سالار فرامرزی

The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized.

The aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on Executive Functions and Academic Performanc of students with Attention Deficit Hyperactivity Disorder. In term of goal, the research method was practical and semi-experimental with a pretest-posttest design with a sham group. The statistical population of the study was all students with SLD+ADHD in Esfahan. The sample of this research consisted of 24 students who were selected through purposive sampling and randomly divided into two sham group (14 participants) and an experimental group (14 participants). The students were assessed using the Wechsler Intelligence Scale for Children (WISC-IV), Conners' Parent Rating Scale, the Learning Disability Diagnostic questionnaire. The brief questionnaire and Farsi grades of the students of two semesters were also used in order to check the effectiveness of the treatment in the pre-test and post-test stages.The experimental group participated in 15 sessions of 20 minutes duration in the intervention program. The results indicate the significant effectiveness of the intervention of tDCS combined with cognitive computer training on improving the components of executive functions including response inhibition (p<0.01, F=12.23, Ƞ2=0.42), attention (p<0.01, F=27.18, Ƞ2=0.60), working memory (p<0.01, F=15.11, Ƞ2=0.46) and planning (p<0.01, F=38.70, Ƞ2=0.66). Also, the results of the non-parametric covariance analysis showed a significant improvement in the Farsi scores of the students in the experimental group compared to the control group (p<0.01, F=12.13). The results of this study showed that this intervention can have a significant positive effect on improving the performance students with Specific Learning Disorders comorbid with Attention Deficit/Hyperactivity Disorder. Therefore, it can be concluded that the combination of brain stimulation treatment methods and cognitive training can be a suitable option for the rehabilitation of students with Specific Learning Disorder comorbid with Attention Deficit/Hyperactivity Disorder.

The aim of this study was to discover and investigate the factors affecting the academic burnout of students with specific learning disorders. The method of the present study was qualitative using data-based method and data collection was done through semi-structured interviews. The statistical population of the present study included all sixth grade students with specific learning disabilities in Isfahan city in 2022. The research sample was selected as a purposeful sampling and after interviewing 25 students, the factors affecting academic burnout were identified. Data analysis was performed using three steps of open, axial and selective coding. Based on the results of the research, open codes around 123 concepts, core codes including 20 concepts and selective codes in 5 concepts under the headings of intra-school factors, student's educational experiences, factors Intrapersonal, family and social factors were identified and extracted. The innovation of the present research can be explained by the fact that it is very important to pay attention to the academic problems of students with specific learning disorders and the factors affecting the academic burnout of students with specific learning disorders were identified. Therefore, it can be concluded that for any action, the factors affecting their academic burnout must be identified first, and strategies should be designed to prevent it.

The purpose was to compare the cognitive profiles of dyslexia, dyscalculia and normal students based on the components of the Tehran-Stanford-Binet Intelligence Scale. The present study was causal-comparative. The statistical population of this study included all dyslexia, dyscalculia and normal students studying in the third to fifth grades of primary schools in Tehran in the academic year 2021-2022. The research sample included 23 dyslexia (13 boys, 10 girls), 25 dyscalculia (14 boys, 11 girls), and 30 normal students (15 girls, 15 boys). In order to diagnose dyslexia and dyscalculia, in addition to the diagnosis of learning disability centers, were used Iran Key-Math Diagnostic Test (IKMDT) and the Dyslexia Test (NEMA), the Tehran- Stanford-Binet Intelligence Test (SBIT). The research findings were analyzed using SPSS21 multivariate analysis of variance. There was a significant difference between the normal group and the groups with disabilities in the components of the intelligence test (p<0.01). However, there was no significant difference between dyslexia and dyscalculia students in the components of the Stanford-Binet intelligence test (p>0.05). The results shows that only based on the comparison and use of the scores of the components of intelligence tests, it is not possible to separate the dyslexia and dyscalculia simply. It is suggested that in order to accurately diagnose and separate these two groups, and the use of multiple diagnostic criteria, including the use of tests and experts' diagnosis, can lead to More accurate diagnosis of these two disorders.

The aim of the present study was to investigate the effectiveness of multimedia educational interventions on the learning of students with special needs. The research method was a systematic review, and the statistical population included all internal researches that was searched using the keywords of multimedia education, academic achievement and children with special needs, handicap and disability in the databases of the comprehensive portal of humanities, Scientific Information Database (SID), Noor specialized magazines, Iranian Research Institute for Information Science and Technology (IranDoc), and Iran's Publications Information Bank during the years 2011 to 2023. 384 studies were selected by the purposive sampling method, of which 11 studies were acceptable in terms of methodology and entry criteria. All studies were analyzed based on PRISMA guidelines. The findings showed that most of the researches are related to the years 2014 and 2023. Also, the cities of Arak and Tehran had the most researches. In addition, among multimedia educational interventions, the interventions related to dictation (4 studies) and mathematics (3 studies) had the largest share in the course content, and the group of students with specific learning disorders (5 research) and the group of students with intellectual disability (3 researches) had the largest contribution among the statistical samples. The results indicated the importance of multimedia presentation of educational content on improving learning and, as a result, promoting the motivation to progress in students with special needs, therefore, multimedia educational interventions, by activating the various senses of these students during education, lead to their deeper learning and longer memory. Therefore, it can be placed at the top of the planning of researchers and therapists in this field.

Research indicates that parents on the verge of separation experience psychological issues, including difficulties in emotion regulation. Therefore, the present study aimed to examine the effectiveness of a lived-experience-based educational package on improving emotion regulation difficulties in mothers on the verge of separation.

Methods and Materials:

 The research method was experimental, utilizing a pre-test, post-test, and follow-up design with a control group. From among mothers on the verge of separation, referred by the court to counseling centers affiliated with the Judiciary of Isfahan in the first half of 2022, a total of 30 mothers were selected using convenience sampling based on the study's inclusion criteria and were randomly assigned to experimental and control groups. The experimental group received 10 sessions of 90-minute training, while the control group was placed on a waiting list. The tools used in the present study included the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). Data were analyzed using covariance analysis.

The results indicated a statistically significant difference between the experimental and control groups in the post-test phase (P < 0.05). Additionally, the follow-up results demonstrated that the lived-experience-based educational package had a positive impact on improving emotion regulation difficulties in mothers on the verge of separation (P < 0.05).

The results of the study suggest that the lived-experience-based educational package was effective in improving emotion regulation difficulties in mothers on the verge of separation. Therefore, utilizing this educational and therapeutic approach is recommended to enhance the psychological health and well-being of individuals on the brink of separation (divorce).

The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, the content of books and articles was analyzed in terms of components related to academic self-confidence. In this study, educational components were first extracted, then they were classified in the form of basic content, main component and secondary component. The academic self-confidence educational package is based on 6 comprehensive themes including: academic vitality (with themes that create motivation and academic involvement), academic self-efficacy (with themes that create a sense of competence and self-confidence), self-regulation (with themes that create self-awareness), self-monitoring, purposefulness, self-management and the use of effective learning strategies), scientific thinking (with the themes of critical thinking, creative thinking and cognitive flexibility), executive skills (with the themes of planning and organization, attention control and concentration, problem solving, and resilience) were formulated with the constructive themes of stress management, emotion management, adaptation and positive interactions and self-care. The educational self-confidence training model obtained can be used in the formulation of the intervention for the education of students with specific learning disorders, along with other existing interventions.

The aim of the current study was determining the effectiveness of language skills promotion package based on cognitive rehabilitation on cognitive performance of children with Specific Language Impairment. The present research method was a mixed exploratory type. The statistical population of the research included all children aged 5 to 7 years with Specific Language Impairment who had referred to speech therapy centers in Borujerd in the academic year of 2022-2023, out of which 30 children were selected by purposive sampling method and they were randomly replaced in two experimental and control groups. The tools used included the Wechsler IQ scale for children (fourth version), semi-structured clinical interview and a questionnaire measuring neuropsychological skills in preschool children. In the following, interventions to improve language skills based on cognitive rehabilitation, after designing and evaluating content validity, were presented to the samples of the experimental group during 12 sessions of 45 minutes, and then the data were analyzed by repeated variance analysis. The results showed that the effect of language skills promotion package based on cognitive rehabilitation on the cognitive performance of the experimental group subjects in the pre-test, post-test and follow-up stages is significant (P < 0.01). In general, it can be said that the language skills promotion package based on cognitive rehabilitation has led to the improvement of cognitive performance in children with Specific Language Impairment, and therefore, this package can be used as an intervention method to improve the cognitive performance of these children.

 The purpose of this study is comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effective Training (PET) on Parenting-Stress, in 6-12-Year-old Children with Attention Deficit Hyperactivity Disorder (ADHD).

 The research method was semi-experimental and a pre-test-post-test design was used with a control-group. The statistical population of this research was all male and female students aged 6-12 with ADHD in Isfahan who were studying in the academic year of 2021-2022.The research sample consisted of 48 parents and students with ADHD who were purposefully selected and randomly assigned to experimental and control groups. Each package consisted of 8 treatment sessions for children and parents, which was package (SEAL) for children and package (PET) for parents. To analyze the data at the descriptive level, frequency tables and graphs and percentages of frequency, average and standard-deviation were calculated, and at the inferential level, univariate and multivariate analysis of covariance tests were used.

 The findings showed that there is a significant difference between the average scores of the experimental and control groups before and after the intervention at the P<0.05 level. The parenting-stress scores in the experimental-group of the SEAL training-package were lower than the PET-group and the control-group. There is no significant difference between the parenting-stress scores of the two packages in the post-test and follow-up stages.

 The results showed that the parenting-stress after the intervention in the experimental-group is lower than in the control-group, and the educational programs reduced the parenting-stress.

Many elementary school children, even those with average or above-average IQs and good adaptability, often struggle with schoolwork. These challenges are commonly referred to as learning disabilities or learning disorders. Among the types of learning, learning to read is of particular importance in the education system, and students who finish elementary school are expected to read fluently and understand everything they read. Reading is a complex cognitive process of understanding the text, and the reader needs to coordinate information about the subject, using different reading strategies and extracting meaning. To truly learn, students first need to develop their reading skills. Reading is one of the essential tools for learning. Therefore, paying special attention to treating children with reading problems is necessary.A common feature of all children with learning disabilities is difficulty learning school subjects. Students with learning problems tend to internalize their negative experiences at school and often doubt their academic success because they have more problems learning than their peers. Research shows that the three main components of reading, reading ability, reading speed, and reading comprehension, are influenced by cognitive factors such as phonological awareness and working memory function, and deficiencies in these factors have shown a high correlation with reading problems (10). Phonological awareness is essential for literacy success and is a simultaneous and reliable predictor of reading ability (12). Linamood Phonological Sequencing (LiPS) Program provides systematic and explicit psychological instruction in phonemic awareness, along with everyday experiences in reading and writing. Phonological awareness is “a conscious sensitivity to the sound structure of language.” In other words, the ability to analyze spoken language and recognize that it is composed of smaller units. Phonological awareness is used to describe awareness of spoken language at the level of word, syllable, onset, time and phoneme (11). Stimulating phonological awareness is the primary goal of the Lindamood Program, helping students with speaking, spelling, and reading. In this program, the student tries to integrate sensory information, including hearing, seeing, and feeling, and receiving feedback from these senses helps to develop phonological awareness and decoding (29).Phonological awareness is related to the speed and accuracy of reading in children with auditory processing disorder; therefore, in addition to paying attention to phonological skills, it is also essential to strengthen auditory processing skills because these children’s reading skills will be strengthened and improved. Therefore, due to the lack of comprehensive research in the field of the effect of the LiPS program on the reading performance of students with special learning disorders, the mentioned goal is investigated in the present research. Therefore, the research seeks to answer the following questions: 1- Does the LiPS Program increase the reading performance (reading errors, reading speed, and reading comprehension) of students with specific learning disabilities? 2- Does the LiPS Program have stable effects on reading performance over time? 3- Does the LiPS Program improve the subject’s performance in the standardized test? The results of this research can provide a clear and practical vision for counselors and psychotherapists. In addition, the research results can be a suitable theoretical and practical basis for improving reading performance in various educational and therapeutic institutions such as counseling centers in universities, clinics, and the like.

The research method utilized a single-subject experimental design with an emphasis on precision. Prior to implementing any experimental action, the behavior in question was thoroughly studied and measured. After the experiment, repeated measurements were taken to assess any changes in behavior. This study followed an A-B design, where the initial state (A) was carefully measured, followed by the implementation of the experimental action (B), and then the subject’s behavior was measured again during the follow-up phase.The participants in this study were three male fourth-grade students with specific learning disabilities who attended a regular school in Varzane, Iran, during the academic year 2021-2022. The criteria for selecting participants included reading problems as diagnosed by the Kormi-Nouri and Moradi (2008) reading and dyslexia test, parental consent, normal intelligence status with an IQ score of 85 or above on the Wechsler IQ Scale for Children, 4th edition, being monolingual, and having no visual or hearing impairments as confirmed by individual history forms.

To assess the effectiveness of the LiPS Program, the reading errors, reading speed, and reading comprehension level of all three subjects were compared between the baseline and intervention stages. Reading errors were measured by counting the number of added, deleted, replaced, or moved letters. Reading speed was determined by measuring the time taken to read a given text and the duration of stopping each word in seconds. The mean performance of the subjects during the baseline and intervention phases was used for analysis.All three subjects demonstrated fewer reading errors than the baseline phase in all intervention sessions. For example, the average, effect size, and indices of non-overlapping data adequacy for the first accuracy table are shown in Table 3. The g-Hedges effect size numbers presented in Table 3 suggest that the intervention effect was moderate. These findings indicate that using accurate teaching methods reduced reading problems.The effect of the LiPS Program on the subject’s performance in the standard Nama test was examined. Mohammad Erfan and Mohammad Hossein both showed significant progress in the subtests of reading, naming pictures, and category signs during the intervention and follow-up phases. Mahdi’s performance also improved in all subtests of the Nama test across all four stages of assessment. Mehdi demonstrated significant progress in the subtests of reading, naming pictures, and category signs during the intervention and follow-up phases. Moreover, Mahdi’s progress in reading non-words and pseudo-words, as well as understanding words, was also found to be significant. Overall, all three subjects significantly increased their performance during and after the intervention.

The results of comparing the reading performance of three subjects showed that the LiPS Program was most effective for Mohammad Hossein. From the beginning, Mohammad Hossein showed a willingness to cooperate and eagerness to participate in the program, which translated into better reading performance after just a few intervention sessions.However, the LiPS Program proved to be less effective for Mohammad Erfan, as reported by his teachers, who reported his low self-confidence.Additionally, his parents reported that he has become more sensitive and prone to anger since the birth of his younger brother. These particular traits were observed during the intervention sessions, and unfortunately, there was no notable improvement in his reading performance.His teachers and parents noted that Mahdi was not regularly doing his homework and was stubborn at home. However, after talking to him and explaining the program requirements, Mahdi cooperated well during the intervention sessions. Heshowedimprovements in reading and became motivated to do his homework after only a few sessions.Notably, the research results cannot be generalized to other age or gender groups or students with different disorders. The students’ retention of information could only be checked for up to one month, and generalization of learning to other similar texts was not tested due to time constraints in designing the tool for measuring reading performance. Future research should examine the LiPS Program’s effect on more extensive and diverse participant groups to provide more conclusive evidence to provide more conclusive evidence. It is also recommended that the program’s effectiveness be explored in terms of different types of reading comprehension and other skills, such as math and writing. Moreover, future studies should consider comorbid disorderswhen investigating specific learning disorders.The present research may be useful for educational planners and guardians of education in designing teaching methods for reading in elementary schools and improving students’ reading performance.

The aim of the present study was to investigate the Effectiveness of Dweck’s Mindset intervention on negative orientation towards problem and hopelessness in high school students. The present study is an applied type and the project’s plan was a quasi-experimental study(pretest-posttest) and a control group. The statistical population consisted high school students (female) in Isfahan who were selected using multi-stage random sampling method. Negative Orientation Towards Problem questionnaire(NPOQ) and The Beck Hopelessness Scale(BHS) were research tools. 183 students completed the questionnaires. In the first screening step, 50 students were selected by purposive sampling. 30 students were randomly placed in the second step into experimental(n=15) and control groups(n=15). The experimental group received 8 sessions. Data were analyzed using MANCOVA by SPSS-23. There was a significant difference between experimental and control groups in the negative orientation towards problem(P<0.01) and Dweck’s Mind Set reduced that. But in the hopelessness Scale, it has only been effective on the dimensions of despair in achieving desires and negative expectations of the future. Based on the results the motivational Dweck’s MindSet intervention has been affected on diminish negative orientation to the problem, negative expectations of the future and hope in achieving the desires.

Language is one of the most important components of growth in children. Therefore, this study aimed to develop a language skills improvement package based on cognitive rehabilitation and determine its effectiveness on the expressive language performance of children with specific language impairment (SLI).

The method of the current research was of mixed exploratory type. The statistical population in the qualitative section were scientific articles and the opinions of university professors and experts. In the qualitative phase, data were collected through deductive thematic analysis, and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative part of the research was a clinical trial, and its statistical population included all children aged 5-7 years with a specific language disorder who were referred to private speech therapy clinics in Borujerd, Iran, among which 30 children with an average age of 6.31 ± 0.92 were selected by purposive sampling method and randomly replaced in two experimental and control groups. The instruments used in this study were the fourth version of the Wechsler Intelligence Scale for Children, a semi-structured clinical interview, and the Newcomer and Hammill language development test. Finally, the data were analyzed using SPSS software (version 24) with analysis of variance with repeated measurements.

Based on the obtained results, there was a significant difference between the mean expressive language scores in the pre-test, post-test, and follow-up stages (P<0.01).

In general, it can be said that the language skills promotion package based on cognitive rehabilitation is effective in improving the expressive language of children with SLI, and therefore, this package can be used as an intervention method to improve the expressive language of children with SLI.

The purpose of this study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of Gardner's multiple intelligences.   The research method was content analysis and statistical population includes all elementary Persian mathematic textbooks in 2020-2021 that the statistical sample is equal to the statistical population. The research tool was a checklist of based on Gardner's multiple intelligence components theory (linguistic-verbal, mathematical logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal and musical). Pages are the unit of analysis and the book's exercises and activities are the unit of recording were coded by deductive method. Validation of data was calculated by independent coders and the Inter rater or observer reliability was 87%. Data were analyzed using entropy technique in SPSS. The results showed in the textbooks of the elementary school, the highest coefficient belongs to mathematical-logical intelligence (0.31); visual-spatial intelligence (0.26) and linguistic-verbal intelligence (0.23). Individual intuitive intelligence (0.10), physical-motor intelligence (0.09) and intrapersonal intelligence (0.03) are also after. Musical intelligence has the least frequency. The results show the using of multiple intelligence components in the mathematical textbooks and activities are different and the balance way are not considered. Although the musical intelligence component is one of the important components in increasing students' attention, it has been neglected and ignored. Therefore, due to the researcher’s emphasis on the role of multiple intelligences in learning math, it is necessary to consider this important issue for authors and designer in writing books.

 Language is one of the most important components of child development. Therefore, the present research aimed to develop a language skills enhancement package based on cognitive rehabilitation and determine its effectiveness on the receptive language performance of children with specific language impairments.

 The current research employed a mixed-method sequential exploratory design. The qualitative population consisted of relevant books and scientific articles. In the qualitative phase, data were collected through deductive thematic analysis and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative research population included all 5 to 7-year-old children with specific language impairments who were referred to speech therapy centers in the city of Borujerd, among whom 30 children were purposefully selected and randomly assigned to two experimental and control groups. The tools used included the Wechsler Children's Intelligence Scale, semi-structured clinical interviews, and the Newcomer and Hamill Language Growth Test. The data were analyzed using repeated measures analysis of variance with SPSS-24 software.

The results showed that the language skills enhancement package based on cognitive rehabilitation with a Content Validity Ratio(CVR) between 0.80 and 1 and a Content Validity Index(CVI) between 0.795 and 0.875 had desirable content validity. Additionally, there was a significant difference in expressive language performance between the experimental and control groups in the pre-test, post-test, and follow-up stages(p < 0.01). In other words, the cognitive rehabilitation-based language skills enhancement package improved the receptive language performance of children with specific language impairments, with an effect size of 0.64.

 Considering the effectiveness of the cognitive rehabilitation-based language skills enhancement package on the receptive language performance of children with specific language impairment, it is recommended to focus on the cognitive nature of language in the treatment of language disorders and utilize the above intervention package as an intervention method in educational and therapeutic centers.

Language is a basic skill and one of the important cognitive areas in children. The aim of the current research is to determine the effectiveness of "Language Skills Promotion Package Based on Cognitive Rehabilitation"  on attention span, working memory and language skills of children with specific language impairment.

The research method was semi-experimental with a pre-test-post -test-follow-up plan with a control group. The statistical population of the research included all children aged 5 to 7 years with specific language impairment who were engaged in education in normal preschool centers in the academic year of 2022-2023 and had referred to speech therapy centers in Borujerd city to receive speech and language services. The sample size was 30 people who were selected from among the statistical population by purposive sampling method and assigned randomly to intervention and control groups. Research instruments included demographic Questionnaire, "Wechsler Intelligence Scale for Children (Fourth Edition)" (WISC-IV), Clinical interview based on DSM-5 criteria, and "Neuropsychological Skills (Teacher Form) Questionnaire for Preschool Children". The content validity of the instruments was measured by qualitative method and reliability was measured through internal consistency method by calculating Cronbach's alpha coefficient. After implementing 12 intervention sessions based on "Language Skills Promotion Package Based on Cognitive Rehabilitation"  on the intervention group, the data were analyzed in SPSS .24.

"Language Skills Promotion Package Based on Cognitive Rehabilitation"  was effective on attention span, working memory and language skills of children with specific language impairment (P<0.01). Also, the effect of time on attention span, working memory and language skills was effective compared to the pre-test stage (P<0.01).

"Language Skills Promotion Package Based on Cognitive Rehabilitation"  was effective in increasing attention span, improving working memory and improving language skills of children with specific language impairment. Therefore, it is suggested to use the above intervention to improve children's cognitive and language skills.

The present study was conducted with the aim of investigating the effectiveness of interactive play (interactive games training) on the adaptive behaviors of students with non-verbal learning disorders.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population included students with non-verbal learning disorder in Isfahan City in 2019-2019. Thirty people were selected according to the criteria for entering the research by multi-stage sampling method and randomly assigned to two experimental and control groups. The experimental group was subjected to a ten-session intervention of interactive games training in the form of weekly 90-minute sessions, and the control group remained on the waiting list and did not receive any intervention. Subjects of the two groups were evaluated in the pre-test and post-test stages with the Weinland Adaptive Behavior Scale (second edition).

The results of multivariate covariance analysis showed a significant difference (P<0.05) between the performance of the experimental and control groups in the two subscales of communication skills and life skills; however, there was no significant difference in the social skills subscale (P<0.05).

According to the results, “interactive games training” has an effect on the adaptive behaviors of students with non-verbal learning disorders; so this method can be used to improve adaptive skills along with other therapeutic approaches.

Children with emotional-behavioral adjustment problems need special support and different methods to shape desirable behavior and prevent psychological damage. A variety of parenting approaches are being developed to reduce the adjustment problems of children with special needs and their parents' psychological well-being. Therefore, the present study was carried out with two goals: to introduce the nurtured heart approach and its application in the parenting of children with special needs; to investigate the effectiveness of Nurtured Heart Approach (NHA)

This study was done based on the systematic review with the PRISMA (2010) statement and purposive sampling method. The literature resources were searched in Google Scholar, Eric, SSRN, Wiley, and PubMed databases by the nurtured heart approach, intervention, parent education programs, and parenting keywords. In the first step, 1421 resources and then 32 (22 research; 10 books) written sources were found. Nineteen resources were chosen based on inclusion and exclusion criteria in the screening stage. 

 Findings showed 13 researches investigated the intervention based on the NHA (1409 total sample size in 1997-2022) to reduce challenging behavior of children with learning disability (LD), Oppositional defiant disorder (ODD), Conduct disorder (CD), and Attention deficit hyperactivity disorder (ADHD). In other reviewed texts, this psychological and family-oriented approach has been confirmed.

 The results of this systematic review showed the NHA is based on the parent-child interaction. Thus parents' awareness and education improve the adaptive and social-behavioral skills of children. Therefore, it is suggested the NHA be used in the field of parenting for children with special needs in Iran.

The present research was conducted with the aim of developing a conceptual model for mathematical learning and providing cognitive activities to improve learning in students with mathematical learning disorders in two steps. The research method was qualitative and with thematic analysis approach. The studied population included written sources related to mathematical learning disorders (MLDs) in Iran and abroad, between the years 1370-1401 SH and 1967 -2021 A.D.In the first step, theoretical texts were selected by purposive sampling method and document mining tool with the library method. 53 sources were examined and the data was saturated. The data was analyzed according to Braun and Clark (2006) method and 235 codes were obtained. By reducing the codes, 80 base codes, 21 sub-concepts and 8 main concepts were extracted. The findings show that the 8 main concepts of math learning included calculation operations, number position, measurement, understanding mathematical language, time, problem solving, visualizing and comparing shapes, and money concept. The data and the designed conceptual model were reviewed by 10 experts according to the validation criteria of qualitative findings, whose reliability was equal to 0.97 based on the Holsti criterion. In the second step of the research, 44 cognitive activities improving math learning were matched with the 8 main concepts of math learning and were validated by experts using content validity ratio (CVR) and content validity index (CVI). The findings indicated that the conceptual model of math learning and cognitive concepts has 21 sub-concepts and 8 main concepts. The main concepts obtained include calculation operations, number position, measurement, understanding mathematical language, time, problem solving, visualizing and comparing shapes, and money concept. CVR was equal to 0.98 and CVI equal to 0.97 at a very favorable level. The pattern obtained from the review of scientific texts in this research includes the main dimensions of mathematical learning and the cognitive activities presented in it which have the aspect of play and entertainment can help mathematical learning. Therefore, since the understanding and learning of mathematics is based on abstract concepts and these students have many problems in understanding abstract concepts, it is suggested that the findings of this research be used to increase the positive attitude and enthusiasm of students towards mathematics and deepen learning.

The aim of this study is to determine the effect of training based on the flourishing psychological model on forgiveness in mothers of students with hearing loss. This research was conducted with a quasi-experimental method and a pre-test, post-test and follow-up design with a control group. The statistical population included 98 mothers of adolescents with hearing loss in Kashan in the 2021-2022 academic year, of which 28 were randomly selected and replaced in an experimental group (13 people) and a control group (15 people). Training sessions based on Seligman’s flourishing training package (2011) were held in 10 sessions of 90 minutes for the experimental group. Data were collected using a Heartland Forgiveness Scale (2005) and analyzed using mixed analysis of variance with repeated measures. The results showed that the intervention significantly increased forgiveness and subscales of self-forgiveness, others and position in post-test phase (P<0.01). The results of the Benferoni test showed that the increase in post-test scores was relatively stable in the follow-up phase. Based on the findings, a training program based on the flourishing psychological model was effective in improving the forgiveness in mothers of students with hearing loss. Therefore, this program can be used to promote forgiveness in mothers.

Reading disorder is one of the common types of learning disorder, which refers to acquisition deficiency of reading skills. The aim of the present study was to determine the effectiveness of the training metacomprehension strategies on the reading function of students with specific learning disorder in elementary school. The present research method was single case with A-B-A design. For this purpose, among the 11-year-old students who were studying in the schools of Isfahan city in the academic year of 2020-21, three students with reading learning disorder who met entering criteria were selected by using the purposeful sampling method as research samples. Then, each subject was studied and intervened in 11 sessions of 45 minutes. In order to collect the data, various tools were used including: the Demographic Questionnaire, Raven's Progressive Matrices, Nema Reading, and the Dyslexia Test (Karami Nouri and Moradi, 2014). After that, the research data were analyzed by using various method, including: the visual analysis, trend index and stability index, percentage of overlapping and non-overlapping data.  In the visual analysis of the data graph, the intervention was effective in all 3 subjects. The total index of non-overlapping data of the subjects was 80%, the overlapped data was 20%, the recovery percentage was 10.16 and the Cohen's effect size was 1.55. This effectiveness was still evident in the follow-up phase. The results of the present study showed that the training of the metacomprehension strategies had a significant effect on the reading function of all three students. Therefore, it can be concluded that the training of the metacomprehension strategies is effective on the reading function of students with specific learning disorder and this intervention can be used in teaching and treating of students with reading learning disorder

The assurance of moral behavior such as honesty in speech and inner intention of people can be measured in the real environment of societies. The purpose of this research is to find a way to measure the reliability and examine the difference in virtual and social networks based on mobile phones among users.

The applied and descriptive research method is a survey type. Its statistical population is active users in active social networks based on mobile phones and related to Tehran Stock Exchange, from which 150 people have been selected as a statistical sample using the available random sampling method. A questionnaire was used to collect the data and the hypotheses were tested using the structural equation model method and using Smart PLS software.

The findings of the research show that the relationship between program popularity and social rewards, popularity and concern for privacy, the process of experience with social rewards and social rewards with honesty in speech are significant, but the relationship between program compatibility with social rewards, self-esteem with privacy concern, experience process with privacy concern, financial rewards with the tendency to be honest in speech, financial rewards with honesty in speech and social rewards with the tendency to self-disclosure are not significant.

The needs and moral values of social network users should be considered more carefully and social network providers should consider different social rewards. Also, the variables of self-esteem, privacy of users and honesty in their speech in social networks should be taken into consideration.

Mothers play an important role in nurturing and flourishing their children’s creativity by engaging in their activities. The purpose of this study therefore was to explore the experiences of mothers with creative children studying the fourth grade of elementary school in Isfahan about the ways they used to foster creativity for their children. The research method was qualitative with a descriptive phenomenological approach. The community included mothers with creative children. Participants were selected through purposive sampling. Ten mothers were examined until the data reached saturation. Data were collected via semi-structured interviews and analyzed by Colaizzi seven-step method. Findings were categorized into three main themes namely stimulating curiosity (encouraging questioning, encouraging experimentation, creating opportunities for thinking and reflection), playing (mental plays, unstructured plays, creative plays, analytical play and imaginative plays) and performing artistic activities (crafts, painting). These categories depict the experiences of mothers with creative children. Findings obtained in this study showed that in addition to current methods of fostering creativity, the experiences of mothers of creative children also play an important role in fostering children's creativity. It is suggested that mothers' experiences be used in fostering children's creativity.

The aim of the present study was to Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) and Vineland Adaptive Behavior Scale–II (Vineland-II) was administered on children for screening, and the number of 30 students with development cognitive and social delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of cognitive and social performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in cognitive and social performance in children with developmental delays.

Prevention is better than treatment in any field, therefore numerus pathologists believed that the root of many abnormal behaviors and effective factors on them must be identified specially internet addiction which is a new phenomenon. The aim of present research was to predict cyberspace addiction based on marital intimacy, self-worth and life quality of married women living in Isfahan City.

The present study was a descriptive correlational study. Research population were including 270 married women leaving in Isfahan city based on convenient sampling method. They were selected and participated into the research in fall of 2022. Data collection instrument were consisted of marital intimacy questionnaire of Thompson and Walker (1983), the self-worth questionnaire of Doosti and Hoseininia (2021), the life quality questionnaire of World Health Organization, Cyberspace addiction’s questionnaire of Young (1998). They were implemented online via virtual environment. The achieved data were analyzed by stepwise regression statistical method using SPSS software version 24.

The results showed that Self-worth (B = -0.549), quality of life (B = -0.446) and marital intimacy (B = -0.107) were able to predict 16.7% of cyberspace addiction.

As a result of the findings of the present study, it can be inferred that self-worth , quality life quality and marital intimacy play an important role in preventing cyberspace addiction. In other word, The higher your self-worth, quality of life and marital intimacy, resulted in the lower your cyberspace addiction.

This study compared the effects of the Independent Local Learning Program (ILLP) and Pintrich's Self–regulated Learning Model (SRLM) on test anxiety in high school female students.

This research was an applied and quasi–experimental study with a pretest–posttest design and a control group. The selected samples were divided into 3 groups (2 experimental and 1 control). This study explored the effects of implementing ILLP and Pintrich's SRLM among high school students. The study's statistical population included all female high school students in Tehran City, Iran, in the academic year 2014–2015. A multi–stage cluster and purposive sampling method were used to select the study samples. Accordingly, two districts (out of 22 educational districts) of Tehran and two high schools (out of 6) were randomly selected. Subsequently, 45 students were randomly selected and divided into 3 study groups (n=15/group). The Test Anxiety Scale (TAS) was used to measure test anxiety in the study subjects. TAS is a self–report tool developed by Sarason (1987) and includes 25 sentences answered on a yes/no scale. The maximum and minimum obtainable scores were 25 and 0, indicating intense and no anxiety, respectively. Furthermore, scores <8 and >12 reflect mild and high anxiety, respectively. Concerning the validity and reliability of the questionnaire, the internal consistency coefficient of this scale was calculated as 0.91 by the test–retest method. Also, its test–retest coefficient with a 6–week interval was reported as 0.86. The reliability coefficient of this scale was estimated to be 88.8, and its Cronbach alpha coefficient equaled 0.87. The other questionnaire used in the study was the Self–Regulated Learning Questionnaire (SRLQ), which has 47 items and two sections: motivational beliefs and self–regulatory learning strategies (cognitive and metacognitive strategies). Using cognitive and metacognitive strategies, the reliability coefficients of self–efficacy, internal evaluation, and test anxiety subscales were computed as 89%, 87%, 75%, 83%, and 74%, respectively. The other study tool was the Commonwealth of Learning Curriculum Questionnaire (86 questions), aimed at assessing learning strategies and their dimensions (repeating or reviewing simple and basic assignments, repeating, or reviewing complex assignments, developing a special semantic of simple and basic assignments, developing the special meaning of complex tasks, organizing special simple homework assignments, organizing special simple complex assignments, knowledge and control [commitment, attitude, and attention], knowledge and process control, planning, knowledge and control of the process of control and evaluation, knowledge and process control–order, repeat or review, semantic expansion, organization overall, knowledge and self–control, and process control knowledge, cognitive and metacognitive). The test–retest reliability using Cronbach alpha coefficient for this scale equaled 0.98–0.94. This study employed ILLP and SRLM. The former is a self–regulated learning program that addresses various factors and modules respecting self–regulation. Each effective learning component is part of a dynamic system that continuously and mutually influences other characteristics in the independent learning system. The author provided the curriculum of workshops and training in independent learning. It included 7 worksheets. Pintrich's SRLM is self–regulatory learning that involves strategies for setting cognitive processes or managing strategies for learners to curb their learning process.

The effects of ILLP were not significant on test anxiety (F=2.35, p=0.136) at the significant level of 0.05. The impact of ILLP and Pintrich's SRLM was significant on test anxiety (F=7.254 and p=0.002); the test anxiety variance in the experimental and control groups was significantly different at the significant level of 0.05. According to the Dunn test, the ILLP group with the lowest mean presented higher effectiveness than the SRLM group in students' test anxiety (p=0.019).

ILLP presented a more significant impact on students' test anxiety compared to Pintrich's SRLM. Thus, ILLP could be used to reduce students' test anxiety. Additionally, using ILLP could reduce students' test anxiety and subsequently improve their academic performance.