Psychological Research in Individuals with Exceptional Needs (PRIEN)

The exploration of brain imaging in children with learning disabilities has significantly advanced our understanding of the neural underpinnings of these conditions. Through the application of various neuroimaging techniques, researchers have been able to identify structural and functional abnormalities in the brains of children with learning disabilities, providing insights that have important implications for diagnosis, intervention, and educational strategies. This letter aims to highlight key findings from recent studies on brain imaging in children with learning disabilities and discuss their potential impact on clinical and educational practices. Brain imaging studies have significantly enhanced our understanding of the neural basis of learning disabilities, revealing important structural and functional abnormalities that underlie these conditions. By identifying early biomarkers and neural correlates, neuroimaging can play a crucial role in the early diagnosis and targeted intervention of learning disabilities. Continued research in this field is essential to develop effective strategies that support children with learning disabilities and improve their academic and social outcomes.

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.

This study aimed to explore the emotional and cognitive effects of long-term antipsychotic medication use. By understanding these impacts, the study seeks to provide a comprehensive view of the lived experiences of individuals who have been on antipsychotic medications for extended periods, highlighting both the benefits and the potential challenges. A qualitative research design was employed using a phenomenological approach to capture in-depth personal experiences. A purposive sampling method recruited 26 participants who had been on antipsychotic medications for at least five years. Data were collected through semi-structured interviews, which were transcribed verbatim and analyzed using thematic analysis to identify common themes and patterns in the participants' experiences. The study achieved theoretical saturation, ensuring that no new themes emerged from the data. The analysis revealed four main themes: emotional impact, cognitive effects, daily functioning, and social interaction. Participants reported significant emotional blunting, including reduced pleasure and emotional responsiveness, alongside cognitive impairments such as memory deficits and diminished attention span. Challenges in daily functioning, such as difficulties in managing routine activities and occupational tasks, were prominent. Social interactions were also affected, with participants experiencing reduced social engagement, dependency on support networks, and stigma related to medication use. These findings are consistent with previous studies, underscoring the profound impact of long-term antipsychotic use on various aspects of life. Long-term use of antipsychotic medications, while essential for managing severe psychiatric conditions, is associated with significant emotional and cognitive side effects that impact patients' quality of life. Healthcare providers should be aware of these effects and engage in regular assessments and open communication with patients to address and mitigate these challenges. Personalized treatment approaches, psychoeducation, and support groups can enhance patients' well-being and treatment adherence.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.

This study aimed to examine the relationships between sleep quality, body image dissatisfaction, and impulsiveness in adolescent girls with mild physical disabilities. This cross-sectional study included 186 adolescent girls with mild physical disabilities. Participants were recruited from rehabilitation centers and special schools. Impulsiveness was measured using the Barratt Impulsiveness Scale (BIS-11), sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI), and body image dissatisfaction was evaluated using the Body Shape Questionnaire (BSQ). Pearson correlation coefficients were calculated to examine the relationships between the variables. A linear regression analysis was performed to determine the predictive value of sleep quality and body image dissatisfaction on impulsiveness, using SPSS version 27. The mean score for impulsiveness was 55.28 (SD = 10.45), sleep quality was 12.67 (SD = 3.98), and body image dissatisfaction was 87.34 (SD = 15.29). Pearson correlation analysis showed significant positive correlations between impulsiveness and sleep quality (r = 0.45, p < .001), and between impulsiveness and body image dissatisfaction (r = 0.52, p < .001). The regression model indicated that both sleep quality (B = 0.92, p < .001) and body image dissatisfaction (B = 0.25, p < .001) significantly predicted impulsiveness, explaining 37% of the variance (R² = 0.37, F(2, 183) = 53.68, p < .001). Poor sleep quality and high body image dissatisfaction are significant predictors of impulsiveness in adolescent girls with mild physical disabilities. Interventions aimed at improving sleep quality and promoting positive body image may help reduce impulsiveness and enhance overall well-being in this population.

This study aimed to investigate the relationships between job self-efficacy, sense of coherence, and spiritual well-being among adults with hearing impairments. Specifically, it sought to determine the extent to which sense of coherence and spiritual well-being predict job self-efficacy in this population. A cross-sectional study design was employed, involving 300 adults with hearing impairments. Participants were recruited from rehabilitation centers, support groups, and online platforms. Data were collected using three standardized instruments: the General Self-Efficacy Scale (GSE), the Sense of Coherence Scale (SOC-13), and the Spiritual Well-Being Scale (SWBS). Descriptive statistics, Pearson correlation, and multiple linear regression analyses were conducted using SPSS-27 to explore the relationships between the variables. The mean job self-efficacy score was 28.56 (SD = 6.43), the mean sense of coherence score was 70.28 (SD = 14.92), and the mean spiritual well-being score was 92.65 (SD = 16.37). Job self-efficacy was significantly correlated with both sense of coherence (r = 0.53, p < 0.01) and spiritual well-being (r = 0.47, p < 0.01). The regression analysis revealed that sense of coherence (β = 0.37, p < 0.001) and spiritual well-being (β = 0.32, p < 0.001) were significant predictors of job self-efficacy, explaining 37% of the variance (F(2, 297) = 87.92, p < 0.001). The study highlights the significant roles of sense of coherence and spiritual well-being in predicting job self-efficacy among adults with hearing impairments. These findings suggest that interventions aimed at enhancing these psychological and spiritual dimensions could effectively support job self-efficacy in this population. Future research should focus on longitudinal studies and explore additional factors that may influence job self-efficacy.