LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,089
تعداد مقالات9,995
تعداد مشاهده مقاله26,543,410
تعداد دریافت فایل اصل مقاله7,304,187
Alibakhshi, Hossein, Simin ghalamaval, Mona, Ayoubi Avaz, Karim, Salmani, Masoomeh, Pahlavanian, Aliakbar, Motaharinezhad, Fatemeh, Kanani, Zahed. (1402). The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, 10(4), 222-227. doi: 10.30476/jrsr.2023.95831.1300
Hossein Alibakhshi; Mona Simin ghalamaval; Karim Ayoubi Avaz; Masoomeh Salmani; Aliakbar Pahlavanian; Fatemeh Motaharinezhad; Zahed Kanani. "The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study". سامانه مدیریت نشریات علمی, 10, 4, 1402, 222-227. doi: 10.30476/jrsr.2023.95831.1300
Alibakhshi, Hossein, Simin ghalamaval, Mona, Ayoubi Avaz, Karim, Salmani, Masoomeh, Pahlavanian, Aliakbar, Motaharinezhad, Fatemeh, Kanani, Zahed. (1402). 'The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study', سامانه مدیریت نشریات علمی, 10(4), pp. 222-227. doi: 10.30476/jrsr.2023.95831.1300
Alibakhshi, Hossein, Simin ghalamaval, Mona, Ayoubi Avaz, Karim, Salmani, Masoomeh, Pahlavanian, Aliakbar, Motaharinezhad, Fatemeh, Kanani, Zahed. The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, 1402; 10(4): 222-227. doi: 10.30476/jrsr.2023.95831.1300

The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study

Journal of Rehabilitation Sciences & Research
مقاله 8، دوره 10، شماره 4، اسفند 2023، صفحه 222-227    اصل مقاله (758.95 K)
نوع مقاله: Original Articles
شناسه دیجیتال (DOI): 10.30476/jrsr.2023.95831.1300
نویسندگان
Hossein Alibakhshi1؛ Mona Simin ghalamaval2؛ Karim Ayoubi Avaz3؛ Masoomeh Salmani* 4؛ Aliakbar Pahlavanian2؛ Fatemeh Motaharinezhad2؛ Zahed Kanani3
1Department of Occupational Therapy, faculty of Rehabilitation, Semnan University of Medical Sciences, Semnan, Iran
2Department of Occupational Therapy, School of Rehabilitation, Semnan University of Medical Sciences, Semnan, Iran
3Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
4Neuromuscular Rehabilitation Research Center, Semnan University of Medical Sciences, Semnan, Iran
چکیده
Background: Cerebral palsy (CP) affects different aspects of children's development. Some of these negative effects, such as behavioral issues in children, could be mitigated by teaching mothers, as the primary caregivers, the proper skills. The study aims to explore the impact of instructing communication skills to mothers as primary caregivers of children with cerebral palsy (CP) in mitigating behavioral problems exhibited by these children.
Methods: In this semi-experimental study, we recruited 42 mothers with children aged 4-10 years diagnosed with cerebral palsy .The mothers were required to be literate, aged between 20 and 40, and their children's mobility score should be at or below 3 in the Gross Motor Function Classification System (GMFCS). Convenient sampling was used for participant selection. The Rutter Children's Behavioral Questionnaire was administered to assess the children's behavioral problems before and after the training. The experimental group participated in nine 90-minute training sessions to improve their communication with their children. In contrast, the control group received no intervention for children's behavioral problems. The collected data were analyzed using Multivariate Analysis of Covariance (MANCOVA).
Results: Comparing the mean scores of the two groups in five sub-tests of the Rutter Children's Behavioral Questionnaire revealed significant differences in the following domains: Aggression & hyperactivity, Social incompatibility, Anti-social behaviors, Anxiety & Depression, and General Behavioral problems before the training, indicating variations between the groups (p = 0.001). Following the training, the experimental group significantly reduced all five subtests of Rutter's questionnaire (p = 0.001).
Conclusion: The study suggests that equipping mothers with effective communication skills can lead to changes in their interactions with children who have CP and potentially reduce behavioral problems in these children. Consequently, rehabilitation teams may want to consider incorporating communication skills training programs into their overall therapeutic strategies for children with CP.
 
کلیدواژه‌ها
Behavioral problems؛ cerebral palsy؛ communication؛ mother-child relations؛ teaching
مراجع
  1. Needham-Beck SC, Aujla IJ. Development of a performance evaluation tool to track progress in an inclusive dance syllabus. Research in Dance Education. 2021;22(2):150-8.
  2. Artiles AJ, Kozleski EB, Dorn S, Christensen C. Chapter 3: Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of research in education. 2006;30(1):65-108.
  3. Damaianti VS, Abidin Y, Rahma R. Higher order thinking skills-based reading literacy assessment instrument: An Indonesian context. Indonesian Journal of Applied Linguistics. 2020;10(2):513-25.
  4. Theobald EJ, Hill MJ, Tran E, Agrawal S, Arroyo EN, Behling S, et al. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences. 2020;117(12):6476-83.
  5. Karwowski M, Czerwonka M, Wiśniewska E, Forthmann B. How is intelligence test performance associated with creative achievement? A meta-analysis. Journal of Intelligence. 2021;9(2):28.
 

  1. Nodar SR, Salazar S, Cárdenas C, Yllán VG. Testicular Tumor in Children: A Rare Case Report. Current Practice in Medical Science Vol 9. 2022:25-34.
  2. Jamalpour H, Derabi J. Aesthetic Experience, Neurology and Cultural Memory. Passagens: Revista Internacional de História Política e Cultura Jurídica, vol.5, no. 2. 2023.
  3. Kröger T, Nupponen A-M. Puppet as a pedagogical tool: A literature review. International Electronic Journal of Elementary Education. 2019;11(4):393-401.
 

  1. Ayupova MY. Speech Preparation of Preschool Children with Speech Deficiency for School Education. Journal of Pharmaceutical Negative Results. 2022:2345-53.
  2. Koçak S. Does Social Justice Leadership in Education Improve the School Belonging and Resilience of Students? Educational Administration: Theory and Practice. 2021;27(1):1061-84.
  3. Alibakhshi H, Simin Ghalamaval M, Ayoubi Avaz K, Salmani M, Pahlavanian A, Motaharinezhad F, et al. The effect of teaching communication skills to mothers to reduce the behavioral problems of children with cerebral palsy: A semi-experimental study. Journal of Rehabilitation Sciences & Research. 2023
  4. Avcı‐Doğan G, Akbulut Y, Sak U. In search of a measure to investigate mental performance among children: Development of the mental speed test. Infant and Child Development. 2023:e2427.
  5. Magyar A, Krausz A, Kapás ID, Habók A. Exploring Hungarian teachers’ perceptions of inclusive education of SEN students. Heliyon. 2020;6(5).
  6. Najafi ML, Nasiri M. Review of drug abuse patterns and their association with some individual and social variables among addicts. J Adv Pharm Educ Res| Apr-Jun. 2019;9(2):99-101.
  7. Rakap S. Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye. European Journal of Special Needs Education. 2023:1-15.
 

  1. Sachs J. Teacher professional standards: A policy strategy to control, regulate or enhance the teaching profession? International handbook of educational policy: Springer; 2005. p. 579-92.
  2. Moely BE, Mercer SH, Ilustre V, Miron D, McFarland M. Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students' attitudes related to service-learning. Michigan Journal of Community Service Learning. 2002;8(2).
  3. Moore A, Wozniak M, Yousef A, Barnes CC, Cha D, Courchesne E, et al. The geometric preference subtype in ASD: identifying a consistent, early-emerging phenomenon through eye tracking. Molecular autism. 2018;9(1):1-13.
  4. Liu L, Xie F, Tan R, editors. A Study on the Training Mode of Preschool Education Talents in the Age of Artificial Intelligence. 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE); 2020: IEEE.
  5. Jaya H, Haryoko S, Suhaeb S, editors. Life skills education for children with special needs in order to facilitate vocational skills. Journal of Physics: Conference Series; 2018: IOP Publishing.
  6. Asadipour A, Mehrabani M, Najafi ML. Volatile oil composition of Centaurea aucheri (DC.) Wagenitz. DARU Journal of Pharmaceutical Sciences. 2005;13(4):160-4.
  7. Huang Y, Liu L, An L. Are the teachers and students satisfied: sustainable development mode of entrepreneurship education in Chinese universities? Frontiers in Psychology. 2020;11:1738.
  8. Mousa M, Ayoubi RM. Inclusive/exclusive talent management, responsible leadership and organizational downsizing: a study of academics in Egyptian public business schools. Journal of Management Development. 2019;38(2):87-104.
  9. Rachmawati MA, Nu’man TM, Widiasmara N, Wibisono S. Differentiated instruction for special needs in inclusive schools: A preliminary study. Procedia-Social and Behavioral Sciences. 2016;217:585-93.
  10. Mohamed AHH. Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study. Journal of Research in Special Educational Needs. 2018;18(4):278-88.
  11. Zaia P, Nakano TdC, Peixoto EM. Scale for Identification of Characteristics of Giftedness: Internal structure analysis. Estudos de psicologia (Campinas). 2018;35:39-51.
  12. Aujla I, Needham-Beck S. Subjective well-being among young dancers with disabilities. International Journal of Disability, Development and Education. 2020;67(5):563-70.
 

  1. Morris NP, Swinnerton B, Coop T. Lecture recordings to support learning: A contested space between students and teachers. Computers & Education. 2019;140:103604.
  2. Csapó B, Molnár G. Online diagnostic assessment in support of personalized teaching and learning: The eDia system. Frontiers in psychology. 2019;10:1522.
  3. Tometten L, Heyder A, Steinmayr R. Links Between teachers’ knowledge About special educational needs and students’ social participation and academic achievement in mainstream classes. Contemporary Educational Psychology. 2021;67:102022.
  4. Najafi Z, Abdi K, Khanjani MS. Disability and the Convention on the Rights of Persons with Disabilities in Iran: What Can We Do? Journal of Rehabilitation Sciences & Research. 2019;6(2):101-2.
 

  1. Heyder A, Suedkamp A, Steinmayr R. How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs? Learning and Individual Differences. 2020;77:101776.
  2. Dey NEY, Amponsah B. Sources of perceived social support on resilience amongst parents raising children with special needs in Ghana. Heliyon. 2020;6(11).
  3. Kocaj A, Kuhl P, Jansen M, Pant HA, Stanat P. Educational placement and achievement motivation of students with special educational needs. Contemporary Educational Psychology. 2018;55:63-83.
آمار
تعداد مشاهده مقاله: 3,107
تعداد دریافت فایل اصل مقاله: 202


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب