درخت حوزه‌های تخصصی

This study aimed to determine the effectiveness of Gagne’s model of instructional design on the attention and working memory capacity of students with attention deficit hyperactivity disorder. This study adopted a quasi-experimental design with pretest-posttest and a control group. The statistical population of the current research consisted of all fifth-grade female students with attention deficit hyperactivity disorder in Tabriz in the academic year 2021-2022. In this study, 30 students with attention problems (scores higher than 72 in the Connors Parent Questionnaire) were selected as the sample and randomly assigned to the experimental and control groups. The experimental group underwent eight training sessions, four sessions per week, each for 30 minutes, using the Gagne’s training model while the control group did not receive any training. It should be mentioned that the computer version of the selective and divided attention and working memory tests were used to collect data. The data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS 22 software. The results showed that Gagne’s model of instructional design is effective in increasing divided attention (P <0.048), selective attention (P <0.018), reducing reaction time (P <0.009), and increasing working memory capacity (P <0.047) in students with attention deficit hyperactivity disorder. Therefore, it is suggested that the content of courses requiring great attention and concentration be designed using Gagne’s model of instructional design and presented to students in order to increase the amount of divided attention , selective attention and working memory capacity and reduce reaction time.

Aim: The present study was conducted to compare the symptoms of anxiety disorders, emotional literacy, and emotion expression in deaf, HH, and hearing students in four cities in Iran. Methods: This causal-comparative study was conducted with the participation of deaf, Hard-of-Hearing (HH), and hearing students in Iran in 2019. A total of 72 (38 HH and 34 deaf) students with HL and 72 hearing students participated in the present research. The Screen for Child Anxiety-Related Emotional Disorders, The Emotional Literacy Assessment Instrument, and The Emotion Expression Scale for Children were used for data collection. The data were analyzed using MANOVA. Results: The results showed a higher rate of anxiety disorders in deaf and HH students than in hearing students. Emotional literacy was lower in deaf and HH students than in the hearing students, and it was lower in deaf students than in the HH students. Also, disturbance in emotional expression (Poor Awareness Factor [PAF] and Expressive Reluctance Factor [ERF]) was higher in deaf and HH students than in hearing students, and PAF was lower in deaf students than in HH students. Conclusion:   The results support the existence of anxiety symptoms, low emotional literacy, and difficulties in expressing emotions in students with HL.Appropriate psychological and pedagogical strategies to reduce anxiety disorders and increase the level of emotion expression and emotional literacy in students with HL are recommended