درخت حوزه‌های تخصصی

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.

The primary objective of this study was to evaluate the effectiveness of Reality Therapy in improving temperament and sleep quality among adolescents with learning disorders. This randomized controlled trial included 30 adolescents, aged 12 to 18, diagnosed with learning disorders. Participants were randomly assigned to either the intervention group (15 participants) or the control group (15 participants). The intervention group underwent twelve 60-minute sessions of Reality Therapy over a two-month period, while the control group received no therapeutic intervention. Temperament and sleep quality were assessed using the Revised Dimensions of Temperament Survey (DOTS-R) and the Pittsburgh Sleep Quality Index (PSQI), respectively, at three time points: pre-intervention, post-intervention, and two-month follow-up. Data were analyzed using analysis of variance (ANOVA) with repeated measurements and the Bonferroni post-hoc test, with SPSS-27 software. The results indicated significant improvements in both temperament and sleep quality in the intervention group compared to the control group. These improvements were sustained at the two-month follow-up. Specifically, the intervention group showed marked improvements in emotional regulation and sleep patterns, highlighting the efficacy of Reality Therapy in addressing these critical aspects of adolescent health. Assumptions for ANOVA were confirmed, ensuring the robustness of the findings. Reality Therapy significantly improves temperament and sleep quality in adolescents with learning disorders, with effects lasting beyond the intervention period. This study supports the use of Reality Therapy as a viable intervention for improving emotional and sleep-related outcomes in this population. Further research with larger sample sizes and extended follow-up periods is recommended to confirm these findings and explore additional benefits.

Early developmental support programs have long been recognized for their potential to significantly enhance the cognitive, social, and emotional development of children. These programs, which often combine educational, nutritional, and family support components, are designed to provide children, especially those from disadvantaged backgrounds, with the skills and resources needed for a successful start in life. This letter aims to highlight the long-term outcomes of early developmental support programs, drawing on recent research to emphasize their importance and effectiveness. Early developmental support programs are vital for fostering the cognitive, social, and emotional development of children, particularly those from disadvantaged backgrounds. These programs, which often integrate educational, nutritional, and family support components, have demonstrated significant long-term benefits, including improved academic achievement, reduced behavioral problems, and enhanced parental satisfaction. As research continues to underscore the importance of early intervention, it is crucial to invest in and expand these programs to ensure that all children have the opportunity to reach their full potential.