dr. b. ghobari bonab

Appropriate social behaviors and other adaptive skills are the basis for personal and social adjustment. This study explored hypothesized mediation of parental emotion socialization (supportive strategies) between executive functions and social skills of children with and without attention deficit/hyperactivity disorder. The present study had a correlational design. The statistical population of the study comprised all children aged 7-13 in Tehran with and without ADHD and the sample included 191 students (females: 44%, males: 56%) and their parents. Children with ADHD were selected via convenience sampling method and children without ADHD were chosen through random cluster sampling method. The research instruments included Conners’ Parents Rating Scale-Revised Short Form (CPRS-R: S), Gresham & Elliott’s Social Skills Rating System (SSRS), Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA), and Coping with Children’s Negative Emotions Scale (CCNES). Hierarchical regression was utilized to analyze the data. Results demonstrated that executive functions and parental emotion socialization could predict social skills in children with and without ADHD (p<0.001). Furthermore, supportive responses of parents to negative emotions of children can moderate the relationship between executive functions and social skills (p<0.001). These findings implicate that parental positive emotion socialization practices somehow compensate for the negative effects of executive dysfunction on social skills in children with and without attention deficit/hyperactivity disorder.

The aim of the present study was to meta-analytically review the effectiveness of the interventions, called the Response-to-Intervention, on improving the academic performance of students at risk of math disorder. To achieve the goal of the research using both manual and systematic search methods, 116 studies passed the initial screening, of which 35 were selected and analyzed using CMA 2 software because of meeting the input criteria. The research tools were research quality checklist and met-analysis checklist. The combined effect size of the researches obtained was 0.53. In addition, the role of moderating variables of the instructional approach (P≤0.05), grouping (P≤0.05), the student level of problem (P≤0.01) and the level of study (P≤0.05) was significant. The results showed that researches performed regarding the Response-to-Intervention affected the reduction of the problems of students at risk of math disorder. Also, the variables related to the intervention characteristics (intervention approach and type of grouping) and the subject characteristics (level of problem and level of study) improved the math performance of students at risk of math disorde.

So far a variety of programs have been executed on religious education but effectiveness of them is doubt. Therefore it is necessary to arrange some kind of religious education so that it could enable us to empirically examine its effectiveness. To address this necessity the aim of this study was development and validation the religiosity interactional program for University students. The research was an applied quasi-experimental study with pretest-posttest design and control group (multiple groups with one control group). The experimental group consisted of 117 students selected by convenience method which fell under ten experimental groups, each receiving training for one part of the educational package. The Religiosity Scale Short Form (Khodayari frd et al. 2009) was used for assessment of religiosity. Results showed religiosity interactional package had significant effect on religious beliefs and behaviors but no effect on the score of general religious practice and the religious emotions. The effectiveness of the educational package on the religious belief and behavior may be clarified by concepts such as the influence of appearance on inner world, brotherhood, social support, modeling for moral or religious life and the equivalence of spirituality and religiosity from Islamic point of view. This study also proved that there are serious restrictions in application of an empirical method to examine the effectiveness of the religious education program, which could influence the results of the study.