علی اکبر ارجمندنیا

The present study was conducted with the aim of investigating the analytical study of the effectiveness of positive parenting training on the psychological skills of mothers of children with psychological disorders. The present research method was systematic. For this purpose, relevant keywords were searched in the authoritative internal databases of the Humanities Portal, the Scientific Information Center of the Academic Jihad, the Normags Specialized Journals Database, the National Journals Database, and Google Scholar, and out of 35 articles available in relation to the keywords entered in different databases, 10 completely relevant articles were included in the research. The findings confirm that most of the relevant research in 2022 and 2025 was conducted experimentally and in groups and the most commonly used instruments were the Parent-Child Relationship Scale; the most frequently studied psychological variable was the Parent-Child Relationship variable; The method of providing positive parenting education in all studies was conducted in a group setting and in Tehran.; the number of sessions in most studies was 8 sessions for 2 hours and various types of positive parenting treatment programs. Based on the research conducted, we conclude that the positive parenting program pursues four specific goals: increasing knowledge and skills, teaching problem-solving skills, expanding fun and safety, and increasing behavioral, intelligence, linguistic, emotional, and social efficiency, which has a significant role and importance in raising children.

Two cognitive components such as number comprehension and active memory are known to be effective factors for the development of math skills and the lack of both components can lead to the occurrence of math learning disorders in children. Therefore, the purpose of this research is to analyze number comprehension on According to the active memory profile in students with math learning disorder.

The method of the current research was a correlational description. The statistical population of the present study was all male students with math learning disorder, first grade, referring to learning disorder centers in the academic year of 2020 – 2021 and 50 of them were selected by available sampling method. Pickering and Godercole (20001) answered the questions of Jordan et al.'s (2008) and working memory test set for children (Hafbek). After data collection, their analysis was done with Spss 20 software and with Pearson's correlation matrix and multiple regression methods.

The findings of the present study showed that among the components of active memory, central executive and visual-spatial plane, there is a positive and significant correlation with one of the components of number understanding, including operations (P<0.01).  Also, the results of multiple regression indicated that among the components of working memory, only the visual-spatial plane can predict one of the components of number understanding, including operations (P<0.02).

According to the confirmation of the significant role of working memory in children's understanding of numbers, it is possible to teach skills related to the components of working memory, especially the visual-spatial screen in learning disability centers to improve number understanding.

Children with autism spectrum disorder have deficiencies in verbal or nonverbal communication skills. It seems that executive functions training using augmented reality can improve the communication skills of children with autism spectrum disorder.

The aim of the present study was to investigate the effectiveness of an executive functions training program using augmented reality on communication skills in children with high-functioning autism spectrum disorder.

The present study was a quasi-experimental study with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population of the study included all children with high-functioning autism spectrum disorder in Tehran in 2023-2024, from which 30 people were selected through purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Participants answered the Gilliam Autism Diagnostic Scale - Second Edition (1995) for pre-test and post-test. After 21 45-minute sessions of executive functions training using augmented reality for children in the experimental group, the statistical method of analysis of variance with repeated measures and SPSS24 software were used to analyze the data.

The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001).

Executive functions training using augmented reality is effective on the communication skills of children with autism spectrum disorder and this training is recommended for children with autism spectrum disorder.

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.

drug use in teenagers is a psycho-social phenomenon that personality, biological, family, cultural, emotional, social and economic features play a role in its formation, and among these, the role of emotional factors including emotional dysregulation in driving teenagers to drug use. The substance and also the continued use play a decisive role. The purpose of this study was to design an emotion regulation program based on a transdiagnostic approach for adolescents with emotional disorders with a history of drug use.

This research is qualitative and phenomenological. The research community includes all specialists in child and adolescent psychology and addiction, and the emotion regulation program based on the transdiagnostic approach in seven stages and in 17 adjustment sessions and the designed program was provided to 10 child and adolescent psychologists and addiction specialists, and after approval The content validity index and content validity ratio were calculated.

The results of the content validity and the implementation of the emotion regulation program based on the transdiagnostic approach showed that this package was approved by the relative coefficient of content validity and content validity index.

According to the results obtained from this research, it can be said that this package is a comprehensive program for teenagers with emotional disorders with a history of drug use.

Learning disabilities are currently the largest group of disabilities in special education. These disabilities are defined as impairments in one or more basic psychological processes, including the comprehension or use of spoken or written language, which may manifest as impairments in listening, thinking, reading, writing, speaking, spelling, and mathematical calculations. In the context of learning disabilities evaluation, one of the few diagnostic–prescriptive tools is the fourth edition of the Learning Disability Evaluation Scale (McCarney and House, 2018), which, in addition to its diagnostic application, provides suggestions for relevant interventions, leads to an individualized educational plan. The provided interventions are based on the seven–component theoretical structure of this scale with a logical combination. The present study was conducted to validate the seven–component structure of the Diagnostic and Prescriptive Learning Disability Evaluation Scale (McCarney & House, 2018) among the second– to fifth–grade elementary students.

This research was a descriptive–analytical study of tool development type. The statistical population of the research consisted of the second– to fifth–grade elementary students in the 2021–2022 academic year. According to the announcement of the cooperation of elementary school principals, Tehran, Mazandaran, and Lorestan provinces were selected as the study settings using the available sampling method. Then, in each of these provinces, cities, elementary schools, and learning disability centers were selected using the available sampling method. Finally, following the minimum required sample size according to Mayers (2013) and considering the inclusion and exclusion criteria, the standard sample group of 298 students (145 girls and 153 boys) was selected by simple random and purposeful sampling method by the teachers of selected schools. Also, the clinical sample group of 27 students (9 girls and 18 boys) with learning disabilities was selected using the available sampling method by the educators of the selected learning disability centers. This study was conducted to validate the fourth edition of the Diagnostic–Prescriptive Learning Disability Evaluation scale (LDES–4) (McCarney & House, 2018). To adapt this scale to Persian culture and language based on the method presented by the World Health Organization in 2006, the following steps were performed: direct translation, referral to an expert panel and back translation, obtaining cognitive information through clinical interviews, and at last compiling the final version and documenting. The Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011) was used to explore concurrent validity. To determine the content validity, the content validity ratio (CVR) and content validity index (CVI) were calculated using the opinions of 6 professors and experts in learning disabilities. To probe the construct validity, confirmatory factor analysis was utilized using the maximum likelihood estimation method in AMOS26. Internal consistency was also investigated using the Cronbach alpha method, and temporal stability was assessed using the test–retest reliability method with a time interval of four weeks in the clinical sample group using the intraclass correlation coefficient. The Pearson correlation coefficient was calculated for the clinical sample group for concurrent validity. In addition, to check the discriminant validity, 27 students of the normal sample group, who were equal to the clinical sample group (27 people) in terms of gender, educational level, and place of residence, were selected randomly, and their scores were compared with the scores of the clinical sample group through the independent t test. In this study, to perform the confirmatory factor analysis, AMOS26 software was used, and the rest of the statistical analyses were performed using SPSS26 at a significance level of 0.05.

In the confirmatory factor analysis using the item parceling modifying method, the fit indices were CMIN/df=3.883, CFI=0.963, PCFI=0.770, PNFI=0.761, and IFI=0.963, indicating the desired fitness of the seven–component structure of the Diagnostic–Prescriptive Learning Disability Evaluation Scale with the data. In examining the discriminant validity, there was a significant difference between the normal and clinical groups regarding the scale's total score (p<0.001). The Cronbach alpha value for the whole scale was 0.94, and each component was calculated at more than 0.70. Also, the intraclass correlation coefficients, with a confidence interval of 95% for the whole scale and its seven components, ranged from 0.891 to 0.970, which was significant (p<0.001), indicating the appropriate temporal stability of the scale. Also, a positive and significant relationship was obtained between this scale's total score and the Colorado Learning Difficulties Questionnaire (p<0.05).

According to the findings, the fourth edition of the Diagnostic–Prescriptive Learning Disability Evaluation scale (LDES–4) with a seven–component structure can be used as a valid and reliable tool to assess learning disabilities in the second– to fifth–grade elementary students.

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.

The purpose of this research was to investigate the relationship between marital satisfaction of parents with physical disabilities and mental health and creativity of their children. The research method is a correlational design which conducted in a sample of 140 couples with physical-motor injuries. Statistical population was the couples with physical disabilities who had children. Participants were selected by convenience sampling method in 2017-2018. In order to collect data, questionnaires include Couple Satisfaction (AMSS), Children Behavior Checklist (CBCL) and Abedi Creativity Test (ACT) were used. SPSS version 26 was used to analyze the data. In order to analyze the data, the Pearson correlation coefficient and multiple regressions was also used to predict the criterion variables based on the predictor variables. The results of the analysis showed that there is a positive and significant relationship between parental satisfactions, child mental health and child creativity. Also, couple marital satisfaction predicts mental health, and creativity. According to the findings, it can be said that by providing conditions for increasing marital satisfaction of disabled parents, creativity, and general health of students will increase

The purpose of this study was to examine the impact of emotion-focused therapy on executive functions in individuals who have experienced sexual trauma. The target population was all sexually assaulted individuals who visited the Iran Trauma Institute in Mashhad in 2021. The research method was practical in nature, and the data collection was quantitative and experimental. Three of the ten individuals selected as samples were women, as determined by the entry criteria. Childhood trauma questionnaires (CTQ), Emotional visual working memory capacity (EVWMC) were implemented in this investigation. Visual analysis of the graphs depicting the changes in the research variables and the effect size of each variable on the clients, as well as the percentage of improvement and the percentage of reduction in their score changes, were employed to conduct the data analysis using the appropriate formulas in the SPSS-26 software. The effect sizes of emotion-focused therapy of trauma (EFTT) on the working memory capacity of individuals with sexual trauma were relatively high in all three participants during both the intervention and follow-up periods. The results indicated that EFTT enhanced the executive function of working memory capacity in sexually traumatized individuals from a clinical perspective, thereby preventing sexual revictimization.

Today, intellectual capital and talent are among the strategic resources for the success of organizations. The correct identification of talents from the very early years of people's lives, especially in the education system, makes people make correct and reasonable decisions in their academic and work life. Therefore, in order to fulfill the purpose of the article, the researches that have been conducted in the field of identifying talents of students have been searched and reviewed, and the seven-step method of Sandelowski and Barroso has been used in the mentioned path. In this regard, by using the keywords related to the factord affected the talent identification of students, a search was made in internal databases in the period of 1385-1402 and foreign databases in the period of 2008-2023 and 380 primary sources were found. By screening the initial sources, 33 final sources were achieved. By examining the final selected sources, at first, a number of 497 primary concepts were extracted from the studied articles, and after several sessions of reviewing the primary concepts and categorizing them, finally, 26 primary themes were obtained. Then with the process Secondary coding, the factors affected identifying the talents of students were finally summarized in the form of 8 secondary themes. Kappa coefficient was used to calculate the reliability of meta synthesis analysis, which was calculated using SPSS software to be 0.01 and the index value was 0.813, which indicates good and appropriate reliability. Also, to check the validity of the research, the results were provided to five experts and commentators of qualitative research, who confirmed the qualitative results after reviewing the study process.The main themes obtained are: Family, Teacher, Individual factors, School System, Country's Education System, Society and Country Conditions, Information and Digital Technology, Processes of International Arenas.

The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.

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.

This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.

Challenges caused by continuous care, maintenance and support of a child with autism spectrum disorder affect the social relationships of these mothers and these mothers feel inferior and powerless, self-blame because of their child's inappropriate behavior and the society misunderstands these children. They have resistance to negative experiences. Therefore, this research was conducted with the aim of determining the effectiveness of mindfulness self-compassion training on feelings of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder.

This research was a semi-experimental method with pre-test and post-test with experimental and control groups. The statistical population of the present study included mothers with children with autism spectrum disorder who attended one of the psychological clinics in Yazd. Thirty qualified people were selected by purposeful sampling based on the entry and exit criteria and were randomly replaced in the control group (15 people) and the experimental group (15 people). The experimental group received ten mindfulness selfcompassion sessions as a group, and the control group did not receive any intervention. The research tools included Russell, Curtona & Peplau (1993) loneliness scale, Cook's internalized shame (1993), experiential avoidance and Greco, Lambert & Baer (2008) cognitive fusion scale. The research data was analyzed through multivariate and univariate analysis of covariance with spss 24 software.

The results of the research data showed that conscious self-compassion is effective in improving the feeling of loneliness, internalized shame and its components such as self-esteem and shyness, experiential avoidance and cognitive fusion. (p<0.001).

Based on the findings, it can be said that conscious self-compassion is an efficient method in improving the feeling of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder. Therefore, this method can be considered as one of the useful and practical treatments for these mothers.

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 this study was to assess the efficacy of a family-centered sensory and motor interactive activities program in enhancing the motor and developmental abilities of infants between the ages of 12 and 24 months who have a medical history of low birth weight. The design of the study was combined methods (qualitative and quantitative). The statistical population comprised infants between the ages of 12 and 24 months who had a documented history of low birth weight in Tehran in 2022. The study sample comprised twenty-eight infants, ranging in age from twelve to twenty-four months, whose mothers were selected using a readily available sampling method. The participants were allocated into two groups—experimental and control—at random. The Children's Developmental Screening Scale, third edition of Ages and Stages Questionnaires (ASQ3TM) was utilized in both cohorts. Two sessions of the family-centered program for mothers and sixteen sessions for children in the experimental group were taken into account. The statistical analysis software SPSS version 26 was utilized to analyze the data. Initially, the descriptive analysis of the variables, the normality of the assumptions, and the equality of the variance of the variables in the groups were examined. Subsequently, univariate analysis of covariance was employed to examine the research hypotheses. The results of the covariance analysis demonstrated that the family-centered interactive activities program for sensory and motor development was effective. A significant difference has been observed between the experimental and control groups with regard to developmental skills between the pre-test and post-test (P<0.005). Motor and developmental skills among children aged 12 to 24 months with a history of low birth weight can be enhanced through entertainment programs that incorporate suitable structure, according to the findings of this study. It is recommended that future research investigate the efficacy of this program on children of average weight and conduct longitudinal studies.

The prevalence of low birth weight is one of the important sanitary indices in evaluating the prenatal care all over the world. So, recognition of risky factor related to low birth weight can help prevent the occurrence of being low birth weight. Therefore, the aim of this study was to investigate the effect of positive intervention on reducing depression, anxiety and stress in mothers with Infant’s low birth weight.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all mothers with Infant’s low birth weight in the city of Dezful. From among these mothers, 30 mothers were randomly selected and put into the experimental and control groups of 15 persons each. The DASS-22 Scale was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session training of group schema therapy these sessions were weekly held in group. At the end, the post-test was applied on both groups. One-way analysis of variance was used for intergroup changes using SPSS version 25 software and a significance level of P<0.05.

The results of univariate covariance analysis showed that the positive intervention reduced depression, anxiety and stress of mothers with low-birth-weight babies (P<0.001).

According to the obtained results, it can be concluded that positive intervention is an effective treatment for reducing depression, anxiety and stress of mothers with low-birth-weight babies and generally improving people's mental health

 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.

The present study aimed to determine the effectiveness of self-regulation executive function training on the working memory of anxious students.

This research has used a semi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study included anxious students of Shahid Kazemi Elementary School in Tehran City (Iran). Thirty qualified people were selected by purposive sampling method and were randomly divided into two experimental and control groups (each group 15 people). Spence's Anxiety Scale (1997) and Arjamandania's Working Memory Test (2016) were used. The experimental group received ten sessions of self-regulation executive function (each session for 60 minutes), and the control group did not receive any intervention. After completing the course, a post-test was conducted for both groups.

The results of covariance analysis showed that the executive function of self-regulation had a significant effect in improving the working memory components such as phonological loop, visual-spatial screen and central executive of anxious students (p≤0.01).

The research results showed that the executive function of self-regulation can help the components of working memory such as the phonological loop, the visual-spatial screen, and the central executive of anxious students.

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.

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

The present study aims to investigate the effectiveness of a family-based play therapy program on parent-child relationships in children with Attention Deficit Disorder (ADD). The research method was quasi-experimental with a pretest, posttest, control group design, and follow-up. The statistical population of this study included all children in Tehran. Among them, 24 people were selected by purposive sampling and assigned to the experimental and control groups. The Child Parent Relationship Scale (CPRS) (Pianta,1997) was used to collect data. Family-based play therapy was performed on the experimental group for ten 2-hour weekly sessions, While the control group did not receive any intervention. Data was analyzed by multivariate analysis of covariance (MANCOVA) and Multivariate Analysis of Variance with Repeated Measures. The results showed that family-based play therapy improved the parent-child relationship's Conflict, Closeness, and Dependency (p<0.05). The findings of this study showed that applying family-based play therapy is significantly effective in improving the Closeness and Dependency in the parent-child relationship of children with Attention Deficit Disorder.

The purpose of this study was to evaluate the effectiveness of Therapeutic storytelling on social anxiety and cognitive emotion regulation of blind students.

This research is a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study includes students of Narjes blind educational complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (fifteen) and experimental group (fifteen). The Labiotz scale of social anxiety and the cognitive regulation of Garnefsky and Craig's emotion were used. The experimental group received ten sessions of story therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups.

The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive regulation of emotion (total) and its components such as positive re-attention, focused on planning, review and positive re-evaluation, self-blame, rumination, under Commenting, considering it catastrophic and blaming others in the experimental group compared to the control group.

In general, the results of this study showed that Therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in blind students.

This study aimed to assess the efficacy of a schema-based parenting program on the resilience of adolescents with behavioral problems. In terms of purpose, the current study is part of applied research, and in terms of data collection method, it is a quasi-experimental research with a two-group design, random assignment, and pre- and post-tests. This study’s statistical population comprises adolescents with behavioral problems in Bojnourd’s first year of high school in 2020-2021. Participants with the highest behavioral problem scores among pupils from two boys’ schools and one girls’ school in CBCL were then randomly divided into two groups of 15 individuals. Before and after the intervention program, participants were given CD-RIS pre- and post-tests to complete. SPSS version 24 was used to analyze the data using a one-way statistical model of analysis of covariance. F=59.27 obtained at the level of P=0.01 is significant, indicating that the schema-based parenting program is effective on the “resilience” component. The intensity of the effect is 0.69, indicating a high level of efficacy.  Parenting based on schemas can increase resilience and equip individuals with behavioral problems to contend with adversity.