سعید حسن زاده

The aim of this study was to evaluate the effectiveness of an auditory verbal rehabilitation program on speech development performance in preschool children with cochlear implants in the Kurdistan Region of Iraq. This was an experimental study using a pre-test and post-test design with a control group. The sample consisted of 24 deaf children (12 in the experimental group and 12 in the control group). The sampling method was purposeful and convenience sampling. The main tool for assessing speech development performance in deaf children was the Speech Clarity Rating Scale. This scale was developed in 1998 by Allen and colleagues to assess the speech production of children. The experimental group received auditory verbal rehabilitation training (12 sessions lasting 45 minutes, 2 or 3 times a week), while the control group received no intervention. The measurement tools included speech development questionnaires administered at both pre-test and post-test stages. The data were analyzed using SPSS software and covariance analysis. After six months of implementing the rehabilitation program, the findings showed that the average speech development scores for the control group were 2.92 in the pre-test phase and 2.85 in the post-test phase, while for the experimental group, the scores were 3.17 in the pre-test phase and 3.58 in the post-test phase. The results of the one-way analysis of variance of the speech development scores before the training indicated that there were no significant differences between the two groups (experimental and control) before the intervention (P > 0.05). The one-way analysis of covariance showed that after adjusting for the pre-test effects, there was a significant difference in the post-test mean scores between the experimental and control groups (P < 0.01). The effect size of this difference was 0.61, meaning that 61% of the variance in speech development was attributable to the group differences. Finally, the adjusted mean post-test speech development scores revealed that the experimental group (3.48) performed better than the control group (2.94) in the post-test. On the other hand, it can be said that the active participation of parents in the therapeutic process accelerated speech learning and improved the child's performance in natural environments. These findings suggest that the verbal auditory rehabilitation program can be an effective tool for improving the speech and language skills of deaf children in various regions, including the Kurdistan Region of Iraq.

The purpose of the present study was to determine the effectiveness of the multimedia phonological awareness program on the phonological awareness of students with borderline intellectual functioning in the first grade. In this research, which was carried out as single-subject research and as baseline approach, the statistical population included female students with borderline intellectual functioning of the first grade in Tehran. Among them, two female students with borderline intellectual functioning were selected by purposive sampling. One of these students had reading problems and the other had none. Then, the phonological awareness program was performed for them during 12 sessions of 45 minutes. Additionally, the subjects were evaluated in three stages with the phonological awareness test. The results obtained from the visual analysis of the data and the effect size index indicated that the performance of both subjects in the subscales of phonological awareness increased significantly in the intervention stage compared to the baseline stage. Therefore, it seems that the multimedia phonological awareness program is effective in increasing the phonological awareness of students with borderline intellectual functioning in the first grade.

In the current dynamic environment, considering the changing needs and expectations of customers, any system must act more aware and intelligent than before to achieve the goal of high sales and retention of profitable customers. This study examines the effects of merchandising on the purchasing behavior of sports customers with emphasis on the mediator role of perceived value among the customers of Majid brand sports products in Tabriz city.

For this purpose, 286 sports customers voluntarily filled out the Azodi and Kazemi (2018) and Cheragh Birjandi and Mirmoradzehi (2019) merchandising, the Eggert and Ulaga perceived value (2002) and the Sheikhalizadeh customer purchasing behavior (2019) questionnaires. Structural equation modeling based on the partial least squares was used to analyze the data.

The results showed that the merchandising had a positive and significant effect on perceived value and customer purchasing behavior. The mediating effect of perceived value on the relationship between merchandising and purchasing behavior was confirmed (β=0.148; Sig=0.02). According to the results of the model analysis, the proposed model had a good fit (GOF=0.469).

Merchandising has a great impact on the customer's purchase behavior, arousal and time spent in the store environment, and leads to a change in the consumer's feeling and causes the customer's in-store behavior to make an impulse buying.

This study aimed to investigate the effectiveness of the rehabilitation package based on executive functions on cognitive flexibility and social interaction of students with autism spectrum disorder. This research was semi-experimental, involving a pre-test, post-test and control group, and follow-up period. The statistical population comprised all male pupils diagnosed with autism spectrum disorder in the academic year 2022-2023 in Tehran. Available sampling method was employed to select 20 male students from a special school for autism spectrum disorder, based on the criteria for admission and the existence of the study. These students were inadvertently divided into two groups: the control and experimental. The individual underwent 20 sessions of cognitive rehabilitation intervention that focused on executive functions,each lasting 20 minutes. The experimental group and the control group did not receive any intervention. Data was collected before, after, and two months after the cognitive rehabilitation program was implemented using the Wisconsin Card Sorting Test (WCST) and the Gilliam Autism Rating Scale (GARS) (Social Interaction Subscale). T​he SPSS software version 24 was employed to conduct data analysis using the repeated measurement method. The results revealed that the cognitive rehabilitation package, which is founded on executive functions, has had an impact on the social interaction and cognitive flexibility of students with autism spectrum disorder (P<0/001). The cognitive rehabilitation program mentioned above was found to have enhanced cognitive flexibility and increased social interaction among students with autism spectrum disorder. It is suggested that this program be used to enhance and enhance executive functions and mitigate behavioral symptoms in academic environments for children with autism spectrum disorder.

Specific learning disorders are neurodevelopmental disorders with biological origin. This origin includes the interaction of genetic, paragenetic, and environmental factors. At the same time, the symptoms of this disorder occur at the cognitive level. Specific learning disorders include problems in academic abilities such as fluency in reading, reading comprehension, writing, and mathematical reasoning. The most common learning disorder seems to be dyslexia. Learning disabilities are one of the main problems in children's academic performance and progress in the educational system of the United States and probably other countries around the world. One increasingly prominent and well–documented treatment for this developmental impairment has recently been the executive functions training approach. This study is intended to be a systematic review of the effectiveness of executive functions training on reading and writing skills of students with learning difficulties as a scientific ground for selecting more efficacious treatments.

To this end, this research was done as a systematic literature review, scoping various techniques and different treatment approaches that have been applied so far to enhance the academic performances of students with reading and writing difficulties. Three online databases were searched: PubMed, Scopus, and Web of Science. Only research studies published in English were accounted for. No limitations were exerted but on the subject's country or language. The time duration for all search was from 2010 to 2022. All papers were to be first–order research; this study did not include other literature reviews and meta–analytic research in its study sample. It also excluded interventions for other learning problems, such as dyscalculia. Furthermore, interventions for adult problems were excluded.
A total of 1172 potentially relevant papers were found at the primary searching activities. However, after different levels of elimination, only 14 papers were decided to meet the criteria fully.

There were few relevant treatments, but they were divergent regarding the techniques used and the cognitive functions trained. Among them, however, those who were found to be more decisively influential were Computerized Executive Functions Training (CEFT), Computerized Working Memory Training (CWMT), Action Video Games Training (AVG), and Visual Spatial Attention training. Careful examination of these treatments shows that most computerized training tasks could have been executed in non–computerized versions. Indeed, computerization for most tasks is only a methodological strategy to implement training in exact timing. Meanwhile, some negative evidence was also found, suggesting that some of the executive functions training that has been frequently claimed to be effective were completely useless on children with learning disabilities. Although this evidence is relatively negligible, subsequent work is needed to determine the effectiveness of each treatment. On the other hand, some of the most effective intervention programs were organized in such a way as to take, explicitly or implicitly, a central or supervisory system of executive functions for granted.

Despite the lack of certainty regarding the effectiveness of each of the interventions individually in improving learning problems, it seems that to improve children's reading and writing skills, using programs based on executive functions as a combination of several designed components is a more practical approach.

The present study was conducted to determine the effectiveness of the executive function training package (BETA) on improving attention and working memory in children with attention deficit hyperactivity disorder (ADHD). The present research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all students aged 8-12 years old (second to sixth grades) with ADHD in boys' primary schools in Soumesara city in the academic year of 2022. The research sample consisted of 24 students selected through purposive sampling and placed in two experimental and control groups (12 in the experimental group and 12 in the control group) randomly. To collect data, Integrated Visual and Auditory-2  (IVA-2; Arbel et al, 2014) and Children's Working Memory Test (WMTB-C; Pickering and Gathercole, 2001) were used to collect data. The experimental group underwent 10 sessions of 45 minutes individually under the intervention of training of executive functions. Multivariate covariance analysis was used to analyze the data. The results showed that with pre-test control, there is a significant difference at the 0.05 level between the average of the post-test of attention and working memory in the two control test groups. In general, it can be concluded that the executive function training package (BETA) is an effective intervention in improving attention and working memory in children with ADHD.

A mathematical learning disorder is a disability that makes understanding, learning, and performing mathematical calculations difficult for children. Both boys and girls are equally affected by mathematical disorders, and they usually start displaying problematic behaviors as soon as they begin math classes in school. Studies have shown that strengthening the four quadrant brain processing skills effectively improves cognitive functions, but there has been limited research on processing these skills in children with mathematical disorders.

This research aims to investigate the effectiveness of training on the four quadrant brain processes on the cognitive functions of students with mathematical learning disorders.

This study falls into the category of semi-experimental research with a pre-test-post-test design and follow-up, using a matched group. The study population consisted of male students with learning disorders in mathematics in fourth, fifth, and sixth grades, referred by schools to the Learning Disorders Education and Training Center in Tehran. A sample of 50 students meeting the required criteria was selected purposively, and then 30 students were randomly assigned to experimental and control groups, with 15 students in each group. The training package based on the four quadrant PASS brain processing skills was provided to the experimental group twice a week for 10 sessions of 75 minutes each. During this period, the control group received no educational interventions. After 6 months, a follow-up test was conducted for the experimental group. Data were collected using 10 subtests of the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V). Data analysis was performed using a one-variable covariance analysis test.

The results of the research showed that the training package on the four quadrant brain processing skills had a significant effect on cognitive functions and subscales of visual-spatial ability, fluid reasoning, active memory, and processing speed of students with mathematical learning disorders. However, it did not have a significant effect on verbal comprehension. The impact on active memory and processing speed was more significant than the other five factors (p < 0.05).

In conclusion, the four quadrant brain processing skills training package can be considered a practical and effective intervention for improving cognitive functions in students with mathematical learning disorders diagnosed with the Specifier for Mathematics.

The present study was conducted to investigate the effectiveness of teaching the Picture Exchange Communication System (PECS) on mothers’ stress and its effectiveness on the child-parent relationship, communication and social skills of slow-paced non-speaking children. The current study was a single-subject quasi-experimental type with an A-B design. The statistical population of the present study was made up of all slow-paced non-speaking students in Shahrood city studying in the academic year 2021-2022 which was obtained using available sampling method, and finally 3 children were selected (one male and two female students). The sample group was subjected to the educational program of the Picture Exchange Communication System (PECS) for 18 sessions. The tools of this research included Age and Stages Questionnaire (ASQ-3), Gilliam Autism Rating Scale (GARS-3), Child-Parent Relationship Questionnaire (CPRQ) and Parental Stress Questionnaire (PSS). The data were presented in the form of tables, graphs and descriptive reports. The findings showed that in the stages of post-test 1, post-test 2 and follow-up (one month apart), the educational program was effective on the child-parent relationship, communication and social skills of slow-paced non-speaking children and their mothers’ stress level. It can be concluded that the educational program of the Picture exchange communication system is effective on social and communication skills, so it is necessary that the educational program of the Picture exchange communication system receives the attention of therapists and researchers.

Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies.

 The present study was conducted to investigate the change in the receptive language, intermediate language, expressive language, semantics, syntax, and phonology of dyslexic students and compare them with the norm group.

 The statistical sample of the present study comprised 28 dyslexic students studying in the first and second grades of primary school and 29 normal students from the same grades. They were selected non-randomly based on the inclusion criteria. The third edition of the Persian version of the test of language development (TOLD-P3) was used to measure the components of receptive language, intermediate language, and expressive language. Tehran Stanford-Binet intelligence test (TSB-5) and reading and dyslexia test (NAMA) were used to diagnose dyslexia. Multivariate analysis of variance was used for data analysis.

 The findings indicate a significant difference in the evolution of the components of receptive language, intermediate language, expressive language, semantics, syntax, and phonology between dyslexic and normative students.

 According to the results, dyslexic students are weaker in all components of spoken language than their non-dyslexic peers. Considering the dyslexic students’ problem in reading, they are profoundly different from their normal peers in lower levels of language, including spoken language. Thus, the growth and development of language skills must be considered in reading learning disability besides other rehabilitation skills.

Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance.

This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities.

This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software.

The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05).

Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.

In the works of Ibn Sina, expressions related to the discussion of will are phrased in a way that allows for two interpretations. Some researchers believe that Ibn Sina considers the attribute of will to be verbally common between the Necessary Being (God) and humanity. In contrast, others argue that he views this attribute as semantically common. Examination of Ibn Sina's works indicates that his expressions, in cases such as the following, have laid the groundwork for the interpretation of verbal commonality: (1) the absence of conceptual conflict in divine attributes, especially knowledge and will; (2) the distinction of will in the Necessary Being and humanity. On the other hand, his expressions regarding the division of will and the comparison of will in humans and the Necessary Being provide the basis for interpreting semantic commonality. It seems plausible to consider Ibn Sina's theory as semantic commonality and, relying on his expressions about will and divine attributes, present an interpretation of evidence supporting verbal commonality. Examining Ibn Sina's works allows us to define will as "a quality in the agent of the world that causes the issuance of an action from him." In this case, the will between God and humans will be semantically common. Within such a definition, the distinction between the will of God and the will of humans will be merely an extensional difference.

From Ibn Sina's point of view, the estimative faculty is one of the most important cognitive principles of action. The prior perception of action, the use of composite imagination for action, the emergence of desire and anger through the perception of profit and harm, helping practical intellect, creating some psychological qualities such as fear or hope, producing false statements, influencing outside the body and mediating between physical states and action are among the functions of this faculty. This faculty needs to be accompanied by other cognitive faculties to have its functions. Due to its association with intellect, human estimation has achieved another function such as dogmatic judgment and making universal propositions. Similarity, experience, needs of other faculties, and the merciful inspirations of God are among the ways through which estimation reaches its perceptions without the help of intellect. In most cases, estimation perceives benefits and harms without judgment but with conceptual perception. Ibn Sina's statements about image eliciting propositions and the passivity of the soul from imaginations prove this claim. Despite Ibn Sina's attention to various dimensions of estimation and its role in action, his thought is incoherent and ambiguous in some cases. For instance, attributing universal perception to estimation in some cases and the impossibility of explaining some functions of estimation

About %20 of all babies in their first year of life show signs of severe crying, sleep problems, and nutrition, often referred to as regulatory problems. The purpose of this study was to identify the nature and strength of the relationship between primary adjustment disorder during infancy and behavioral problems in childhood and preschool.

Data Sources:

 According to the specialized keywords in internal databases, i.e. Academic Jihad Scientific Database and Noor Specialized Magazines Website between 1390 and 1401 and Islamic world and foreign databases Google Scholar, PubMed, PsycINFO between 2000 and 2022. The findings and information considered to achieve the research goal were reviewed.

In this regard, through a systematic review study, all selected articles were reviewed by two of the research authors, and duplicate articles were removed. 76 published articles were reviewed by considering the inclusion criteria and quality assessment using the PRISMA pattern. Then, based on the final qualitative evaluation, 17 articles were selected and examined to answer the research questions. Inclusion criteria included the existence of regulatory problems in the first year of life, the specificity of the scale of measurement used, the expression of statistically accurate measurements, prospective and longitudinal studies with at least one follow-up assessment.

Out of 76 articles, 17 articles were related to the input criteria of this study, each of which considered one, two or more variables of regulatory disorder. In this regard, out of 17selected research papers, nine articles were reviewed and the relationship between sleep disorders and behavioral problems, 13 articles on severe crying problems, six articles on nutritional disorders, and five articles on combined regulatory disorders. 13 articles reported a significant relationship between neonatal adjustment problems and behavioral problems in childhood.

Regulatory problems in infancy can increase behavioral problems during childhood. Parents with multiple risk factors show more negative outcomes than other children in outbreaks and hyperactivity, especially if they have multiple regulatory problems in infancy.

The purpose of the curre​nt research endeavor was to examine the effectiveness of neuropsychological skills training in enhancing self-control abilities among children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Experimental methodology (control and experimental groups), three-stage design (pre-test, post-test, and follow-up), and a two-month follow-up period comprised the study. During the academic year 2021-2022, the statistical population of the present study comprised minors with ADHD residing in the city of Tehran. Twenty-six children diagnosed with ADHD were selected using a multi-stage clustered random sampling method. These children were then allocated at random into two groups: the experimental group comprised fourteen children, while the control group comprised twelve. Over the course of one and a half months, the children in the experimental group were instructed in neuropsychological skills for a total of twelve sixty-minute sessions. The present study utilized the Attention Deficit Hyperactivity Questionnaire (ADHDQ) (Brock & Clinton, 2007), the Self-Control Questionnaire (SCQ) (Kendal & Wilcox, 1979), and the Social Competence Scale (SCS) (Cohen & Rosman, 1972). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children with ADHD who received neuropsychological skills training demonstrated significant improvements in self-control (p<0001, Eta=0.54, F=28.42) and social competence (p<0001, Eta=0.60, F=37.13). According to the findings of the present study, it is possible to conclude that neuropsychological skills training can be an effective method for enhancing the social competence and self-control abilities of children with ADHD by bolstering executive functions, attention, and concentration, as well as cognitive and mental organization..

 This study aimed to investigate the applicability of assistive technology in the education and treatment of children with autism spectrum disorders, which was done in a systematic review.

By searching keywords such as autism spectrum disorder, treatment, education, and assistive technology in foreign databases, including Science Direct, Sage Pop, Eric's Information Base, Wiley Online Library, Springer, National Center for Biotechnology Information (PubMed), ProQuest Global Information Center, all articles between 2010 and 2021 were reviewed. A total of 280 English-language articles with the mentioned keywords were found. After applying the inclusion and exclusion criteria, 12 articles were fully and carefully examined.

The results of these studies show that assistive technology is effective in the education and treatment of children with autism and can be used as an aid in the education and treatment of these children.

Therefore, it is suggested that new technologies be used as an educational aid in therapeutic and educational settings for the autism spectrum.

Maximum student participation in the faculty members’ evaluation might lead to improvement in the quality of education. Therefore, identifying the barriers of student’s participation is the first step in this process. This study was conducted to determine the views of students and faculty members of Tabriz faculty of Dentistry on the factors affecting student’s participation in faculty members’ evaluation during 2019-2020.

This cross-sectional descriptive study was performed in two parts; faculty members and students. The main tools of this research were two researcher-made questionnaires. 108 students and 84 faculty members completed the questionnaires. The questions of both questionnaires were assessed with a 5-point Likert scale. Data were statistically analyzed using SPSS17 statistical software with descriptive statistics (frequency, percentage).

From the point of view of 97.6% of faculty members, the most important factor in the student participation rate was ensuring the confidentiality of information, and the second issue was holding an orientation meeting for students before evaluation, with 89.3% rate.
From the students' point of view, the most important factors were to ensure the confidentiality of information and the relevance of the questionnaire’s questions to the educational challenges of students, which both cases were emphasized by 100% of students.

Effectively reassuring students about the confidentiality of their information and giving feedback on the results to faculty members and faculty officials are the most important factors in encouraging students to participate in faculty members’ evaluation.

The aim of this research was to explain the mental health and quality of mother-child interaction with attention deficit-hyperactivity disorder based on parenting styles.

Accordingly, the research method was descriptive and among the causal-comparative methods. The population included mothers with children with attention deficit / hyperactivity disorder who ranged in age from six to twelve in Tehran in the 2020-21 academic year. The sample of the present study, which was selected by convenience sampling method, included 100 mothers with children with attention deficit / hyperactivity disorder who referred to the Health Center of District 22 of Tehran. CSI4 Parent Report Questionnaire and DSM5-based diagnostic interview were used to identify students with ADHD. Data were collected using the Bamrind Parenting Style Questionnaire (Bamrind,1991), the Parent-Child Relationship Scale (Pianta,1994), the Child Behavioral Problems Scale (Canners,1968), and the Mental Health Questionnaire.

The results showed that mothers' mental health differed significantly in terms of parenting style except for the total health score. Also, differences in mother-child interaction based on the type of parenting style of mothers were significant, which was reported only in two subscales of general positive relationship and conflict.

Based on the findings, it can be stated that parenting education and choosing appropriate styles in mothers with ADHD child can not only improve mothers' mental health, but also improve the quality of mother-child interaction.

The aim of the present study was to investigate the effectiveness of the rehabilitation program on processing speed and attention of children with autism spectrum disorder. This research was semi-experimental with a pre-test, post-test, control group and follow-up design. The statistical population included all autistic students in the academic year 2022-2023 in Tehran. A sample of 20 students were selected by purposive sampling and randomly divided into control and experimental groups. The experimental group received 20 sessions of 30 mins cognitive rehabilitation intervention, twice per week while the control group did not receive any intervention. Integrated Visual and Auditory Continues Performance was used to collect data in three stages (before, after and two months later after the implementation of the cognitive rehabilitation program). The data analyses were done by repeated measurement test. The result showed that the cognitive rehabilitation program had effect on the processing speed and attention of students with autism spectrum disorder. Based on this finding, it is suggested that this program can be used to strengthen and improve executive functions of children with autism spectrum.

Despite the existence of various tools to assess such children’s educational and rehabilitation needs, there is no instrument in Persian for this purpose. The present study aims to develop a questionnaire to measure the educational and rehabilitation needs of children with Down syndrome in Iran from the perspective of their mothers.

This is a mixed method study with exploratory design-instrument development model. The phenomenological method was used in the qualitative stage, where the participants were 17 mothers of children with Down syndrome in Iran who were selected purposefully based on theoretical saturation. In this phase, semi-structured interviews were used. Hsieh and Shannon’s content analysis method was used to analyze the data. In the quantitative phase, participants were 100 mothers of children with Down syndrome who were selected using a random sampling method. In this phase, a researcher-made questionnaire of educational and rehabilitation needs of children with Down syndrome was used. Then, its validity and reliability were determined.

According to mothers, children with Down syndrome have four main needs: Communication skills, adaptive behaviors, language skills, and educational problems. These were considered as the subscales of the questionnaire. The content validity ratio (CVR) was in the range of 0.8-1, and the content validity index (CVI) value was 0.98. The Cronbach’s alpha for the overall scale was 0.93. The test-retest coefficient for the overall scale was 0.84.

The educational and rehabilitation needs scale for children with Down syndrome (parent form) in Persian has acceptable validity and reliability.

The purpose of this investigation was to examine the effectiveness of the shared story reading intervention on promot early literacy skills for preschool at-Risk. This study was quasi- experimental research design with pretest-posttest-follow-up with the control group. From two preschool centers, 30 children during a multi-level screening, included teacher introduction, imitation test and language development test. The participants were randomly assigned into either control or experimental group. Subjects of the experimental group, in 4 small groups, received 30 sessions of education, each session lasted 45 minutes three a week. Data were collected by Reading Readiness Test, and Test of Phonological Awareness. The results of Repeated Measures MANOVA indicated that a significant effect of program on increasing components of reading readiness and phonological awareness, in experimental group compared with the control group. While the differences were no significant for naming speed.

Learning disorder is a concept that attracts more attention from teachers and families, and due to the high prevalence in schools, it needs special attention from researchers to identify practical and efficient intervention methods. A review of the researches shows that interventions such as training the skills of the four processes have received less attention.

This research was conducted in order to determine the effectiveness of four brain processing skills training on the cognitive functions of students with learning disabilities in reading (dyslexia).

This research was applied in terms of purpose and in terms of data collection method. It was semi-experimental based on pretest-posttest with control group and follow-up step. The statistical population consisted of students diagnosed with learning disabilities in reading in the second grade of elementary school of Tehran in the 2018-2019 year. Purposive sampling method was used to select the sample. Based on this, 20 of these people were selected and randomly replaced in two experimental and control groups. Subjects in the experimental group were trained for 10 sessions. The research tools included the Wechsler Intelligence Test for Children (WISC-V), the CAS test, and the brain processing training. Analysis of covariance and repeated measurements were used to analyze the data.

Based on the findings, four brain processing skills training was effective on cognitive functions (comprehension, perceptual reasoning, working memory and processing speed) of students with reading learning disorder at a significant level of 0.001.

Based on these findings, training workshops and courses on brain processing skills for specialists of learning disorder centers and also familiarizing the family with some important strategies of education of students with learning disabilities can lead to improvement in the condition of students' learning disorders.

Nowadays, electric vehicles have gained more attention due to environmental issues. In this regard, charging the batteries of electric vehicles is one of the main challenges. Because of recent advancements in power electronics, inductive power transfer (IPT) chargers are rapidly developing due to some advantages compared to conventional plug-in chargers, such as no cable required and higher reliability. This new solution allows the building of low-cost and intelligent energy transfer systems. IPT chargers have a transmitter coil on the ground and a receiver coil on the vehicle. Due to the air gap, the magnetic coupling between the primary and secondary is weak. In this paper, the structure of a typical bidirectional charger based on a resonant converter is developed by a weak magnetic coupling. Finally, the obtained model and the performed computational analyzes are confirmed by simulation on a 6.6 kW battery charging converter in the Simulink Matlab. It is shown that by changing the electromagnetic coupling in the range of 0.1 to 0.9, if the resonance frequency is kept constant with a variable resonance capacitor, the battery charging voltage remains almost constant in the range of 440 V to 450 V.

Externalizing disorders are common in children and appear in preschool and school ages. The disorders include Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD), whose symptoms have a negative impact on the interaction between children and parents. One of the effective and well–known treatments to reduce children's behavioral problems is cognitive–behavioral therapy (CBT). This therapy is one of the extensive non–medicinal approaches. It is essential to intervene with children with externalizing disorders as early as possible before their maladaptive behaviors become increasingly stable and destructive. Education should start with mothers because of the parent's role, especially mothers, who interact and communicate most with children. The present study investigated the effectiveness of a package of cognitive–behavioral interventions centered on mothers with children with externalizing problems in improving child–parent interaction.

This quasi–experimental study employed a pretest–posttest and a two–month follow–up design with a control group. The study subjects were 30 mothers with children with externalizing problems who were chosen by convenience sampling. Then, they were randomly assigned to the experimental and control groups. The research tools were the Parent–Child Relationship Scale (PCRS) (Pianta et al., 1997) and mother–centered cognitive–behavioral intervention (CBT). The program was implemented in two main stages, including the main framework of cognitive behavioral therapy and the combination of this framework with the behavioral characteristics of children and the problems of mothers with children with externalizing behavioral disorders. The experimental group received CBT intervention for twelve 120–minute sessions, but the control group did not receive any intervention. Descriptive statistics (mean, standard deviation, frequency, and percentage) were used to describe the obtained data. For data analysis, analysis of variance with repeated measurements and post hoc Bonferroni test were used. All analyses were done using SPSS version 24 software. The significance level of statistical tests was considered 0.050.

The results showed that the group effect, the time effect, and the interaction effect of time and group on the variables of conflict and dependence and positive relationship were significant (p<0.05). In the experimental group, in the variables of conflict and dependence, the average scores of the posttest and follow–up stages were significantly reduced compared to the average scores of the pretest stage (p<0.001). Also, in the variables of conflict (p=1.000) and dependence (p=0.323), the difference between the scores of the posttest and follow–up in the intervention group was not significantly different, indicating the stability of the treatment effects over time. In the experimental group, in the positive relationship variable, the average scores of the posttest and follow–up stages increased significantly compared to the average scores of the pretest stage (p<0.001). Also, the difference between the scores of the posttest and the scores of the follow–up in the intervention group was not significant, indicating the stability of the treatment effects over time (p=0.319). However, in the control group, in the mentioned variables, the difference between the scores of the pretest stage and the scores of the posttest and follow–up stages was not significant (p>0.05)

According to the research findings, the mother–based cognitive behavior intervention (CBT) effectively improves the parent–child relationship. This therapy, as an effective and beneficial intervention, is suggested for families with children with externalizing disorders. 

Behavioral problems represent a prevalent category of mental disorders in children and adolescents, encompassing internalized and externalized behavioral problems. Regarding prevention, it is necessary to investigate and identify the psychological issues of children and adolescents at the onset of the disorder and treat it to minimize the psychological damage. However, if this disorder persists, the damage done to the character will increase. Minority children and adolescents often face unfavorable situations, such as poverty and deprivation of the benefits of society. In addition, becoming part of the minority population with the discussion of bilingualism and its effects on people's development has always been the focus of researchers, who emphasize its negative and positive effects, such as the effect on intelligence and creativity. So, the present study was conducted to compare and investigate behavioral problems in bilingual and monolingual children.

The method of current research was causal–comparative. The study population included all preschool children in Kermanshah Province, as well as Pakdasht and Karaj cities, Iran, in the academic year 2020–2021. Among the mentioned statistical population, one testing center in Sarpol Zahab City of Kermanshah Province, one in Pakdasht City (Sharif Abad City), and one in Karaj City were selected according to an available sampling method. A total of 266 parents completed the Behavior Assessment System for Children–Third Edition parent form. Of whom, 133 people had bilingual children, and 133 people had monolingual children. The inclusion criteria included the informed consent of parents to participate in the research and having a preschool child of 4 to 6 years old. The exclusion criterion was incomplete filling out the questionnaire. The parent form of Behavior Assessment System for Children–Third Edition (BASC–3) (Reynolds & Kamphaus, 2015) was used to collect data. Data analysis was performed using descriptive statistics (percentage, frequency, mean, and standard deviation) and inferential statistics (the Chi–square test, independent t test, and multivariate covariance analysis) by SPSS version 26 software. The significance level of statistical tests was set at 0.05.

The results showed that behavioral problems in all subscales, including externalized problems (p<0.001), internalized problems (p=0.006), behavioral symptoms (p=0.036), and adaptive skills (p=0.046) were significantly higher in bilingual preschool children compared to monolingual preschool children.

Based on the results of the present study, bilingual preschool children perform weaker and slower than monolingual preschool children in four components of behavioral problems: externalized problems, internalized problems, behavioral syndromes, and adaptive skills.