درخت حوزه‌های تخصصی

This study aims to investigate the predictive value of emotional maturity and problem-solving skills on neurobehavioral functioning in adolescents with autism. A cross-sectional design was employed, involving 282 adolescents aged 12-18 diagnosed with autism spectrum disorder (ASD). Participants were assessed using the Behavior Assessment System for Children, Second Edition (BASC-2) for neurobehavioral functioning, the Emotional Maturity Scale (EMS), and the Social Problem-Solving Inventory-Revised (SPSI-R). Pearson correlation analysis and linear regression were conducted using SPSS version 27 to examine the relationships and predictive power of emotional maturity and problem-solving skills on neurobehavioral functioning. Descriptive statistics revealed mean scores of 78.54 (SD = 10.37) for neurobehavioral functioning, 84.29 (SD = 12.51) for emotional maturity, and 81.75 (SD = 11.68) for problem-solving skills. Pearson correlation showed significant positive correlations between neurobehavioral functioning and emotional maturity (r = 0.45, p = 0.001), and problem-solving skills (r = 0.38, p = 0.005). Regression analysis indicated that emotional maturity (B = 0.32, p = 0.001) and problem-solving skills (B = 0.29, p = 0.005) significantly predicted neurobehavioral functioning, explaining 27% of the variance (R² = 0.27). The study demonstrates that higher levels of emotional maturity and problem-solving skills are associated with better neurobehavioral functioning in adolescents with autism. These findings underscore the importance of incorporating emotional and cognitive skill development in interventions to enhance neurobehavioral outcomes for this population. Future research should adopt longitudinal designs to explore these relationships over time and include diverse populations for broader applicability.

This study aims to explore the experiences and benefits of inclusive sports programs for students with disabilities, focusing on their physical, social, emotional, and educational development. The objective is to understand how these programs impact participants and identify key themes that illustrate their benefits and challenges. A qualitative research design was employed, utilizing semi-structured interviews to gather data from a diverse group of participants. The sample included 29 individuals: 15 students with disabilities, 6 teachers and coaches, and 8 parents of students with disabilities. Interviews were conducted in person or via video conferencing, recorded, and transcribed for thematic analysis. The data were coded and analyzed to identify recurring themes and patterns, with theoretical saturation guiding the final sample size. The analysis revealed four main themes: physical benefits, social benefits, emotional and psychological benefits, and educational and developmental benefits. Participants reported significant improvements in physical fitness, skill development, and health. Social benefits included enhanced social integration, communication skills, and a sense of belonging. Emotional and psychological benefits encompassed increased emotional well-being, psychological resilience, and reduced anxiety. Educational benefits included better academic performance, life skills, and career skills development. These findings align with previous studies highlighting the multifaceted benefits of inclusive sports programs. Inclusive sports programs significantly enhance the physical, social, emotional, and educational well-being of students with disabilities. The study underscores the importance of designing inclusive programs that accommodate diverse needs, providing adequate training for educators and coaches, and fostering a supportive environment. Future research should aim to include larger and more diverse samples, incorporate quantitative measures, and explore the long-term impacts of these programs to further refine and maximize their benefits.