Effectiveness of Queen’s Parenting Program on Psychological Well-Being of Pre-School Children with Neuropsychological/Developmental Learning Disabilities

Ali Akbar Ebrahimi,Ahmad Abedi,Salar Faramarzi,Ahmad Yarmohammadian

doi:10.5539/mas.v10n4p179

Abstract

The present study aimed to examine the effectiveness of the Queen’s Parenting Program on psychological well-being of pre-school children with neuropsychological/developmental learning disability (NDLD). The population included all pre-school children with (NDLD). To conduct the research, using the stratified random sampling, 40 children with inclusion criteria were selected and then randomly put in the experimental and control groups. To collect data, the Wechsler Pre-school and primary Scale Intelligence (WPPSI) and Behavior Rating Inventory for Executive Function-Pre-school (BREIEF-P) for determining the inclusion criteria and the Ages and Stages Questionnaire (ASQ) for measuring psychological well-being were used. The results of analyzing data using ANCOVA and MANOVA indicated that psychological wellbeing and its dimensions improved significantly in children of the experimental group in comparison with the control group (p&lt;0.05). Therefore, Queen’s program is effective on the psychological wellbeing of children with pre-school children with neuropsychological/developmental learning disability.

Highlights

Children’s psychological development is the most important determiner of health in lifetime and pre-school years is considered as a very important opportunity for developing and preventing developmental disorders (Anderson & Reidi, 2012)
It should be noted that the inclusion criteria were as follows: Have neuropsychological /developmental learning disability based on scores of the questionnaire of Behavior Rating Inventory of Executive Function—Pre-school (BRIEF-P) for pre-school children- parents’ form
As observed in table 3, the mean total scores and the scores of psychological wellbeing dimensions in most dimensions of the experimental group (Queen’s program) have been decreased in the posttest compared in the pretest, while there has been no significant differences in the control group

Summary

Introduction

Children’s psychological development is the most important determiner of health in lifetime and pre-school years is considered as a very important opportunity for developing and preventing developmental disorders (Anderson & Reidi, 2012). In this period of time, children are influenced by their surrounding environments and by their parents. Cognitive, linguistic, social, and emotional health of children is important basis of academic preparedness and health in stages of their lives In this line, comprehensive intervention programs in the field of children’s development are the most important resources for enhancing children www.ccsenet.org/mas

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Results

Conclusion