Document Type : Original article
Authors
1 MSc student in clinical child psychology, Science and Arts University, Yazd, Iran
2 Assistant professor in psychology, Science and Arts University, Yazd, Iran,
3 professor in psychology, Science and Arts University, Yazd, Iran.
Abstract
Background and purpose: Compared to their age peers, children with delayed language development show lower language abilities than the expected level and have problems in their daily life. Therefore, the aim of this research was to investigate the effectiveness of child-centered neuropsychological program combined with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development. Method: The research method was semi-experimental and pre-test and post-test with a control group. 30 children aged 4-8 years with delayed language development in Yazd city were selected by available sampling method and randomly divided into two groups of 15 people, control and experimental. The data collection tools were Shields and Chikti's emotion regulation scale (1995), Azizi Moghadam's self-esteem questionnaire (2006) and Nyusha's growth assessment test (Malairi et al., 2017). Data analysis was done using multivariate and univariate correlation analysis test with SPSS-26 software. Findings: The results of the research showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation (f=50.137), self-esteem (f=76.701) and language performance (f=111.93) are significantly effective. has been (P>0.05). Conclusion: The general conclusion showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development is effective and the ability to improve language performance and manage emotions and self-concept in the group is studied
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