نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکتری تخصصی روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
2 استاد ممتاز، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران.
3 استادیار، گروه روانشناسی، موسسه آموزش عالی کوشیار، رشت، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Given the cognitive, linguistic, and behavioral challenges experienced by children with Down syndrome (DS), this study aimed to design and evaluate the content validity of a family-based responsive instructional pacing program based on functional reading for children with DS.
Method: This methodological-developmental study employed a sequential exploratory mixed-methods design. In the qualitative phase, the population comprised parents of children aged 9–12 years with DS attending Pardis Rehabilitation Center in Rasht in 2025. Thirty parents were selected until data saturation. In the quantitative phase, the population comprised doctoral-level psychologists with at least five years of experience working with children with DS in Rasht. Ten experts were selected. Qualitative data were collected through semi-structured interviews, while quantitative data were gathered using a researcher-developed checklist. Qualitative data were analyzed using MAXQDA, and quantitative data were analyzed using SPSS and content validity formulas.
Findings: Five overarching themes were identified: educational needs in functional reading, neurocognitive concerns, adaptive behavior and communication challenges, family readiness and capacity for intervention, and parents’ preferred goals and perspectives. These comprised 16 organizing themes. Based on these findings, eight sessions of the family-based responsive instructional pacing program and six chapters of the functional reading book were developed. Mean CVR values were 0.875 for the program and 0.867 for the book, while S-CVI/Ave values were 0.93 and 0.92, respectively.
Conclusion: The findings support the content validity of the family-based responsive instructional pacing program and functional reading book, providing a basis for future studies examining their feasibility, acceptability, and effectiveness.
کلیدواژه‌ها [English]
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