درخت حوزه‌های تخصصی

The objective of this study was to explore the nutritional challenges and eating habits of children with Sensory Processing Disorders (SPD) through qualitative analysis. The focus was on identifying specific sensory sensitivities, emotional and behavioral impacts, and effective management strategies to improve nutritional outcomes. This qualitative study involved semi-structured interviews with caregivers of 20 children aged 4-12 years diagnosed with SPD. Participants were recruited from pediatric therapy centers, support groups, and online forums. Data were collected until theoretical saturation was reached. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns related to eating behaviors and nutritional challenges. The analysis revealed five main sensory challenges impacting eating habits: texture sensitivity, taste sensitivity, smell sensitivity, visual sensitivity, and temperature sensitivity. Emotional and behavioral impacts included mealtime anxiety, food refusal, and social isolation. Various strategies were employed by parents and professionals to manage these challenges, such as implementing food routines, gradual food exposure, and sensory integration therapy. The study also highlighted nutritional deficiencies and growth concerns associated with restricted diets in children with SPD, as well as success stories where tailored interventions led to improvements in eating habits and overall nutritional status. Children with SPD face significant sensory, emotional, and behavioral challenges that impact their eating habits and nutritional intake. Tailored interventions that address individual sensory profiles and involve a collaborative approach between parents, educators, and healthcare professionals are crucial for managing these challenges effectively. The study underscores the need for ongoing research and practical strategies to support better nutritional outcomes for children with SPD.

Several investigations in the psychology domain, educational psychology, and other related subjects have examined the inner voice. However, it has not been used as much in teaching foreign languages, particularly in developing learning materials. This study aimed to develop new English learning materials based on Tomlinson’s text-driven approach to enhance learners’ inner voice through instruction using the newly developed materials. The participants in this study were 40 intermediate female EFL learners, aged 20-35. All participants were selected through convenience sampling and were native speakers of Persian. The researchers then assigned the participants randomly into two experimental and control groups, each including 20 participants. Data were collected through an inner voice questionnaire and semi-structured interviews, utilizing both quantitative and qualitative methods to align with the study’s objectives, participant characteristics, and research questions. The quantitative data were statistically analyzed using SPSS (version 22), revealing that learners demonstrated a moderately high engagement with their inner voice after instruction with the newly developed materials. Qualitative insights emphasized key themes, including the natural use of English in internal thought processes, more frequent internal dialogues, and deeper mental engagement with the language. The study suggests that textbook developers and curriculum designers should consider new approaches to meet EFL learners’ psychological and cognitive needs, particularly in fostering inner voice processing for deeper engagement.