حسن اسدزاده

The present study investigated the mediating role of cognitive control and goal orientation relationship between spiritual intelligence and conscientiousness with flow experience. The research method was descriptive-correlation based on structural equation modeling. The statistical population included Farhangian University of Guilan students in 2022-2023. Some 450 students were selected using the convenience sampling method. The research tools include goal orientation (AGQ) (1999), conscientiousness subscale from Neo's five-factor (PI-R) (1992), flow experience (1996), spiritual intelligence (2017) cognitive control (CCFQ) (2018). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The result showed that spiritual intelligence and conscientiousness have a significant direct effect on flow (P<0/01), Spiritual intelligence and conscientiousness do not have an indirect impact on the flow through goal orientation (P> 0.05). These results show that cognitive control can explain the flow due to the role of spiritual intelligence and conscientiousness.

Teaching methods and models differ in both emphasis and effectiveness. It was hypothesized that if the teaching model is based on life’s meaning, then a positive impact on academic buoyancy and motivation to learn can be observed. To test this hypothesis two groups of male 8th graders were selected through random cluster sampling. Both groups’ academic buoyancy and academic motivation were measured before and after the intervention, using instruments of acceptable validity and reliability, as well as internal consistency. One group was taught for one year using the method based on life’s meaning, while the other went through the whole academic year benefitting from the regular teaching method at their school. Covariance analyses of the data show that the experimental group far exceeded the control group in all aspects of academic motivation and academic buoyancy.

Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.

This study aimed to determine the effectiveness of schema-based training in the area of autonomy and impaired performance on academic self-efficacy and achievement motivation among female middle school students. The statistical population included female students of the first period of middle school in Tehran province for the academic year 1400-1401. The research method was applied in terms of purpose and semi-experimental in terms of general design, with pre-test, post-test, and control group. Using a multi-stage cluster random sampling method, two schools were selected. From each grade in each school, 10 students were randomly chosen, totaling 60 students, who were then placed in experimental and control groups. Both groups responded to the academic self-efficacy questionnaires by Jerry Jing and Morgan (1999) and achievement motivation by Hermans (1977). The experimental group underwent 9 training sessions. The training package, based on schema, was developed by the researcher and had content and face validity, qualitatively and quantitatively determined by a panel of 10 experts with two validity coefficients: Content Validity Ratio (CVR) and Content Validity Index (CVI). Data analysis was performed using the multivariate analysis of covariance (MANCOVA) test. Results showed that schema-based training significantly and positively affects academic self-efficacy and achievement motivation (p<0.01).

Marital satisfaction is crucial for the stability and longevity of a shared life, and Islamic teachings can serve as a dependable guide for a fulfilling and stable marriage. This study was conducted to explore the impact of a marital enrichment educational program rooted in Islamic teachings on the marital satisfaction of couples.

The current research was a semi-experimental study with an experimental group, a control group, and a pre-test, and post-test design, followed by a two-month assessment. The statistical population of this research comprised couples seeking assistance from two counseling centers in Tehran. Forty couples were purposefully selected and randomly assigned to two experimental groups (20 couples each) and a control group (20 couples). The experimental group participated in weekly group interventions consisting of 12 face-to-face sessions and 3 training workshops. Both groups underwent evaluations at three stages: pre-test, post-test, and follow-up, utilizing the Enrich Marital Satisfaction Questionnaire. Data analysis was conducted using non-parametric tests, specifically the Wilcoxon and Mann-Whitney tests.

The results showed that the intervention of the marital enrichment program based on Islamic teachings significantly improved marital satisfaction and its subscales, including Communication, Conflict Resolution, and Idealistic Distortion, in couples of the experimental group compared to the control group (P < 0.002). The follow-up test further indicated that the training's effect was enduring and significant (P < 0.001).

The educational package designed to enhance marital life through Islamic teachings, an intervention program tailored to cultural norms, has proven effective in boosting the marital satisfaction of couples.

The aim of this research was to the effectiveness of responsibility education based on choice theory on academic sustainability and the quality of learning experiences of secondary school students in the experimental field.

The research method is of the type of applied objective and the type of quasi-experimental studies (pre-test-post-test with control group). The statistical population includes students in the second year of high school in the 2nd district of Karaj city, who studied in the academic year 2022-2023. Among them, 30 people were selected by the available sampling method and were placed in two experimental (15 people) and control (15 people) groups. The data collection tools were Martin and Marsh's academic sustainability questionnaire (2008), Newman's quality of learning experience questionnaire (1990), and the responsibility training package based on Ground Selection Theory. The experimental group was trained in the accountability package for 10 sessions, and the data were analyzed with SPSS version 26 software and multivariate covariance analysis.

The results showed a significant difference between the experimental and control groups regarding academic sustainability and the quality of learning experiences of the students of the second secondary level of the experimental field. Responsibility education based on choice theory increases academic persistence (p=0.001 and 24.743) and the quality of learning experiences (p=0.001 and 44.415).

According to the findings, it is concluded that the responsibility training package can have educational and practical implications for students in increasing academic sustainability and the quality of learning experiences.

The ability to solve social problems is one of the skills and capabilities related to culture in today's world, where group cooperation and presence in a collective context are highly emphasized. The aim of this study was designing and validating a tool tomeasure social problem solving based on the stories of Kalileh and Demeneh.

The research method was a mixed exploratory type based on the integration of the Thematic analysismethod in the first stage (qualitative) and the tool development model in the second stage. In the qualitative section the Kalileh and Demaneh book were evalited. The quantitative part was conducted with the participation of 336 teenage students in the agerange of 12 to 20 years and targeted sampling. The data was collected using a researcher-made questionnaire consisting of 43 questions. Data was analyzed using MAXQUDA software, LISREL-8.8, exploratory and confirmatory factor analysis method and SPSS Statistics for Windows, version 19.0 (SPSS Inc., Chicago, Ill. Coding reliability was calculated using Kappa method equal to 0.95. The content validity of the scale was confirmed using experts' opinions.

The questionnaire for measuring social problemsolving skills based on the stories of Kalila and Demeneh included the components of emotions and their management, thinking and decision-making, interpersonal communication, consultation, the way of dealing with problems and the attitude towards problem solving. Criterion validity of this questionnaire was confirmed based on Pearson's correlation coefficient equal to 0.63, for solving the social problem of D’Zurilla at the level of 0.001. The reliability of the tool was obtained using Cronbach's alpha coefficient for the overall scale and the six dimensions identified as 0.92, 0.75, 0.72, 0.87, 0.72, 0.90 and 0.83 respectively.

The study showed that the social problem solving skill measurement scale based on the stories of Kalila and Demenehhas acceptable reliability and validity.

The purpose of the present research was to compare the effectiveness of educational program based on response to intervention and sensory-motor integration intervention on the cognitive rhythm of students with learning disabilities.

The research method was semi-experimental with a pre-test/post-test design with a control group and a follow-up period. of the research population included students with dyslexia in the first, second and third grades of elementary school who referred to the learning disorders center in Semnan City in the academic year 2021-2022. Overall, 45 students with dyslexia (aged 8-10 years) were selected through purposive sampling and randomly replaced in three groups of 15 (two experimental groups and one control group). The experimental groups were subjected to intervention for eight sessions of 60 minutes. The control group did not receive any intervention. Follow-up was done after three months. The measuring tool was slow cognitive rhythm (SCT) symptoms checklist. The data were analyzed using the mixed two-factor ANOVA method by SPSS-26 software.

The findings showed a significant difference between the experimental and control groups in the SCT score (P<0.05). According to the results, both interventions were effective and had a stable effect, but the educational impact based on the response to intervention was more than that of the sensorymotor integration intervention.

Educational intervention based on response to intervention and sensory-motor integration intervention can be used as a beneficial approach to help students with dyslexia and slow cognitive rhythm in elementary schools and centers for learning problems.

It is very important to pay attention to the development of children in different social dimensions and to take preventive measures against the occurrence of behavioral problems at an early age. Therefore, it will be helpful to identify targeted and effective intervention programs in this field. So far, various methods have been used to reduce children's behavioral problems, However, there is a research gap regarding the comparison of the effectiveness of the social skills training package based on puppet show and Walker's social skills training program on children's behavioral problems.

The present study was conducted with the aim of comparing the effectiveness of social skills training based on puppet shows and Walker's social skills training program on preschool children's behavioral problems.

The current research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all preschool children in Kerman city, from among them a sample of 60 people was selected as available and they were placed in two experimental groups and one control group. One of the experimental groups of training through the social skills training package based on puppet shows (10 sessions) and the other experimental group underwent 11 sessions of training through Walker's training program (1983). The data collection tool was Gresham & Elliot (1990) Social Skills Rating System. The research data was analyzed by univariate and multivariate covariance analysis using SPSS-24 software.

The results of covariance analysis in the present study showed that both intervention methods were effective in reducing behavioral problems. However, the effectiveness of social skills training based on puppet shows in internalizing and hyperactivity problems was higher than Walker's method (P< 0.05).

According to the obtained results, it seems that the use of intervention methods based on puppet shows are more effective in improving the behavioral problems of preschool children than purely mental methods, Therefore, preschool teachers and child psychologists can use the mentioned method to reduce children's behavioral problems.

Today, self-efficacy beliefs and vitality are extensively foregrounded. Studies show that to change behavior and cognition, it is imperative to strengthen individuals’ psychological relationships with their thoughts and feelings by enabling them to select appropriate alternatives from various choices and not perform actions to avoid bothersome thoughts, feelings, memories, or desires. Thus, can Acceptance and Commitment Therapy (ACT), with its six principles of diffusion, acceptance, contact with the present moment, the observing self, values, and committed action lead to self-efficient beliefs and academic vitality?

The present study aimed to investigate the effectiveness of ACT on students’ self-efficacy beliefs and academic vitality.

This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all grade 2 high school students in district 3 of Tehran during the 2020-2021 academic year. Thirty students were selected by mixed (simple and convenience) sampling and assigned into experimental and control groups. Sherer’s (1980) self-efficacy scale and Martin and March’s (2006) academic vitality questionnaire were used for data collection, and Multivariate Analysis of Covariance (MANCOVA) was employed for data analysis.

The results showed that ACT improved students’ self-efficacy beliefs and academic vitality in the posttest (p<0.01).

According to the findings of this research, we can assert that ACT improves self-efficacy beliefs and academic vitality by enhancing psychological flexibility. Hence, awareness of these interventions can positively impact students.

This research was conducted with the aim of investigating multiple sensory methods and cognitive behavioral intervention on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research method is practical in terms of purpose, and it was a semi-experimental design of pre-test-post-test type with a control group. For this purpose, 9 and 10-year-old dyslexic students of Razan city in the academic year of 2022-2023 were selected as a statistical population, which was selected through screening with a dyslexia checklist and intelligence test, 45 people were selected in a purposeful way and randomly in three The experimental group of 15 people and the control group of 15 were replaced. The experimental group was trained for 10 sessions of one and a half hours, and during this time, the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Analysis of covariance test was used to analyze the data. The results of the research in data analysis showed that multiple sensory methods had a significant effect on self-discipline and self-assessment. Also, cognitive-behavioral intervention has had a significant effect on discipline and self-assessment. In this regard, it seems that educators and parents should pay attention to dyslexic children in their regular classes and use multiple sensory methods and cognitive behavioral interventions in their education for better effectiveness.

The present study aimed to compare the effectiveness of the confrontational cat therapy program and self-encouragement training on students' social anxiety and exam anxiety. This semi-experimental research employed a pre-test-post-test design with a control group and included a follow-up period. The statistical population consisted of 6th-grade female students in the academic year 2019-2020 in Zanjan city. A total of 45 qualified volunteers were selected through purposive sampling and randomly assigned to three groups of 15 individuals. All three groups completed social anxiety questionnaires (SAQ) by Connor & et al (2000) and exam anxiety (EAQ) by Abolghasemi & et al (1996). One of the experimental groups underwent the confrontational cat treatment program for 16 sessions (60 minutes each session), while the other experimental group underwent the self-encouragement treatment program for 10 sessions (90 minutes each session). Data analysis was conducted using the method of analysis of variance with repeated measurements and Benferoni's post hoc test. Results indicated that both the confrontational cat and self-encouragement interventions, compared to the control group, significantly reduced students' social anxiety and exam anxiety (P<0.001), and this reduction persisted until the follow-up stage. Additionally, the results revealed that the self-encouragement intervention had a greater effect in reducing students' social anxiety and exam anxiety compared to the cat intervention (P<0.05). In conclusion, the self-encouragement program was found to be more effective in reducing the social anxiety and test anxiety of students than the confrontational cat program.

Islamic beliefs will be a guide for a satisfied and stable marriage. For Islam, the stability of marriage and its sublimity and excellence are of great importance. Therefore, the present study was conducted with the aim of developing an educational package to enriching married life based on Islamic beliefs and to evaluate its effectiveness on marital adjustment of couples.  In this quasi-experimental study using the design of experimental and control groups with pre-test-post-test, among couples referring to two counseling centers in Tehran, 40 couples (80 volunteers) by purposive sampling were selected and randomly divided into experimental and control groups. The experimental group was trained in pairs in 12 face-to-face sessions, 12 absentee sessions and 3 one-day training camps and research data were collected using the Locke-Wallace marital adjustment scale and analyzed using nonparametric Wilcoxon and Mann-Whitney tests.  The results show that after marital life enrichment training based on Islamic beliefs, the difference in marital adjustment score in the experimental group was significant but in the control group was not significant (P <0.05). In fact, this training package had a greater effect on increasing the marital adjustment of couples in the experimental group than the control group, and training was significantly effective on marital adjustment. Follow-up test also showed that the effect of this training was lasting.  The results of this study confirm the effect of marital life enrichment training based on Islamic beliefs in increasing couples’ adjustment.

Spatial ability and response inhibition skills are essential for cognition, learning, and success in both school and life.

The aim of this research was to examine the effectiveness of a cognitive-emotional empowerment educational package on the spatial ability and response inhibition of female students.

A semi-experimental design with pre-test, post-test, and follow-up was employed, including a control group. The population consisted of all sixth-grade female students in Tehran during the academic year 1400-1401. A sample of 30 individuals was selected, and they were assigned to control and experimental groups. The experimental group received a cognitive-emotional empowerment educational package for 12 sessions of 45 minutes each week, while the control group did not receive any intervention. Research tools included forward matrices (Raven, 1956) and go/no-go test (Gordon and Karamaza, 1982). The research data were analyzed using SPSS version 24 and repeated measures analysis of variance.

Data analysis revealed a significant difference in the mean scores of spatial ability and response inhibition between the experimental and control groups in pre-test and post- test stages (p < 0.05). The effect size of cognitive-emotional empowerment on spatial ability and response inhibition was estimated at 0.133 and 0.139, respectively.

Based on the results, the cognitive-emotional empowerment educational package led to an improvement in the spatial ability and response inhibition of students. Therefore, it is recommended to use this intervention as an educational method to enhance the spatial ability and response inhibition of children.

The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.

The purpose of the current research endeavor was to examine the efficacy of mindfulness skills training in enhancing the social competence and alexitimia of children who exhibit symptoms consistent with anxiety disorder. With experimental and control groups, a three-stage design (pre-test, post-test, and follow-up) and a two-month follow-up period, the research methodology was semi-experimental. The study’s statistical population comprised Tehran-based children in the fourth and fifth grades of primary education during the academic year 2020-2021 who exhibited symptoms consistent with anxiety disorders. A purposive sampling method was employed to select 36 children (21 girls and 15 boys) who exhibited symptoms of anxiety disorder. These children were then randomly assigned to either the experimental or control groups. Ten and a half-hours of mindfulness skills training were allocated to the students in the experimental group. The present investigation employed the Children’s Anxiety Scale (CAS), the Alexitimia Questionnaire (IQ), and the Social Competence Scale (SCS). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children exhibiting symptoms of anxiety disorder benefit significantly from mindfulness skills training in terms of social competence (p<0001, Eta=0.55, F=42.39) and alexitimia (p<0001, Eta=0.53, F=38.16), according to the findings. Based on the results obtained from the current investigation, it can be inferred that mindfulness skills training may serve as an effective approach to enhance social competence and reduce anxiety symptoms in children diagnosed with anxiety disorder. This is achieved through the development of emotional and five-sensory awareness, as well as the incorporation of mindfulness practices into daily life.

Today, the role of personality traits is considered as one of the most important items in the success, progress and academic failure of students. In this regard, the purpose of the present research was to predict academic conflict, academic optimism, based on dark personality traits (Machiavellianism, narcissism, antisocial) in high school students. The research population consists of all the students (girls and boys) of the second secondary school (10th, 11th and 12th grade) of district 18 of Tehran city (8244 people) who were studying in 1401-1402. According to Morgan's table, a sample size equal to 368 people (202 girls, 166 boys) was selected as a sample based on cluster random method. Then, Appleton et al.'s academic involvement questionnaire, student's academic optimism (Shan-Moran, Bankole, Michel and Moore) and dark personality (Johnson and Webster) were completed by each subject. Data analysis was done using descriptive statistics, significance test of correlation coefficients, and step-by-step regression. The findings showed that there was a negative and significant correlation between academic engagement, academic optimism and dark personality traits (-0.754, -0.779 respectively), similarly the results showed that dark personality traits ( Machiavellianism, psychopath, narcissist) can predict conflict variables, optimism at the 95% level and the direction of the relationship is reversed, so it can be concluded that dark personality traits (Machiavellianism, psychopathic, narcissistic) It affects the mentioned educational variables

The current research was conducted with the aim of designing and validating Sternberg's successful intelligence training package and its effectiveness on the vitality of 11th grade students. The research method was semi-experimental and in terms of quantitative and qualitative underlying paradigm, it was practical in terms of purpose. The statistical population of the research was 11th grade female students of Zahedan city in the academic year of 1401-1400. The research sample consisted of 60 female students of Farzangan, Zahedan city, who were first selected through available sampling method and then randomly assigned to experimental and control groups (30 people in each group). After the pre-test, the students of the experimental group were exposed to the training of the components of successful intelligence for 10 sessions. Then the data related to the post-test was collected. The research tool was the academic vitality questionnaire (Martin and Marsh, 2008). Data analysis using covariance analysis method showed that there is a significant difference (p>.1.) between the experimental group and the control group in terms of academic vitality. Therefore, teachers can use Sternberg's theory of successful intelligence in their educational system as an effective teaching method to increase the academic vitality of students.

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

Abstract The prevention of the damages of relation with the opposite sex during adolescence is of great importance because it is at this time that dating behaviors begin, behavioral norms are established, and all kinds of harms following improper relation with the opposite sex begin to appear. This research was conducted with the aim of developing and validating a self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior and its effectiveness on the cognitive emotion regulation of adolescent girl students. The statistical sample for the purpose of validating the produced educational package included 12 experts who had expertise in adolescent issues, who were selected in a purposeful way. The statistical sample in the quantitative section consisted of 40 high school girl students in the 20th district of Tehran who were selected by a multi-stage sampling method. The research tool included the Cognitive Emotion Regulation Questionnaire Garnefski & Kraaij. Statistical analysis was done in the quantitative part using covariance analysis in SPSS software. The results in the qualitative part showed that the self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior has good validity. In the quantitative part, the results of the multivariate covariance analysis test showed that the average of cognitive emotion regulation in the students of the self-care training group that reduces the damages of relation with the opposite sex based on the theory of planned behavior was higher than that of the subjects in the control group. (Sig=0.001). Therefore, the educational package of self-care that reduces the damages of relation with the opposite sex based on the theory of planned behavior was effective on the cognitive emotion regulation of adolescent girl students. The self-care educational package that reduces the damages of relation with the opposite sex, based on the theory of planned behavior, can be a practical tool to improve the abilities of adolescents and be effective in improving cognitive emotion regulation in adolescent girls.

Background &

Autism spectrum disorder is one of the neuro-developmental disorders that, according to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), has two major symptoms: deficits in social communication and social interaction, as well as behaviors, interests and limited and repetitive activities are identified (1). This disorder is one of the childhood disorders that attracts many studies in the field of psychology every year (2). The average rate of autism disorder in epidemiological studies is 5 cases per 10,000 people. The range of reports varies from 2 to 20 cases per 10,000 people. But more recent studies about the prevalence of autism disorder is 1 in every 100 births. The prevalence rate in boys is 3 to 4 times that of girls. These children show undesirable behaviors, such as stereotypic movements, aggression and self-harming behaviors. They also have problems in understanding and using social rules and behaviors, conversational gestures, non-verbal behaviors and movement coordination (3).

This research was semi-experimental with a pre-test-post-test design with a control group, which is one of the practical studies. The statistical population of the present study consisted of all children with autism disorder with high functioning under education in schools of Shahryar city in 2018-2019. Among the mentioned children, 24 people were randomly selected in two experimental and control groups using available sampling method. Gilliam's Autism Rating Questionnaire (1995) was used to collect the required data, and Lovas's (1987) applied behavior analysis program was used for intervention. The data were analyzed using univariate analysis of covariance (ANCOVA).

The applied behavior analysis program has improved the linguistic indices of children with autism spectrum, so that after the intervention, a significant difference was observed between the experimental and control groups. In general, it can be concluded that the intervention of applied behavior analysis is effective in reducing autism symptoms and increasing skills. After organizing the training sessions, the credibility of the program was evaluated based on the agreement of the supervisors, which included 10 teachers and specialists in the education of exceptional children with a history of teaching and training autistic children and other exceptional children at least 7 years old and at most 18 years old, in such a way that The agreement coefficient of the observers of the program was calculated based on the Content Validity Indexcoefficient of 0.82, which is why it is necessary to mention that the applied behavior analysis program had good validity. In order to clarify the findings of the present study and other similar existing studies, it is necessary to mention that the applied behavior analysis approach is performed using Skinner's behavior change methods. The basis of this method is to increase the probability of repeating and increasing behaviors that are encouraged, and on the other hand, the probability of removing behaviors that are not paid attention to increases (20). Another factor that causes the applied behavior analysis method to reduce destructive behaviors and communication defects and increase the language skills of children with autism is the division of each skill into smaller components, so that whenever these components If they are done correctly and carefully, the child is encouraged and therefore the child's motivation and desire to learn linguistic indicators and its other components increases (21). It can also be pointed out that by practicing and repeating skills at home and by family members and in fact with the support of parents and other close people, it can lead to the permanence of the linguistic indicators of the affected child; Because maintaining and generalizing the learned skills requires exercises and guidelines outside the school environment and requires continuous parental intervention in the language skills of the child with autism. In fact, linguistic indicators, like social skills, should be generalized from one educational environment to other suitable environments and from the form of mutual relations with one group to mutual relations with other groups and maintained over time. On the other hand, the results of the present study indicated the favorable validity of the program developed based on the principles of applied behavior analysis. In such a way that the implementation of an intervention program on a group of high-functioning autistic children led to a significant improvement in language indicators compared to the control group. In this regard, it should be noted that teaching communication and language skills with a child with autism spectrum disorder will lead to the improvement of these skills and the reduction of the symptoms of this disorder. Also, since the improvement of verbal skills forms the basis of every person's life and leads to social growth, which in turn accelerates intellectual, linguistic and other developmental aspects of a person; Therefore, teaching these skills to high-functioning autistic children is of particular importance. On the other hand, in applied behavior analysis, it has been tried to reveal the relationship between the environment and the child's behavior through careful observation of the child's behavior, its detailed evaluation and analysis, as well as those characteristics of the environment that can lead to the creation of new behavior. or reduce behavior in the child, be discovered. Therefore, the interventions made by applied behavior analysis can be done by child therapists, parents, teachers and other relatives of the person and it is hoped that with this method the child's language indicators can be improved. Since the improvement of linguistic and verbal indicators of children on the autism spectrum causes the improvement of other symptoms of the autism spectrum and the hope of academic progress in this group is seen with the development of verbal and non-verbal language; Therefore, it is recommended that in order to use the compiled program based on the principles of applied behavior analysis, other audio-visual devices and music should be used in order to develop vocabulary and use words correctly. By holding educational workshops for teachers of exceptional schools and parents of children on the autism spectrum and highlighting the importance of improving the communication and language skills of these children, parents and teachers should try to familiarize themselves with the implementation methods of the applied behavior analysis program and how to proceed with the sessions. The program should be given to families and coaches in the form of instructions for implementing the program.

According to the findings, it can be concluded that the applied behavior analysis intervention is effective in reducing autism symptoms and improving language indicators. The results of this study indicate that due to the increase in the prevalence of autism in the last decade, it is necessary to pay more attention to the use of behavioral interventions and preventive programs.

In today's world, the acceleration of changes and developments at the social level is observed due to the creation of new knowledge and information requiring training in all kinds of life skills (1, 2). For this reason, trying to strengthen all kinds of thinking skills for today's humans can bring significant results in individual and social fields. Meanwhile, problem-solving is the highest form of thinking, one of the cognitive skills that can be used as an effective intellectual tool due to human empowerment in creating new and effective solutions in dealing with various problems and challenges of life (4).
Based on this, the concept of social problem-solving has found a valuable place in recent studies. Social problem-solving is one of the strategies of adaptation to the environment through which people try to find effective and adaptive responses to their situations in life (9). The social problem-solving model of D’Zurilla et al. (2002), revised by D’Zurilla and Nezu (12), is one of the most comprehensive. In this perspective, social problem-solving is a dynamic, multifaceted process. It encompasses two primary, independent elements: one's attitude towards the problem and the skills employed to solve it (known as the problem-solving style). In another model, social and interpersonal problem-solving skills include four components of cognitive skills: defining the problem and its regulation, determining the goal, providing alternative solutions and implementing the solution and checking, and the problem-solving performance of people is based on the result of this process (19). From what comes from the definitions and concepts related to social problem-solving, it is believed that this structure has a culture-dependent nature. Based on the concept of the process of the problem from Foucault's point of view, it is cultural, spatial, temporal, and fluid (13).
Examining these definitions shows that among the theories and definitions of social problem solving, there is no specific definition from the native point of view that can refer to the components of this fundamental skill based on the context of Iranian-Islamic culture. This even thoughconcepts such as collective wisdom, consultation, and problem-solving have always had a valuable place in Iranian culture (‎15). In the meantime, the field of literature, as a valuable field in Iranian culture, can provide an effective space for researchers to identify and explore the dimensions of psychological and sociological concepts and structures in today's life based on exploration in this field. Unquestionably, stories are one of the most essential tools for moral and social education. Social and moral communication and dialogue take place in the story, and put children and teenagers in a specific intellectual framework. Therefore, this platform has a great capacity to teach ethics, social relations, and a specific lifestyle (16).
Based on numerous types of research in the educational literature, the stories of Kalileh and Demneh book is recognized as works of interest in the field of children and adolescents. Kalileh and Demneh book is famous and prestigious not only in Iran but also in the history of world literature due to its unique story-educational feature (19). Drawing from a variety of research studies, storytelling based on generalizations and using stories in education has effectively improved social skills, critical openness, questioning, and reasoning skills (20, 21). According to what was said about the existing gap in the lack of definition of the dimensions of the social problem-solving structure in the local culture, and according to the effects of social problem-solving on the individual and interpersonal levels, social problem-solving skills need new components and contents to cause personal and social growth and prevention of psychological and social damage. Therefore, the current research was carried out  to answer the question, what are the components of the problem-solving solving model in Kalileh and Demneh? Is the designed model valid?

The current research was in the field of basic research in terms of its goal, and in terms of the data collection method, it was qualitative based on Grounded theory. The statistical population included the full text of the one-volume edition of Kalileh and Damneh by Mojtaba Minoui (the book of Kalileh and Damneh has 15 chapters, the stories of which are told in an allegorical form). In line with the research objectives, the story was identified as the primary unit of analysis. Kalileh and Demneh's storieswas reviewed several times, and a general perception was made of them. Then, the resulting codes were divided into semantic units after careful reading several times, and these semantic units were put together according to the concept, and the core codes were categorized. Finally, the combination of axial codes led to the main components and classes of social problem-solving. This model was given to five experts and researchers in the field of cognitive sciences and life skills to check the validity of the social problem-solving model extracted from Kalila and Demneh. All experts considered the presence of each component of social problem-solving as necessary. The codes extracted from the text of the stories were given to one of the experts in the field of life skills and familiar with the book of Kalileh and Demneh to ensure the reliability of the coding. Besides, the degree of consensus about the codes between the researcher and the evaluator was calculated based on the Kappa coefficient (0.95). Statistical analysis was performed in Maxqda 2020 software.

Analyzing the Kalileh and Demneh’s  stories to discover the components of social problem-solving showed that thinking and decision-making, interpersonal interaction, behavioral methods in dealing with the problem, attitude to the problem, consultation, and emotions. Assotionally, its management have been identified as the main components in the social-problem solving. The component of thinking and decision-making includes evaluating the situation/person, taking responsibility, thinking from multiple angles, thinking about the consequences, and making quick judgments; the interpersonal interaction component includes effective communication, empathy, and active listening; the component of behavioral methods in dealing with the problem, including the logical method, the impulsive and aggressive method, and the avoidant-passive method; the attitude component to the problem includes two positive attitudes and negative attitudes; the component of consulting includes the dimensions of consulting with wise and knowledgeable people, not consulting with ignorant and deceitful people and asking for help, and the component of emotions and its management includes the dimensions of aggressiveness management, assertiveness, stress, and anxiety management, tolerance of uncertainty and failure, and maintaining peace.

Social problem-solving skill is at the highest cognitive level and is one of the most valuable educational goals. Therefore, social problem-solving can be defined as a multidimensional cognitive and emotional ability in a collective context, done with internal thinking and seeking help to choose the most effective solution based on emotional self-control. Despite the importance of the concept of social problem-solving, one of the limitations of the current research is the needs for similar domestic and foreign research related to the research topic. It is suggested that the multidimensional definition of social problem-solving from the perspective of Kalileh and Demneh's stories can be used by researchers as a basis for designing new measurement tools and also for designing social problem-solving skill training packages.
Ethical Considerations
Compliance with ethical guidelines
The researchers did not use any clinical examination on humans and animals. All ethical principles have been observed.
Authors' contributions
The first author wrote the draft paper. After reviewing and applying some corrections by other authors, the final version was compiled under the responsibility of the second author.
Funding
This research has been done at the authors’ personal expense.
Acknowledgments
This article is part of a PhD dissertation with the ethics code IR.ATU.REC.1401.064 at Allameh Tabataba’i University. The authors appreciate all experts and professors for their advice.
Conflicts of interest
The authors declare that there is no conflict of interest.

There are many intervention methods to improve children's psychological characteristics, which in this study attempt to compare the two methods of play therapy and problem solving training. As a result, the aim of this study was to comparing the effectiveness of play therapy and problem solving training on responsibility, distress tolerance and adjustment of 5-7 year old children.

This study was a semi-experimental with a pretest, posttest and two month follow-up design with experimental and control groups. The research population was 5-7 year old children who referred to counseling and psychological services centers and clinics of Tehran city in 2021 year. Among the members of the population, 45 people were selected by available sampling method and replaced by simple random with the help of lottery in three equal groups including play therapy, problem solving training and control groups. The first experimental group trained 10 sessions with the play therapy method and the second experimental group trained 10 sessions with the problem solving training method and the control group during this period did not receive any training. The data were collected with the California responsibility inventory (Gough, 1951), distress tolerance scale (Simons and Gaher, 2005) and adjustment scale (Matson et al, 1983) and were analyzed with the methods of analysis variance with repeated measures and Bonferroni post hoc test in SPSS software.

The findings showed that both methods of play therapy and problem solving training in compared to the control group improved responsibility, distress tolerance and adjustment of 5-7 year old children and the results remained in the follow-up phase (P<0.001). Also, there was no significant difference between the two methods of play therapy and problem solving training in improving responsibility, distress tolerance and adjustment of 5-7 year old children in the posttest and follow-up phases

The results of this study indicated the effectiveness of both methods of play therapy and problem solving training on improving responsibility, distress tolerance and adjustment of 5-7 year old children. therapists,

This article is dedicated to the description and expansion of the concept of interactive education with emphasis on describing and explaining the essence and philosophical nature of science in the framework of the four dimensions of "cognitive knowledge", "cognitive knowledge", "cognitive methodology" and "cognitive value".

The research method was descriptive-analytical and the method of collecting information was documentary (library). What is concluded as the result of the research is that the index of "positive correlation", "individual responsibility", "face-to-face interaction (reciprocal action)", "social skills", "group processing", "interactive learning process", The planning phase, the implementation phase, and the evaluation phase crystallize and operationalize themselves as interactive teaching techniques in science teaching.

Based on the four dimensions of ontological, epistemological, methodological and cognitive value of the nature of science for science education, it was concluded that the learner is responsible for his own learning and based on the single strategy of experience, discovery, problem solving and individual thinking makes independent learning effective. He bases new learning on previous knowledge and by choosing appropriate strategies, he monitors learning and fulfills his learning expectations and goals.

based on action, a person reaches knowledge, therefore, the learning process is more important than the subject of learning. The responsible teacher builds the knowledge architecture by simulating life situations to promote analogical, inductive, lateral, critical, exploratory and problem-solving thinking.

The aim of the research was to compare the effectiveness of the educational program based on the response to the intervention and the sensory-motor integration intervention on the cognitive language and academic performance of students with learning disabilities. The research method was semi-experimental with a pre-test-post-test design with a control group and a follow-up period. The statistical population was students who referred to the Learning Disorders Center affiliated to Semnan Education Department in the academic year 2021-2022 due to learning disabilities . 45 students were selected by purposeful sampling and randomly replaced in three groups of 15 people (two experimental groups and one control group). The experimental groups were subjected to intervention for 8 sessions of 60 minutes. The control group did not receive any intervention. The follow-up period was done after 3 months. Newcomer and Hamill's (1997) language development questionnaire was used to measure the average of monthly reports to measure academic performance. The data was analyzed using the mixed two-factor ANOVA method by SPSS-26 software. The findings showed that there is a significant difference in the linguistic score and academic performance between the experimental and control groups (P<0.05). Based on the results, both interventions were effective and had a stable effect, but training based on the response to the intervention was more effective on the research variables. Therefore, it can be concluded that the educational intervention based on the response to the intervention and the sensory-motor integration intervention can be used as a beneficial intervention to help students with learning disabilities as they can improve linguistic and academic performance in elementary schools and centers for learning problems.