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«February 2015 Volume 5 Issue 1 ISSN: 2146-7463 JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD February 2015, ...»

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The statistical society and sampling method The statistical society includes all of the ultra-active children who were referred to the Educational and training organization and behzisti counting centers of Kermanshah township that because of the limitation of the statistical society the available sampling was used and 15 individuals were chosen as sample who were divided in to two groups (test group and control group ) after the pre- test randomly ( writing the society members names on pieces on pieces of paper and putting them in a bag and then taking them out one by one until the volume of the sample becomes complete) the test group (n=8) and control group (n=7).

The tools of data selecting

1. The children pathological symptoms questionnaire (CSI-4): The children pathological symptoms questionnaire is one of the common screening tools for psychiatry disorders which is made based on recognition AL and statistical guide criteria of mental disorders. Seraphim, lany, Yoonitougt and Gaudo prepared the first version based on the categorization of the third edition of the recognition AL and statistical guide of mental disorders in 1984 and then after revision of the third version of the recognition AL and statistical guide of mental disorders in 1987 the “CSI-3” version was also made, until CSI-4 was revised by Gouda and seraphim in 1994 after the publish meant of the forth recognition and statistical guide of mental disorders.

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The last edition of the children’s pathological symptoms questionnaire CSI-4, just like the previous versions, has the two forms of parent and teacher. The parents form has 112 questions which its 41 expressions (A,B,C) is related to the disorder of molestation behavior and lack of attention. Each of the mentioned expressions are answered in a four degree scale: Never, sometimes, often and,out of the times and for parents more understanding symbolic signs are used in the question hare (small and big circle).

In this study, the parent's checklist was used before and after the independent performances (art therapy with origami method). The used questionnaire in this study is A,B,C group of the main questionnaire and has 41 questions which measures lack of attention, ultra activeness including the sub-type ( lack of attention inexpression, ultra activeness sub-type – prevailing Impulsiveness and the compound sub-type – prevailing impulsiveness and the compound sub- type ) and also collation disobedience and behavior disorder. The

characteristics of each group (A,B,C) is described with sub-types and the related questions bellow:

Group A: The lack of attention disorder and ultra-activeness: The preventing lack of attention sub-type(

question bellow:

Group: The lack of attention disorder and ultra-activeness: The prevailing lack of attention sub-type (question 1-9), the prevailing impulsiveness ultra-activeness (questions 10-18), the compound sub-type ( questions 1-18).

Group B: collation disobedience disorder (questions 19-26) Group C: behavior disorder (questions 27-41).

The methods have been designed for scoring the children pathological symptoms questionnaire:

The screening cutting point method and the scoring method based on the paroxysm symptoms. In most of the studies the screening method is used because of its effectiveness and more assurance. In this study the screening point method was used, too. In this method, the scoring method is gained by adding the number of the sometimes and most at the times alternative's.(Mohammad Esmaeel, 1385).

Validity and permanence of the study tools

1. The children pathological symptoms questionnaire (CSI-4) : This questionnaire was investigated in several studies and its validity, permanence and sensitivity has been calculated. In a study, Grieson and Carleson (1991) studied CSI-R3 and its sensitivity was reported 0/77, 0/93 and 93 respectively, for collation disobedience disorder, behavior disorder and lack of attention and ultra-activeness' disorder. Other studies have reported the CSI-R3 checklist correlation in the three mentioned disorders 0/66,0/58 and 0/72 respectively (Goudo and Speraphkin, 1994, narrated by Najafi etal. 244.B 88).

In calamari et al study (narrated by Najafi etal, 244,1388), the validity of this questionnaire was gained with bisection method for teachers form0/91 and for parents form 0/85. The content validity of the CSI-4 questionnaire has been confirmed by 9 psychiatrics in mohamad Esmaeel study (1385). Based on Tovakolizade

et al study (1376), the parents check list validity was assigned 0/90 by re-test the information analysis method:

To test the hypothesizes the Co- variance analysis is used in this study. The Co-variance analysis is a suitable tool to control the primary differences between the groups. The co-variance analysis role is to make the compared groups the same based on one or some variables. Because the researcher cannot always select groups that are similar in all of the variables except the study issue. The co-variance analysis is called the post – incident method.

FINDINGS The first hypothesis of the study: Teaching based on art therapy with origami method affects the amount of collation disobedience disorder in the ultra active pre – elementary school children.





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The results of table 1 show that there is a statistical difference between the pre test total scores of collation disobedience disorder in test group with balanced average(108,55) and control group with balanced average (86,325) with f(19,02) equal with 1.36(in p0/01 level ) So, we can say that : Teaching based on art therapy with origami method affects the amount of coalitional dis obedient disorder in the ultra-active preelementary school children.

The second hypothesis of the study: Teaching based on art therapy with origami method affects the amount of behavior disorder in the ultra-active pre- elementary school children.

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The results of table 2 show that there is a statistical difference in behavior disorder pre- test total scores between test group with balanced average( 89,252) and control group with balanced average (85,5) with F(9,33) equal with 36,1 (in p0/01 level) So, we can say that : Teaching based on art therapy with origami method affords the amount of behavior disorder in the ultra-active pre – elementary school children.

CONCLUSION The first hypo thesis of the study: Teaching based on art therapy with origami method affects the amount of collation disobedience disorder in the ultra active pr- elementary school children.

To investigate the first hypothesis of the study we co-variance analysis so that, we enter the amount of students' collation dis obedient disorder in the pretest as the co-variant. The dependent variable is collation disobedience disorder after the use of teaching based on ort therapy with origami method and the variable of categorizing test and control group the rest its show that there is a statistical difference between the total cores of the pre test of the collation disobedience disorder in test group with bland averse (108,55) and control group with balanced average (86,325) with f(19,02) equal with 1,36 (in P0/01 level) so, we can say that teaching based on art therapy with origami method affects the amount of collation disobedience disorder in the ultra-active pre- elementary school children.

The results of this study verify with the results of Rezazade’s study (1386) that showed mind concentration training games affect the decrease of lack of attention disorder with ultra-activeness symptoms. Also, the results of this study verify with thoemke study (2012) which showed that art therapy can be useful for students having ultra activeness and autism disorder and with the results of Henley study ( 2007) which showed art therapy is effective for these student’s behavioral problems treatment and physical and mental problems treatment.

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To make the result of this hypothesis we can say that something which makes collation disobedience disorder different from similar disorder is that this disorder in children having it makes them to be disobedient and hostile with their parents more than others and behave like this seldom Ely at school. Improvement of the signs of this disorder should be done at home and it can be a recognition AL point for the next study.

The second hypothesis of the study: Teaching based on art therapy with origami method affects the amount of behavior disorder in the ultra active pre- elementary school children.

To investigate the second hypothesis of the study we use co-variance analysis. So that, we enter the amount of students behavior disorder in the analysis as the co- variant. Behavior disorder is the dependent variable after using teaching based on art therapy with origami method and it is also the categorizing variable of the test and control group. The results show that there is a statistical difference between behavior disorder pro-test total score in the test group with balanced average(89,232) and the control group with balanced average (85,4) with f(9,33) equal with 1,36 ( in p 0/01 level) so, we can conclude that : Teaching base on art therapy affects the amount of behavior disorder in the ultra active pre – elementary school children.

The results of this study verify with kearns study (2004) results which showed that using art therapy to treat these students problems can be useful and decreases these student’s troublesome behaviors and with Bratton study (2005) results which showed total effectiveness of game therapy and its effect on the factors that are under its control and showed that art has theoretical effect, and it seems that game therapy is effective in treatment in any age and in any sex.

To make the results of this hypothesis clear we can point out that behavior disorder, vice versa collation disobedience disorder is not dependent on the situation. Maybe the effectiveness of teaching based on art therapy with origami method lies in the delta of this disorder symptoms and the decrease in a child’s interest to play. The origami art prepares a situation in which the children’s freedom of action to show their interests increases and children can express their feelings easily without a fundamental limitation. Origami art makes the possibility of showing antisocial behaviors fine in them and they find more normal ways to express their interests.

WJEIS’s Note: This article was presented at World Conference on Educational and Instructional Studies WCEIS, 06- 08 November, 2014, Antalya-Turkey and was selected for publication for Volume 5 Number 1 of WJEIS 2015 by WJEIS Scientific Committee.

REFERENCES Ahmadi, M. R.(1390).Investigation of the relationship between exceeding demand and intelligence in elementary school students of Ghom Township. Ghom : Islamic in formation and documents center, Emam Khomeini research and training institution.

Ali V. Fateme (1387) Art therapy. Training and improvement monthly journal. The seventh year, number 72.50.52.

Azhar, S. M. (1390) for those who have very active children. Tehran: Asim.

Bratton, S.C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36, 376-390.

Daghighyan, P. (1389) the attention inexpression treatment and its effect on educational success and pre venting addiction- Tehran: Danzhe.

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Egoeela, L..A.(1386).The profits of art therapy for children with special needs. Translation: Ali Yarzanjani, Manoochehr 70 and 71. Mehrand Aban months of 1386, pages 24-29.

Henley, D. (2007). Naming the enemy: An art therapy intervention for children with bipolar and comorbid disorders. Art Therapy: Journal of the American Art Therapy Association, 24(3), 104-110.

Karmi, J.,Alikhani, M.; Zaki, Ali,K, Kamran.(1391) The effectiveness of painting therapy in the decrease of formal students quarrelsome behaviors who have inexpressive reading. Learning in expressions journal, the summer of 1391. Period 1. Number 2. Pages: 105-117.

Kearns, D. (2004). Art Therapy with a Child Experiencing Sensory Integration Difficulty. Art Therapy: Journal of the American Art Therapy Association, 21(2) pp. 95-101.

Mack namara, Bari. A, Mack namara, ferancin.J.(1389) The keys for behaving with children having lack of attention disorder Translation : Fariba Moghdam. Tehran: saberin publication.

Mohamad E., E. (1385).Recognitional behavioral treatment study of children having ultra-activeness/ attention inexpression Tehran: Danzhe publication.

Masah. N..(1390) « Basic origami» (paper and fold for little hands) Tehran: Teachers messenger.

Mirbagher, N. Saadaat.(1392) Origamy, one two. three. Tehran: Gohar Manzoom publication.

Moaydi, F. Maayedi, A. Rezaza, Goli, G. H. Yaghoob.(1392) The spreading of lack of attention and ultraactiveness disorder in elementary school students of Bandar Abas city in 1388.Hormozgan medical journal, the seventeenth year. The third number. Pages 247-241.

Najafi, M., Foolad Chang, Mahboobe, A. Hamid: Hamidi Far, Mohamad Ali. (1388).The amount of ultra activeness and lack of attention disorder, behavior disorder and collation disobedience spread in elementary school students. Seasonal journal of study about the exceptional children, the ninth year, number 3. Pages 239Reza S. Morgam S. K, Mehrdad, N. D, Hamid T. (1386).The effect of though concentration training goes on the decrease Compound kind ultra-activeness/ lack of attention symptoms. Psychology journal, number 43- the eleventh year, number3. pages 337-352.

Saedi, S.(1390) simple origami) ( game and match with paper and fold) Tehran: Teacher's messenger.

Tavakoli zade, Javanshir, Bolhari, Jafar, Mehryar. Amir hooshang; Dezhkam, Mahmood.(1376). The epidemiology of lack of attention and molestation behavior disorders in elementary school students of Gonabad township, Behavior and thought seasonal journal, the third year, numers9 and 10, pages 40-51.

Thoemke, J. (2012). Art Therapy for Children with ASD, ADHD & Siblings. In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Adlerian Counseling and Psychotherapy.

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