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 diverse cognitive, linguistic, and behavioral challenges of 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 the Pardis Rehabilitation Center in Rasht in 2025. Thirty parents were selected through convenience sampling until data saturation. In the quantitative phase, the population included psychologists with doctoral degrees and at least five years of experience working with children with DS in Rasht. Ten experts were recruited through convenience sampling. Qualitative data were collected through semi-structured interviews and analyzed using MAXQDA; quantitative data were gathered using a researcher-developed checklist and analyzed using SPSS and content validity formulas.
Findings: In the qualitative phase, five overarching themes, including educational needs in functional reading, concerns and challenges related to neurocognitive functions, adaptive behavior and communication challenges, family readiness and capacity for intervention, and parents’ preferred goals and perspectives, were identified and organized into 16 organizing themes. Based on the findings, eight sessions of the family-based responsive instructional pacing program and six chapters of the functional reading book were developed. The mean CVR values were 0.875 for the educational program and 0.867 for the functional reading book, with S-CVI/Ave values of 0.93 and 0.92, respectively.
Conclusion: The findings support the satisfactory content validity of the family-based responsive instructional pacing program and the functional reading book and provide a basis for subsequent studies examining their feasibility, acceptability, and effectiveness.
کلیدواژه‌ها [English]
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