نشریه کودکان استثنایی
سال شانزدهم شماره 3 (پیاپی 61، پاییز 1395)

The current research aimed to investigate the effectiveness of Sternberg's successful intelligence program upon working memory and executive functions of sharp-witted primary school students. The statistical population of the current research consisted of all sharp-witted male students of the city of Isfahan in the academic year of 2015-2016.
For this purpose, totally 30 sharp-witted male students were selected through multi- stage cluster random sampling method and were randomly assigned to two experimental and control groups (15 students in the experimental group and another 15 students in the control group). The Sternberg's successful intelligence program was administered on the experimental group. The tools used for this research included software to measure working memory and questionnaire (inventory) on rating executive functions of the primary school students. To analyze the research data, multivariate covariance analysis (MANCOVA) was employed.
Findings revealed that training of the Sternberg's successful intelligence program was effective on executive functions and emotional-behavioral organization of sharp-witted children but had no impact on the problem-solving-planning capabilities of them.
The Sternberg's successful intelligence program could be employed as an intervention method for improving executive functions and working memory of children.

The aim of this study was comparing the emotion regulation strategies, cognitive and emotional self-regulation to avoid damage in children with and without visual impairment.
the method of this research was a survey study as a casual-comparative type. The population of this study included all of the blind students with the number of 30 and sighted students who were studying in the secondary school in the academic year of 2014-2015 in Ahvaz. Among the statistical population due to the low volume of the blind students, 30 students were selected based on census sampling and 30 sighted students were selected based on cluster sampling in 1st and 3rd district of Ahvaz. In order to collect the research data Emotion Regulation Questionnaire(Gornfsky), the scale of cognitive avoidance(Sextnodogas) and the scale of emotional self-regulation(Mars) were used. The obtained data were analyzed through multivariate analysis of variance (MANOVA). The results of the analysis of the study hypothesis showed that blind students in emotion regulation strategies, cognitive avoidance, and emotional self-regulation do have a significant difference with their sighted counterparts, meaning that they were lower in the mentioned variables from normal students (p According to the obtained results of this research schools with students who are blind, alongside the identification and characterization of emotional abilities in blind students, it is suggested that they have been trained to improve their cognitive abilities and regulate their emotions in various environments.

Spine as the axis of the body may be applied to various reasons and various activities will be affected and abnormalities. The aim of this study was to compare the prevalence of spinal abnormalities of students7-15years old that has mentally retarded and normal of Arak city.
This cross-sectional study and the application is aimed at the school year female students was mental retarded and ordinary 15-7 years old in Arak. 69 persons were selected at random from exceptional and regular schools. In order to evaluate the anomalies of the upper body New York test was used.
The results of the analysis showed that the prevalence of malformations and abnormalities of pelvic obliquity, lordosis, kyphosis, uneven shoulders, tortikoly between exceptional students, many more cases have been reported. But according to the achieved significance level the differences are not significant. But the prevalence of skoliosis rate, among a group of normal and mentally retarded There is a significant difference.
This study showed that the students with intellectual disability have more musculoskeletal disorders than the Ordinary students and early detection of musculoskeletal disorders in these patients can improve muscle strength and endurance and decreased postural abnormalities was this group of people.

Aim:Parent of children with ADHD confront challenges placing them at risk for high level of stress and other negative psychological outcomes. Involvement of parent in implementing intervention strategies designed to help their children can reduce these negative outcomes. Therefore, in this research the effectiveness of parent mindfulness training on the psychological well- being of ADAD children’s mothers was examined.
The method was quasi- experimental the research design was pre- test, post – test with control group .The subject 30 ADHD children’s mothers were selected via convenience random sampling and using with screening method csi-4 scale among existed files in Esfahan counseling center and subjects were randomly assigned to experimental and control groups .Measurement instrumental in this study was Positive and Negative affect Scale(PANS) and Satisfaction with life Scale. Mothers in the experimental group received two hour 8 session of mindfulness training .
Result of analysis covariance showed that mindfulness training has been significant increasing of psychological well-being ADHD children’s mothers.
Given the effectiveness this therapy on increasing psychological well- being of ADHD children’s mothers can be relevant option for clients who go to counseling centers for an effective treatment.

The purpose of this research is the comparison between spatial memory and spatial orientation among blind, visually impaired, and normally sighted people.
This research is a causal- comparative, case-control study. It was performed in Boushehr province, Iran. Samples were 116 blind, visually impaired and healthy people of two genders, with ages ranging 10-49 years. Samples were selected by purposeful sampling method. Structured interview was performed for each group. They were tested in two steps by Labyrinth maze apparatus.
Data analysis was done by multivariate variance analysis. It showed significant difference between blind, visually impaired and healthy groups regarding to spatial memory (p This research shows that blindness is a factor for reinforcing spatial memory and spatial orientation.

The executive functions and intelligence quotient are two major and different cognitive abilities that have important effects in life of level 1 autism students with autism. This study was conducted to examine the relationships between executive functions and intelligence quotient with academic performance of level 1 autism students with autism.
This research was a correlational study. The population consisted of all level 1 autism students with autism in the autism rehabiliation centers of city of Isfahan. Using convenience sapmling apporach, after consideration of inclusion/exclusion criteria, 27 level 1 autism autism students were selected. The instruments included Wisconsin Card Sorting Test, Brief form of Fourth edition of Wechsler Intelligence Scale for Children. The collected data were analyzed by SPSS-21 through logestic regression,Spearman correlation and Cohen effect size.
The results of regression analysis showed no significant relationship between executive functions and intelligence with academic development;but, Spearman correlation showed a significant relationship between some indexes of executive functions and visual-practical factor intelligence with academic performance(P The results of this study stressed the considerable importance of some executive functions(such as perseveration and classifications) and visual-practical factor intelligence on academic performance in comparision with other indexes.

The purpose of the present study was to compare anxiety disorders and school phobia in dyslexia and normal students.
The design of this study is causal-comparative research. The statistical population included all students with dyslexia enrolled in learning disabilities centers of Bushehr and Borazjan department of education and all normal students participated in the Bushehr and Borazjan schools in 2015-16 academic year. Seventy eight students suspected of dyslexia were elected from community of students through cluster sampling. Diagnostic tests (including Wechsler’s intelligence scale for children reading disorder, ADHD, and conduct disorder tests) were administered based on which fifty students were purposefully selected. For data collection, Screen for Child Anxiety Related Emotional Disorders was used. Data was analyzed through MANOVA.
The result showed that there is a significant difference between dyslexia and normal group on anxiety disorders and school phobia. Also the results showed that dyslexia students more scored in generalized anxiety, social anxiety, separation anxiety, phobia / somatoform problem and school phobia compared with normal students. Dyslexia students are having difficulty in this variable.
According to the results it can be concluded that in the planning for therapeutic interventions for students with dyslexia, the anxiety and school phobia should be considered to increase the effectiveness of these interventions.