Journal of Intellectual Disability - Diagnosis and Treatment

602-609

Authors: Oksana V. Zashchirinskaia

Objective:The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background:The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method:The methodological basis of this study was the combination of various theoretical methods of cognition. Results:In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general. Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.

619-632

Authors: Oksana V. Zashchirinskaia

Objective: The purpose of the study is to investigate the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.Background: Gestures are one of the most important components of non-verbal communication. The development of non-verbal communication in children with intellectual disabilities contributes to their normal social adaptation.Method: To study the current state and dynamics of the development of the ability to recognise and understand gestures in the process of psychological influence, factor analysis was used by the principal component method with the use of varimax rotation. To verify the applicability of factor analysis to the selected variables, the Kaiser-Meier-Olkin measure of sample adequacy and Bartlett's sphericity test were used. Results: The data of the study showed that, depending on the level of intelligence or, more precisely, on the diagnosis given to the child, there are differences in the dynamics of the development of the components of non-verbal communication. Children with mild mental retardation display lower results than children with mixed specific disorders of psychological development and children with a normative level of intellectual development. Conclusion: The results obtained in the process of this study can be applied in practice by teachers and psychologists when working with children with intellectual disabilities.

642-649

Authors: Oksana V. Zashchirinskaia

Objective: The present study was conducted to identify the features of nonverbal communication in children. Background: Nonverbal communication is a significant aspect of interpersonal communication. American scientists have found a strong correlation between low ability to recognise facial expressions, interpretation of postures, and gestures with communication difficulties. Experimental data indicate a positive relationship between the social status of an individual and the ability to interpret nonverbal signals. The general dynamics of the development of a child with disabilities are subject to the same laws as ordinary children. But the peculiarities of children associated with a disturbance of the intellectual sphere lead to the limitation of possibilities to obtain information from the outside world, a change in the methods of communication, difficulties of social adaptation, and impoverishment of social experience. Method: Students of the first-grades of educational institutions of St. Petersburg were the survey sample. Several public and special schools were randomly selected in order to form the most detailed picture of the development of nonverbal behaviour in children, as well as to obtain the most representative sample for our study. A total of 128 children took part in the study – students of the first-grade (average age – 7.4 years; 47 girls, 81 boys). Results: A programme of psychological influence was developed to optimise the nonverbal communication of children with intellectual disabilities. Conclusion: With psychological influence aimed at the development of nonverbal communication among primary schoolers with intellectual disabilities, more intact mental functions associated with the implementation of emotional and behavioural components were taken into account.

657-661

Authors: Liza Naviy, Gulmira M. Rakisheva, Nina M. Stukalenko, Saule A. Murzina, Assem T. Duisenbina, Marash T. Koshanova, Guldana N. Kazhatova

The article aims to study scientific and methodological features of the ways to enhance students’ learning activities in the context of higher education.The study's theoretical significance is derived from the in-depth analysis of the development of students' learning activity. The study offers the framework of characteristics for the concept of “students’ learning (cognitive) activity”. The main used methods were: analysis, peer-assessment, self-assessment. The interview method was used to make a cognitive profile of the participants, taking into account their psychological characteristics.The authors developed and scientifically tested educational model based on module curricula and interactive teaching methods to enhance students’ learning activity. The authors also reflected the dynamic of the learning activity of the students with disabilities participating in the experiment. The results proved the effectiveness of the developed model of enhancing students' learning activity by using interactive teaching methods. It was concluded that the module curricular and active teaching methods help enhance students with disabilities' learning activity and make them more responsible in respect to the results of their study.

673-678

Authors: Nabi Nazari

Background: Autism spectrum disorder (ASD) continues to rise at an astonishing rate. As many schools attempt to create an inclusive environment conducive for students with autism to support academic success, we must recognize the teacher's role in creating an inclusive classroom. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. Teachers with high self-efficacy have a positive impact on student achievement. The purpose of this investigation was to develop an instrument that can be used to measure teachers’ self-efficacy for effectively working with students with ASD. The original version of the scale was translated and back-translated into Persian, followed by a pilot study. A sample (n=633) of university students was recruited. Results indicated that the scale represented a unidimensional construct with acceptable internal consistency. Exploratory factor analysis demonstrated the unidimensionality of the TSE-ASD. The maximum likelihood confirmatory for the 12-item TSE-ASD model indicated excellent model fit indices (χ2/df=2.60, CFI=0.956, SRMR=0.049, PCLOSE >0.05, RMSEA=0.062, 90% CI [0.052, 0.082]). As for criterion-related validity, The Pearson correlation coefficients between (TSE-ASD score) and self-regulation (r= 0.72, p<0.01) revealed a large correlation and linear regression indicating that TSE-ASD significantly predicted self-regulation, b = 0.69, p < 0.001. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. The findings provide evidence that TSE-ASD is a reliable and valid instrument for assessing teacher self-efficacy for teaching students with Autism Spectrum Disorder in educational settings among Persian speaking individuals.

688-697

Authors: Alexey Kokoshko, Nurilya Nurilya Maltabarova, Aigul Abduldayeva, Galiya Smailova, Nasrulla Shanazarov

To date, intensive care medicine, anesthesiology, and resuscitation are medical spheres that deal with lifesaving issues, particularly the treatment of patients in critical or life-threatening situations. The profession of anesthesiologist-resuscitator is relatively new, although it has centuries-old prehistory. The study aims to identify personality traits that predispose to the formation of emotional burnout syndrome in anesthesiologists-resuscitators. The research was performed at the Anesthesiology and Resuscitation Departments of the regional healthcare facilities in Astana and Akmola cities. Findings obtained through this research confirm the hypothesis that personality traits in anesthesiologists-resuscitators are factors that facilitate the development of emotional burnout syndrome. Such a discovery necessitates the prevention of personality destructions as well as the establishment of conditions to reduce them in the case of occurrence. Proper arrangement of the work schedule and a favorable working environment allows preventing the emotional burnout among employees.

710-718

Authors: Yaroslava Z. Vasylkevych, Olha M. Lomak, Iryna M. Zozulia, Diana V. Kochereva, Oksana M. Kikinezhdi

The purposeof the study was to identify the specifics of creativity in student age and the peculiarities of socio-psychological adaptation in a politically and economically unstable environment, as well as gender and micro group patterns of the relationship between creativity and adaptability. The methods such as the Guilford-Torrance method, “Desire for creativity” Scale, Kettell test, Methods of Moreno sociometry, Leary’s method, and Dembo-Rubinstein method were used to monitor the variables. The study identified that non-verbal creativity develops in individuals aged 16-17 years. The creative attitude to life develops in the ones aged 17-18. At the age of 18-19, creativity becomes the most integrated into the system of personal characteristics are motivational and personal components of creativity, which form positive connections with the fundamental adaptive personality characteristics, which indicates a greater adaptiv e resource of creatively oriented individuals. It was also found that boys, compared to girls, were more prone to leadership, more persistent, assertive (E), more emotionally stable (C), calm (O), and also more independent (Q2). Girls were more likely to feel guilty, anxious (O), more sociable, open(A), sensitive, and vulnerable (I). The study found that students with a high level of development of divergent thinking and its components (cognitive factors of creativity) carry out interpersonal communication (as a component of adaptation) most flexibly and effectively making students less prone to depersonalisation and reducing the risk of emotional exhaustion and maladaptation.

730-739

Authors: Phan Trong Ng, Vu Dung, Le Minh Nguyet, Vu Thi Khanh Linh, Hoang Thanh Thuy, Nguyen Thi Tinh

Academic anxiety is one of the major problems in student psychology across the world. It applies equally to students of all ages, from elementary school to college and university students.Research shows that learning online is an effective way to defuse feelings of academic anxiety. Elimination of anxiety is clearly visible regardless of age, gender, or prior online learning experience. The study aims to identify academic anxiety as one of the most important reasons for moving to online learning or blended learning in secondary school.The study investigated academic anxiety among secondary school students in Vietnam. After surveying 677 students in classroom learning, the results showed that 13.7% of secondary students suffered from frequent anxiety, and 3.0% of them suffered from very frequent anxiety. Lower anxiety was observed among students actively participated in-class activities, and students with excellent academic performance. These factors can be optimally enhanced through blended and online learning. There were no differences in academic anxiety among male and female students, urban and rural students. There was a moderate correlation between a student's anxiety level and pressure of the school, parental expectations, students' motivation for high performance, and especially, among students who have the melancholic temperament. And the influence of these negative factors can also be optimally reduced with the help of online learning.Regression model could provide useful suggestions for parents, teachers and students in reducing academic anxiety for students, including the use of full or blended online learning.

749-758

Authors: Svitlana M. Kalishchuk

In psychology, the world's multidimensionality is manifested in the study of consciousness, in identifying the methodological foundations of psychology and psychology of consciousness. The structure of the multidimensional world of a man is described from the point of view of the subject's understanding of the characteristic features of the realities where man lives. Aims of study are to formulate and consider the problem of the world's reality and the multidimensionality of the reality of the individual in the perspective of the semantic architecture of consciousness and within the framework of a holistic model of representation of the psychology of understanding the human world. The pragmatic aim of the present research is to set a quantitative measure in which a person is drawn into virtual reality (TER).The meta-analysis of publications with quantitative empirical data reporting on the results of staff training using virtual and augmented reality. The criteria of the search were that articles must be published exceptionally in peer-reviewed journals and be issued not older than in 2017. The platform for the effective search was the Google Scholar search engine. The transfer efficiency factor (TER) was the key element of the analysis. All gathered data extracted from the relevant literature sources were interpreted through observation, description, quantitative calculation, complex analysis, methods of comparison, generalization, and abstraction method. Although learning conditions with more virtual immersion lead to slightly worse results than real learning conditions, most people show similar results after learning, regardless of the level of virtual immersion. The inhomogeneity of acceptance by individuals of virtual reality is found out in quantitative data of the considered studies. The average score for the performance of each training condition represented in the scientific works considered for this study, as well as the 95% confidence interval, was calculated. It was found out that the value of TER 0.5 turned into a percentage by multiplication by 100%, indicates that training on the simulator can reduce the time of personal training by half. Presence is a psychological phenomenon that occurs in the human mind, not in specific technologies. The usage of virtual reality in learning affects the sense of presence and immersion. It directly affects an individual's perception of world reality. At the same time, the individual consciously accepts the picture of simulated reality, which emphasizes the multidimensionality of the individual's reality.

770-776

Authors: Beisenbayeva Zhaina, Sangilbayev Ospan, Mukazhanova Elmira, Kassymova Gulnar, Bersugirova Tolganay

Today, considering professional specialists' needs, the content and technology of training in career counseling from the perspective of practice are not sufficiently developed. Thus, a search for new forms, methods, and means of conducting career guidance with students is necessary. This article offers a broad range of technologies and their optimal combination in career guidance work with pupils in the integrated system “School – University.”A leading approach to the study of this problem is an integrative approach that leads to the necessity to use traditional and innovative technologies that contribute not only to effective assimilation of knowledge but also an early social adaptation of the prospective adolescents to university conditions.The present study consists of a needs assessment of students' career guidance and career counseling programs in the university. The research is based on a survey developed on a sample of 120 students from the Almaty schools. The collected data has been both qualitative and quantitative. The students have been inquired about their professional path, about their career decisions, personal and professional values, abilities and competencies, intentions for the future, etc. The study's most relevant results show that: students are poorly informed about job opportunities, their expectations for the future are not connected with their own knowledge and abilities, they do not have a coherent career plan, and they encounter major barriers in the career decision process. The results are important for career counselors as they can be used to develop career guidance programs in the university environment.Purpose of the research: to theoretically substantiate and experimentally test the pedagogical conditions of vocational guidance for senior schoolchildren in the context of specialized education.The article is valuable for teachers and faculty of educational and vocational institutions to organize and conduct career guidance with students, applicants, and students.

784-790

Authors: Shalabayeva Laura, Baisultanova Saya, Alimbayeva Saule, Ibrayeva Magripa, Abdigapbarova Ulzharkyn

The article's psychological diagnosis of master students' personal, professional development is considered a process of professional socialization and professional development. Undergraduates, as future researchers, teachers of educational activity are required to have certain professional qualities. The research aims to determine the dynamics of professional development of graduates in science and pedagogical process. For this purpose, the method Cattell (16PF, scale C), the diagnostic questionnaire of personality status and traits (FPI), a questionnaire of Otto Lipmann (1 variant), the questionnaire of "The level of subjective control," by J. Rotter have been used. While studying, it was underlined that master students possess: increased externalities trends in personal and industrial relations (i.e., the main areas for the teacher relationship), strengthening conservative tendencies in behavior, as opposed to radicalism and other professional qualities for teaching and research activities. Successful undergraduate is characterized by a greater tendency to depression, compared to less successful, he is more sensitive, competent, internality, and responsible for achieving, and creative. It was noted that the factor structure of variant individuality-personal features of undergraduates includes the factors of "professional competence," "professional motivation," and "professional internality."

799-804

Authors: Abizhanova Assem, Nurazkhan Almaz, Kabylov Daulet, Mombek Aliya, Kanapiyanova Raushan, Tugelbayeva Gulmira, Aimbetova Ulbossyn

The essence of the concept "creative thinking" is considered, and its working definition is formulated. Special attention is given to the identification of pedagogical foundations of future teachers' creative thinking development, which accounting will promote the increase of the efficiency of the considered process. Future teachers' creative thinking development is advantageously realized in the course of students’ vocational training, during which it is necessary to rely not only on mental development regularities knowledge (theoretical thinking, creative thinking peculiarities, sustained attention, imagination, and integration of memory) and students' individual characteristics (maturity of motivation to creative activities, the maturity of speech, volitional powers) but also on the competently organized didactic process (training to work with the concepts and their use, application of the system of creative tasks, developing the ability to overcome intellectual difficulties). Results of students’ activity studying on the basis of creative tasks have shown that creative thinking skills development depends on the students' thinking orientation in the processing of the received educational information; Also, creative thinking skills development depends on students' subjective attitude towards tasks, that is going to be helpful them during the educational process.This study aims to examine the essence of the concept of "creative thinking" and identify pedagogical foundations for its development in future teachers. The following methods of scientific and pedagogical research are used to achieve the objectives: the methods of theoretical research: the analysis of psychological and educational literature; methods of empirical research: students' activity products' studying, observation, conversation, pedagogical experiment.