Papers by hooshang mirzaie
Iranian Rehabilitation Journal, 2014
Objectives: Present study is designed to investigate the effect of stress management training by ... more Objectives: Present study is designed to investigate the effect of stress management training by using cognitive behavioral method on stress of mothers of children with Oppositional Defiant Disorder. Methods: The study was done in a quasi-experiment designed as pre-post-test with control group. The participants were 20 mothers of oppositional defiant disorder children, ages from 4 to7 years old. They were randomized to experimental (n=10) and control (n=10) groups. The experimental group trained stress management program with method of cognitive-behavioral during 10 sessions, once a week. During this period, the control group did not receive any intervention. Both groups were assessed by Parental Stress Index in pretest and posttest. Data were analyzed by analysis of covariance. Results: Findings indicated that a significant difference between the mean of stress of two groups in posttest in both child and parent domains and the stress scores were significantly decreased in experimen...
Article info: Received: 15 May 2019 Accepted: 08 Aug 2019 Available Online: 01 Dec 2019
For children with Attention Deficit Hyperactivity Disorder (ADHD), different types of play therap... more For children with Attention Deficit Hyperactivity Disorder (ADHD), different types of play therapy may have different effects. The aim of this study was to compare the effect of two types of play therapy intervention methods, including a child-parents therapy named Filial Therapy (FT) and a child-therapist therapy known as Adlerian Therapy (AT) on the attention and hyperactivity of these children. Methods: In this randomized clinical trial, which lasted from February 20 to May 5, 2014, 51 boys and girls aged 6-12 years with ADHD were randomly selected and allocated to 3 groups by blocked method (17 subjects in each group). Two of the groups received FT and AT intervention and one group remained as a control group. Participation's parents in the FT group received one session of training play therapy per week for 10 weeks and played with their children at home every day during this time. The AT group received 3 sessions of play therapy for 10 weeks in the clinics. The data of attention and hyperactivity of the subjects were collected in the pre-test, post-test, and a 3-month follow-up by Child Symptom Inventory-4 (CSI-4) and Test of Everyday Attention for Children (TEA-Ch). The Mean, Standard Deviation (SD), and frequency were used as descriptive statistics and the Chi-squared, one-way ANOVA, Man-Whitney, and Kruskal-Wallis tests, as well as Generalized Estimating Equation, were used as analytical statistics in the SPSS V. 22. The P-value of 0.05 was considered significant. Results: Half of the subjects were male and the Mean±SD age of the subjects was 8±2 years old.
Objective Routines are a set of daily and regular activities that play an important role in the d... more Objective Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Materials & Methods Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Results Routines are related to family health. However, following routines in the families of children with autism are difficult due to factors ass...
Journal of Rehabilitation
Objective The integration of various senses with each other in the form of perceptual-motor activ... more Objective The integration of various senses with each other in the form of perceptual-motor activities can lead to the promotion of different aspects of physical, perceptual, cognitive, and psychosocial development. Decreased visual acuity in children with visual impairment makes it difficult to develop motor skills, including gross motor skills. A few studies have used perceptual-motor interventions in these children with no specific framework. The purpose of this study is to evaluate the effect of a perceptual-motor intervention based on Johnstone and Ramon's method on the gross motor skills of children with visual impairment. Materials & Methods In this randomized controlled trial, the study population consisted of children aged 7-10 years with visual impairment (blind or with low vision) studying in three schools of Narjes (Girls' school), Shaid Mohebbi, and Shahid Khazaeli (Boys' schools) in Tehran City, Iran in 2018 (n=140). Of these children, 24 who had met inclusion criteria were selected and randomly assigned into two intervention (n=12) and control (n=12) groups. The perceptual-motor program was designed based on Johnstone and Ramon's method and validated by a panel of experts that included four members of the Department of Occupational Therapy, the University of Social Welfare and Rehabilitation Sciences, and one optometrist from the Baqiyatallah University of Medical Sciences. The intervention group received the perceptual-motor program for two months, three 45-min sessions per week (24 sessions in total). The gross motor skills of both groups were measured by the second edition of Movement Assessment Battery for Children (MABC-2) test (aiming/catching and balance subscales) and the second edition of Test of Gross Motor Development (TGMD-2) (locomotor and object control subscales) in three stages: Pre-test, post-test, and 1-month follow-up. Data analysis was performed using the Shapiro-Wilk test, Mann-Whitney U test, Friedman test, Bonferroni test, and generalized estimating equation in SPSS V. 22. The significance level was set at 0.05. Results The Mean±SD ages of children in the intervention and control groups were 9.2±1.1 and 8.3±1.2 years, respectively. The Mean±SD scores of aiming/catching skill in the intervention group reached from 4.17±2.82 in the Pre-test phase to 11.17±1.95 in the post-test and 10.92±1.62 in the follow-up phases. In the control group, the Mean±SD scores were 3.83±2.79 in the Pre-test, 4.25±3.08 in the post-test, and 4.67±2.93 in the follow-up. The Mean±SD scores of the balance skill
Journal of Rehabilitation
Objective: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the perso... more Objective: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the person’ life. The prevalence of ASD in Iran is increasing. The complicated nature of this disorder disrupts the balance and work routines in the family, which puts a lot of stress on the entire family, especially mothers. Mental health of the mother affects all family members, including a child with ASD. On the other hand, mothers’ confusion and failure in relation to their ASD child causes more stress and discomfort for them. In this study, we aimed to investigate the effect of filial therapy, as a play therapy, on the parenting stress of mothers with ASD children. Materials & Methods: In this experimental study, participants were the mothers of 32 children with ASD (9 girls and 23 boys) aged 4-12 years referred to autism centers and occupational therapy clinics in Isfahan, Iran who were selected using a convenience sampling method. After obtaining an ethical approval from the Research Ethic...
Journal of Rehabilitation
Objective Mathematical learning disorder is a type of neurodevelopmental disorder detected by thr... more Objective Mathematical learning disorder is a type of neurodevelopmental disorder detected by three types of working memory deficits, procedural and visual-spatial problems. The limited capacity of attention and a lot of environmental stimuli have encountered children with learning disorders with the problems. Since attention is one of the most important cognitive functions in the development of mathematics learning, it is important to recognize and evaluate a variety of attention deficits in this group of disorders. Therefore, considering to the three-factor model of Manly, based on sustained attention, selective attention, and control attention, in this study difference of patterns of attention in children with mathematical learning disorder using "Test of Everyday Attention for Children" was investigated. Materials & Methods The present study was a descriptive-analytic study in a community of students aged 7-11 years with a learning disorder in Tehran, Iran. The selection was based on the early diagnosis of learning disorder with psychiatric and the standard intelligence scores of the Wechsler test in the academic records. Accordingly, 17 male and female students aged 7-11 years with the mathematical disorder were selected from five public learning centers in Tehran and 17 normal children were matched in age and gender. Initially, the demographic information questionnaire was completed by families. Then A version of "Test of everyday attention for children" was taken by the researcher during the standard period in the calming room. Accordingly, two groups with a mathematical learning disorder and normal peers were compared in three domains of sustained attention, selective, control in "Test of Everyday Attention for Children." Results The results of the Shapiro-Wilk test indicated that the distribution of values of all variables, except "sky search dual task" (sustained attention) and the speed of "creatures counting" (control attention), have a normal distribution in the learning disorder group (P>0.05). While the values of variables such as "Score" (sustained attention), "Opposite worlds", accuracy of "creatures counting" (control attention), and "walk don't walk"(sustained attention) do not follow a normal distribution in the control group (P<0.05). In sustained attention and control attention domains, the results of the nonparametric tests indicated that have a significant difference in two groups in the subtests of "Score", "walk don't walk", "sky search dual task", "creatures counting" and "opposite worlds." Homogeneity of variances with the Leven test, reports that equality of variances. Accordingly, the results of independent t-test indicated that children with mathematical learning disorder were worse than the control group in the "Code Transition" and "Score Dual Task" subtests. In the domain of selective attention, the results of independent t-test indicated that significant difference in the subtests of "map mission" and the speed and accuracy of "sky search" in the two groups. Therefore, all domains of sustained and control attention (P<0.001) and selective attention (P<0.05) were significantly different in the two groups. Conclusion The results demonstrate that children with mathematical learning disorders were significantly worse than their normal peers in all three domains. Findings indicated that "Test of Everyday Attention for Children" has the potential to evaluate the attention deficits in mathematical learning disorder as compared with normal peers. Therefore, it can be an appropriate tool for the evaluation in this group.
Asian Pacific Journal of Cancer Prevention
Background: Childhood cancer is an overwhelming life event that can completely change the lives o... more Background: Childhood cancer is an overwhelming life event that can completely change the lives of the sufferers and their parents. Todays, advances of medical science have shifted the fetal nature of childhood cancer to chronic one exposing children and their family to behavioral and psychosocial problems. The aim of this study was to investigate the effect of filial therapy on children's depressive symptoms and their mother's stress, anxiety, and depression. Materials and Methods: In this randomized controlled trial, 32 mothers with their children who suffered from cancer were recruited (16 in each group). During a 10-week training sessions, filial therapy group underwent child-parent relation therapy (CPRT). Training sessions were held once a week. Control group received no training and only individual counseling sessions were held for them we needed. Both groups were assessed before and after the intervention using depression, anxiety, and stress questionnaire-21 (DASS-21), children depression inventory (CDI), and Wong-Baker faces pain rating scale (WBFPRS). Sample randomization and data analysis were conducted by using SPSS (version 20) and running independent t-test and chi-square test. P value< 0.05 was set as the significant level. Results: Mothers in the filial therapy group experienced significant decrease in their level of depression, anxiety, and stress in the posttest (p < 0.001). In contrast to filial therapy group, mothers in the control group did not show an improvement in their level of depression, anxiety, and stress. Moreover, the results of the current investigative showed that depression of children in the filial therapy group significantly reduced at post-test (p < 0.001). On the other hand, the mean of children's depression in the control group remained steady. Conclusion: The findings of the present study revealed that using filial therapy could reduce the depression of children with cancer and their parent's depression, anxiety, and stress. Accordingly, we suggest filial therapy programs as a routine for addressing psychosocial problems of children with cancer and their families.
Iranian Rehabilitation Journal
The purpose of this study was to evaluate the effectiveness of cognitive-behavioral play therapy ... more The purpose of this study was to evaluate the effectiveness of cognitive-behavioral play therapy on externalizing behavior problems among street and working children. Methods: This experimental study was conducted with a pre-and posttest control group design. The statistical population of this study included girls aged 7-10 years who had been identified by the social workers working in Kiana Sociocultural Group Center in the city of Karaj in order to study, participate in educational programs, and also receive the relevant services. To this end, 40 of the girls who scored 63 or above from the Teacher's Report Form (TRF) were randomly selected and assigned to intervention and control groups. Then, the intervention group was divided into 4 groups of 5 girls who participated in a cognitive-behavioral play therapy program for 12 one-hour sessions lasting 2 sessions per week. Following the intervention, teachers once again filled out the Achenbach's Teacher Report Form (TRF) for both intervention and control groups, and finally, the data were analyzed. Results: The findings revealed that reduction in externalizing behavior problems among children such as aggression and law-breaking behavior in the intervention group compared with those in the control group was significant (P<0.01). Discussion: It seems that one of the effective ways to lessen externalizing behavior problems among street and working children is cognitive-behavioral play therapy; therefore, coaches and teachers of such children are recommended to make use of this method to lower their behavioral problems.
Journal of Rehabilitation
Objective Routines are a set of daily and regular activities that play an important role in the d... more Objective Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Materials & Methods Routines are a set of daily and regular activities that play an important role in the development of the child and the family. These activities include building the structure for daily life, developing social skills, academic skills, speech skills, facilitating family relationships, and creating a sense of belonging among family members. This study examines the routines of families of children with autism. Results Routines are related to family health. However, following routines in the families of children with autism are difficult due to factors associated with the child such as lack of flexibility, problematic behaviors and sensory-processing problems; factors associated with care givers, such as parents' anxiety or marital problems; and environmental factors such as the lack of access to autism healthcare services in less populated and remote areas. Thus, parents of children with autism face the challenge of creating and maintaining the routines. A child with autism usually takes the center of family structure and activities. This condition will eventually end in controlling the daily routines of families. In other words, a significant portion of the daily life of the family is linked to the needs of the child with autism. Some routines such as eating and sleeping have been specifically addressed as challenging routines. The structure of routines takes shape around the needs of the child, rather than the whole family, and in some cases, the needs of other family members are ignored. The presence of a child with autism in the family negatively affects the development of meaningful interactions. The pervasive nature of autism leads to inflexible, child-focused routines and limited emotional and social experiences during everyday life activities in their families. Despite the challenges that families of autistic children may have to participate in routines, these families try to engage in challenging routines, which have meaning and importance for them, to learn their child's endurance. They do not give a chance to the child with autism to decide for their family and collaborate with family members. Conclusion Despite the important role of routines in the growth and health of the child and the family, it seems that the disabling nature of autism with its many complications, which overshadows other family planning affect the quantity and quality of family participation in activities and developing meaningful routines. Although the development of a child with autism has a burden on the family, inability to create interactions, understanding the child, and communicating among family members makes the situation in the family more problematic. As a result, the families of children with autism are unable to create and maintain effective routines for the optimal participation of family members that eventually leads to the loss of family integrity and solidarity.
Iranian Journal of Psychiatry and Behavioral Sciences, 2016
Background: There is no valid and reliable Persian tool to exclusively assess all of the componen... more Background: There is no valid and reliable Persian tool to exclusively assess all of the components of attention. Objectives: The aim of this study was to define content validity and reliability of the Test of everyday attention for children (TEA-Ch) in Iranian normal children aged 8-11 years. In addition, we defined the construct validity of TEACh with four subtests of Wechsler intelligence scale for children. Materials and Methods: Ninety-six 8-11 year old students in Tehran filled the first version of TEACh (A) and four subscales of Wechsler's intelligence scale for children. Thirty-five students were simultaneously scored by two raters. Moreover, the second version of the test (B) was administered on 18 students within two weeks after the first version. The intraclass correlation coefficient was calculated for test-retest and inter-rater reliability of the raw scores in each of the TEACh subtests. Discriminate validity between the TEACh and the four subscales of the Wechsler's intelligence scale for children-fourth edition (WISC-IV) was assessed, using Pearson's correlation of SPSS Version 16. Results: The experts confirmed the content validity of the TEACh after translating some items and modifying them based on Iranian language and culture. The moderate to good test-retest reliability was indicated with the ICC from 0.40 to 0.82. Moreover, the relationship between the scores of the two raters in TEACh was 0.78 to 1, indicating excellent inter-rater reliability. Only five subtests of TEACh were correlated with Wechsler's subscales (r =-0.314 to 0.339). Conclusions: According to the results, the test is valid and reliable and can be used for normal Iranian children. Furthermore, attention needs to be assessed by special tools and the results revealed that TEACh is designed to achieve this goal.
Iranian Rehabilitation Journal, Sep 15, 2014
Objectives: Present study is designed to investigate the effect of stress management training by ... more Objectives: Present study is designed to investigate the effect of stress management training by using cognitive behavioral method on stress of mothers of children with Oppositional Defiant Disorder. Methods: The study was done in a quasi-experiment designed as pre-post-test with control group. The participants were 20 mothers of oppositional defiant disorder children, ages from 4 to7 years old. They were randomized to experimental (n=10) and control (n=10) groups. The experimental group trained stress management program with method of cognitive-behavioral during 10 sessions, once a week. During this period, the control group did not receive any intervention. Both groups were assessed by Parental Stress Index in pretest and posttest. Data were analyzed by analysis of covariance. Results: Findings indicated that a significant difference between the mean of stress of two groups in posttest in both child and parent domains and the stress scores were significantly decreased in experimental group after intervention. Discussion: Regarding to the positive effects of stress management by using cognitive-behavioral method can be suggested as an effective method for mothers with Oppositional Defiant Disorder children to reduce their stress and control their child' behavior.
Iranian Rehabilitation Journal
Objectives: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder among neurodevel... more Objectives: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder among neurodevelopmental disorders. Children with ADHD have serious difficulties in their playing patterns. This review aims at seeing occupational therapy interventions using to improve play among children with ADHD. Methods: Four databases (PubMed, Web of Science, Scopus, and Elsevier) were searched. Rayyan QCRI online application was used for managing and screening the obtained data. The included articles were reviewed for their quality based on the Centre of Evidence-Based Medicine, research pyramid, CONSORT (CONsolidated Standards Of Reporting Trials), and STARD (Standards for Reporting Diagnostic Accuracy) statement. Results: A total of 104 articles were found after the search. After the screening and review process, six articles were included for the main review. Data extraction was done for these six articles (two randomized trial control and four non-randomized trial control studies). Discussio...
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Papers by hooshang mirzaie