Mofidi; Hassan Ahadi; Farhad Jomehry; Mahdi Rahgozar; Ne'matollah Babaei
Abstract
This study was performed and aimed to identify the causes and types of confusion in the treatment of parents of children with developmental disorders. The questionnaire was designed to investigate the causes of confusion appropriate for our aim was completed by 350 parents of children who were purposefully ...
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This study was performed and aimed to identify the causes and types of confusion in the treatment of parents of children with developmental disorders. The questionnaire was designed to investigate the causes of confusion appropriate for our aim was completed by 350 parents of children who were purposefully selected. The obtained data were analyzed by factor analysis and then the relationship between each factor and the amount of confusion using log-linear analysis. The results indicate that factors such as control, beliefs, interaction of therapist - client and access to confusion treatment the type of internal special and factors such as beliefs, social- cognitive factors and interaction of therapist - client can predict the delay referring to the therapist. The investigation determined the greatest cause of confusion was social–cognitive factor, and minimum is commitment factor. Confusion is result of a combination of individual and environmental factors that confirms the need for individual counseling with parents at the same time informing health officials to help families of children with developmental disorder.
Ali Sadaghati Rad; Marjan Saryazdi; Gholamreza Tabrizi
Volume 5, Issue 3 , July 2016, , Pages 200-205
Abstract
Background: Recent research has indicated that children suffering from specific learning disorders not only encounter a tragic fact of continuous separation in the educational system and in their classes but also face the peril of losing their self-confidence. Hence, such disorders may have a negative ...
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Background: Recent research has indicated that children suffering from specific learning disorders not only encounter a tragic fact of continuous separation in the educational system and in their classes but also face the peril of losing their self-confidence. Hence, such disorders may have a negative impact on children’s mental health. These children often experience loneliness and inferiority complex, communication problems, lack of mental health, postponement of development, psychological problems as well as educational disimprovements. Therefore, such mental-educational problems along with other disorders form a cluster of mishaps in which children may not be able to meet their most superficial needs. Method & Material: The current research has been designed based on the case study model and approximate reasoning approach as an alternative for traditional approaches. The participant of the study is a second-grade pupil who had the primary symptoms of learning disorders in mathematics in Zakariaye Razi Primary School in Mashhad. He was, then, introduced to Baharestan Center of Learning Disorders in Mashhad. The necessary data were collected according to the Wexler Test of Children WISC-R, Bender Gestalt Visual Motor Test, Frastig Perceptive-Visual Discrimination Test, Wapmann Auditory Discrimination Test, Lincoln-Oseretsky Motor Development Tests and Laterality Test. Since the data of the current research were based on the individual pupil, the researcher utilized Rood-Kafman software to analyze them.Findings: The findings of the study indicate that the subject, in the diagnosis test phase, manifested as having operations in line with the pattern of the symbols of math disorder. Despite the fact that he was in the second grade, but the pupil did not meet the objective functions in test operations. Hence, he encountered cognitive obstacles encountered in the classification operations. With respect to the comparison of pre-test - post-test, the study found that he not only needed visual-motor integration and visual fixation skills but also he required spatial-visual skills and strengthening of the calculation skill. Results: In accordance with the mathematical learning of Piaget’s (1998) hierarchy system, the pupil under study will reach the sufficient cognitive scale in solving math problems.
