mohammadreza bardideh

The present study aimed to examine the effectiveness of a mindfulness-based acceptance training package on the attitude of mothers of children with ASD.

This quasi-experimental study used a pre-test and post-test design with a control group. The statistical population consisted of mothers of children with ASD attending the Special Children’s Clinic at Shahid Beheshti University in Tehran. Using convenient sampling, 30 mothers were selected. These mothers were randomly assigned to either the experimental group or the control group, with 15 participants in each group. The experimental group received the 12-session, 120-minute mindfulness-based acceptance training package, while no intervention was applied to the control group. Both groups completed the Parent Attitude Toward Special Needs Children Scale (Gonder, 2002) before and after the intervention. Data analysis was conducted using the covariance matrix analysis method in SPSS version 27.

The results showed that there was a significant difference between the experimental group, which received the mindfulness-based acceptance training package, and the control group in terms of overall attitude (p < 0.001). The effect of the intervention was also stable at the follow-up stage (p < 0.001).

Based on the findings of this study, it can be concluded that a mindfulness-based acceptance training package can foster a positive attitude in mothers of children with ASD. Therefore, this training package can be utilized to promote a positive attitude among mothers of children with ASD.

The purpose of this study was to compare the effectiveness of neurofeedback-based treatments on the brain networks of primary school children with attention deficit/hyperactivity disorder.

The purpose of this research is a quasi-experimental study with a comparison group with random assignment, pre-test-post-test. The purpose of quasi-experimental research is to find possible causes of a behavior pattern. The pre-test and post-test design with control group is one of the experimental designs in which subjects are randomly selected and replaced in different groups using the same method. In this research, neurofeedback-based treatment is considered as an independent variable, and its effectiveness on the brain networks of primary school children suffering from attention deficit/hyperactivity disorder is considered as a dependent variable. The statistical population includes all primary school children with attention deficit/hyperactivity disorder who refer to related centers in Shiraz city. The sample size is 160 people. The sampling method is targeted in such a way that 30 patients were selected from the relevant medical centers that had active treatment cases in the spring and summer season and amounted to 160 cases. The participants were identified and evaluated based on the Connors questionnaire (parent form) as well as clinical interviews with parents and children suffering from attention deficit/hyperactivity disorder.

The results obtained from the present study indicate that the neurofeedback intervention has shown the greatest effect in the temporal region on the right side in theta and alpha waves and the theta wave on the opposite side. In the results obtained from the Coherence Quantitative Assessment Scale, it showed the most changes in the Fp1/Fp2 area in delta, alpha and beta waves, as well as F3/F4 in delta, theta and alpha waves to a greater extent, and also in T3/T4 on the delta wave. Also, O1/O2 on theta wave, F7/F8 on beta wave, F7/T5 on alpha wave and C3/C4 were seen to a lesser extent.

The studies showed that neurofeedback along with cognitive tasks was able to reduce the symptoms of attention deficit disorder and hence it is an effective method to reduce the symptoms of this disorder. The results showed the effectiveness of neurofeedback in treating the symptoms of attention deficit disorder and this study found the effect size reported a significant effect for the treatment of attention deficit and impulsivity and a moderate effect size for the treatment of hyperactivity. In many other researches,

The aim of this research was the effectiveness of the drama therapy package based on mentalization on the emotion regulation of children with attention deficit/hyperactivity disorder.

The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subject (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the drama therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and Emotion Regulation Questionnaire for Children and Adolescents (2012).

The results showed that the drama therapy package based on mentalization had a significant effect on improving emotion regulation in the post-test and follow-up stages (P<0.01).

The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve emotion regulation in children with attention deficit/hyperactivity disorder.

This study aimed comparison of the effectiveness of working memory educational program and unified transdiagnostic therapy on the parent-child interaction in children with attention deficit- hyperactivity disorder. The research method was semi-experimental to pre-test, post-test, and follow-up design with a control group. The statistical population included all 7 to 10 years old children with attention deficit- hyperactivity disorder with their mothers who attending the Asal counseling center in Tehran in 2022. Among them, 45 mothers and children with disorder were selected based on inclusion criteria and by purposive sampling. Then, using random method, they were assigned to 3 groups (15 people) "working memory educational program", "unified transdiagnostic therapy" and the control group. Working memory educational program and unified transdiagnostic therapy interventions were performed simultaneously for each child and mother in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (PCRS). The data were analyzed using repeated measure of covariance analysis in SPSS23 software. The results showed that there was a significant difference between the experimental and control groups; and both interventions had a significant positive effect on the parent-child interaction of children with attention deficit- hyperactivity disorder, and the effect of these therapeutic interventions was stable in the follow-up phase (P<0.05).

The purpose of this study was to compare the effectiveness of treatments based on sensory integration on the brain networks of primary school children with attention deficit/hyperactivity disorder.

The purpose of this research is a quasi-experimental study with a comparison group with random assignment, pre-test-post-test. The purpose of quasi-experimental research is to find possible causes of a behavior pattern. The pre-test and post-test design with control group is one of the experimental designs in which subjects are randomly selected and replaced in different groups using the same method. In this research, the treatment based on sensory integration is considered as an independent variable, and its effectiveness on the brain networks of primary school children suffering from attention deficit/hyperactivity disorder is considered as a dependent variable. The statistical population includes all primary school children with attention deficit/hyperactivity disorder who refer to related centers in Shiraz city. The sample size is 160 people.

This research was conducted with the aim of teaching the effectiveness of the behavior management program to parents on the challenging behaviors of high-functioning autism spectrum students. The statistical population of the research is30parents of 7-10year old students in Shiraz with high functioning autism spectrum in 1402, who were selected by purposeful sampling method and randomly divided into two groups of 15people, test and control, and both groups First, the subject was evaluated(pre-test) and after the implementation of the program, the experimental group was evaluated (post-test). The research tools included challenging behaviors questionnaire (RSCB). Data were analyzed by multivariate covariance analysis using SPSS-24 software. The findings of the research showed that the dimensions of challenging behaviors of autistic children in the two experimental and control groups are at a significant level in the post-test stage, in other words, behavior management training for parents has a significant effect on the dimensions of challenging behaviors of autistic children with high performance. has(P<0.05). As a result, the scores of the experimental group in the dimensions of challenging behaviors decreased in the post-test stage. Therefore, the training of parents' behavior management based on cognitive-behavioral basis has been effective in reducing the dimensions of children's challenging behaviors. According to the obtained results, it is possible to teach behavior management to parents in order to reduce Challenging behaviors and anxiety of children with high-functioning autistic disorder, as an effective intervention method, found benefits and reduced the challenging behaviors of children.

Interactional patterns are conflicting in parent and child with attention deficit hyperactivity disorder (ADH (; And there are few effective treatments for them. Therefore, this study aimed the effectiveness of child-based working memory educational program on the parent-child interaction of children with ADHD.   

The research method was quasi-experimental, pre-test, post-test, follow-up with a control group. The statistical population included all children 7 to 10 years with ADHD who referred to the Asal counseling center in Tehran in the second half of 2022. Among them, thirty children with ADHD were selected based on inclusion criteria and by purposive sampling method and randomly were placement into two groups (15 people). Child-based working memory educational program was performed simultaneously for each child and mother in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (Fine et al., 1983). The data were analyzed using repeated measure of covariance analysis in SPSS23 software. 

The results showed that there was a significant difference between the parent-child interaction in experimental and control groups; And child-based working memory educational program increased the parent-child interaction (F= 4.40, P<0.05) and the components of hate/loss of mother's role (F= 9.61, P<0.05), and communication (F= 4.37, P<0.05) of children with ADHD, and the effect of this therapeutic intervention was stable in the follow-up phase (P<0.05).      

Based on the obtained results, the intervention program used emphasized on the decrease symptoms of the communication between parents and children, has improved the parent-child interaction of children with ADHD. Therefore, it can be of interest to clinical psychologists as one of the major axes of improving parent-child interaction.

The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subjects (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the developed drama-therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve sustained attention in children with attention deficit/hyperactivity disorder.

Interaction patterns are conflicting in parent and child with attention deficit hyperactivity disorder; And there are few effective treatments for them. Therefore, this study aimed the effectiveness of child-centered intervention based on unified transdiagnostic therapy on the interaction of parents of children with attention deficit- hyperactivity disorder.

The research method was semi-experimental to pretest- posttest- followup with a control group. The statistical population included all children 7 to 10 years with attention deficit- hyperactivity disorder who referred to the Asal counseling center in Tehran in 2022. Among them, 30 children were selected based on inclusion criteria and by purposive sampling method and randomly were placed into two groups (15 people) of unified transdiagnostic therapy and control. Child-centered intervention based on unified transdiagnostic therapy was performed for each child in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (Fine‚ Moreland & Schwebel, 1983). The data were analyzed using repeated measure of covariance analysis in SPSS23 software.  

The results showed that there was a significant difference between the experimental group and control group; And child-centered intervention based on unified transdiagnostic therapy increased the interaction of parents of children with attention deficit- hyperactivity disorder, and the effect of these therapeutic intervention was stable in the followup phase (P<0.05).    

Based on the results of the present study, child-centered intervention based on unified transdiagnostic therapy can be effective in improving the interaction of parents of children with attention deficit- hyperactivity disorder; And it is suggested that therapists and counselors use this treatment in order to improve the interaction of parents of these children along with other therapeutic interventions.

One of the most important childhood disorders is special learning disorder; which is associated with processing speed and comprehension problems. The purpose of this research is to investigate the effectiveness of play therapy on the speed of information processing and verbal comprehension of children with special learning disabilities. This semi-experimental research was of pre-test-post-test type with a control group. For this purpose, among all the students who referred to the specialized centers for learning disorders in Shiraz in 1400-1401; 30 people were selected as available sampling and randomly replaced in two experimental and control groups (15 people in each group). Before the intervention, the subjects were diagnosed with special learning disorder by the diagnosis of the center's specialist and by performing the revised Wechsler IQ test for children; Also, before and after the intervention, the performance of information processing speed was measured using the encoding and symbolization subscales of the revised Wechsler intelligence test, and the performance of verbal comprehension was measured using the similarities, vocabulary, and comprehension subscales of The revised Wechsler IQ test was measured. The participants in the experimental group were subjected to game therapy for 8 sessions of 30 minutes. But there was no intervention in the control group. SPSS25 software was used for data analysis. The findings showed that there was a significant difference between the experimental and control groups in the variables of information processing speed and verbal comprehension. In other words, play therapy significantly increased the speed of information processing and increased verbal comprehension of students with special learning disabilities. (P≤0.001)

Children with special learning disorders (Dictation) often have low self-efficacy that arises basically from academic failures and problem perception. The purpose of this study was the effectiveness of cognitive behavioral therapy intervention on the self-efficacy of students with special learning disorders (Dictation).

The research method in this study was a quasi-experimental design and pretest-posttest with a control group. The statistical population included all students with special learning disorders (Dictation) in the Primary grade at Mental Empowerment Center in Tehran in the academic year 2020-2021. Among them, 30 male students with special learning disorders (Dictation) were selected based on entry and exit criteria and by available sampling and randomly placed into two groups experimental (15 people) and control (15 people). Cognitive behavioral therapy interventions for the experimental group were performed in 2 sessions (90 minutes) per week and for a month and a half during 6 weeks (12 sessions) and the control group waited in the period. The research instrument included a Sherer General Self-Efficacy Scale (1982). The obtained data were analyzed by using an analysis of covariance.  

The findings showed that cognitive behavioral therapy intervention had a significant effect on the self-efficacy of students with special learning disorders (Dictation) (P <0.05).

Based on the research findings, it can be concluded that cognitive behavioral therapy intervention can increase the self-efficacy of students with special learning disorders (Dictation). Therefore, educational centers, and psychological and counseling services can benefit from this method to improve the self-efficacy of students with special learning disorders (Dictation).

The aim of this study was to explain the effectiveness of sociodrama intervention to reducing anxiety in children with social anxiety disorder.

Research method in this study was a single-subject of AB experimental designs. The study population consisted of all children with social anxiety disorder 6 to 7 years that attended psychological centers in Tehran in 2021. Among them, 5 children with social anxiety disorder (two boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling. Sociodrama intervention was performed for each child in 10 sessions. The research instrument was Spence Children Anxiety Scale (1997) and Social Behavior Checklist (Made by a researcher). Each participant was evaluated 5-6 times before the intervention (stage A) and then underwent were trained separately sociodrama (stage B). Data were analyzed using visual analysis at both within-condition and between-condition levels. 

The results showed that sociodrama intervention reduce anxiety in children with social anxiety disorder in Spence Children Anxiety Scale; and the recovery rate in each of the single behaviors of anxiety and avoidance in problem solving, anxiety and avoidance in self-control, anxiety and avoidance in responsibility, anxiety and avoidance in communicate, anxiety and avoidance in finding friend, anxiety and avoidance in participation and cooperation and anxiety and avoidance in assertiveness respectively was 67.01, 83.30, 82.80, 82.65, 77.37, 86.88 and 82.78 percentage. The total recovery rate among five subjects also 82.42 percent was estimated.

Based on the findings, it can be concluded that the sociodrama intervention can reduce the anxiety in children with social anxiety disorder. Therefore, family and educational institutions, psychological and counseling services centers can benefit from sociodrama intervention to reducing anxiety children with social anxiety disorder.

Introduction and

Children with special learning disability of dictation often have low self-efficacy, which is mainly due to academic failure and difficult perception. The aim of this study was to evaluate the effectiveness of cognitive behavioral therapy intervention on learned helplessness of students with special learning disabilities (dictation).

The research method in this quasi-experimental study was pre-test-post-test with two educational and control groups. The statistical population included all students with special dictation disorders in elementary school in the Center for Empowerment of the Mind in Tehran (Iran) in the academic year 1399-1400. Among them, 30 male students with special learning disabilities (dictation) were selected based on inclusion and exclusion criteria and by available sampling method and then were randomly divided into two groups of 15 participants. Cognitive behavioral therapy intervention was performed 2 sessions (90 minutes) per week for a month and a half during 6 weeks (12 sessions). The research instrument included the Learned Helplessness Questionnaire (LHS). Data were analyzed using analysis of covariance

Findings demonstrated that cognitive behavior therapy intervention had a significant effect on the learned helplessness of students with special learning disabilities (dictation) (P <0.05).

According to the findings, it can be concluded that cognitive-behavioral therapy intervention can reduce the learned helplessness of students with special learning disabilities (dictation). Therefore, educational centers, psychological services and counseling can use this method to improve the learned helplessness of students with special learning disabilities (dictation).

The aim of this study was to explain the effectiveness of sociodrama intervention to improving social skills in children with social anxiety disorder.

research method in this study was a single-subject of AB experimental designs. The study population consisted of all children with social anxiety disorder aged 6 to 7 years that attended psychological centers in Tehran in the academic year 1399-1400. Among them, 5 children with social anxiety disorder (two boys and three girls) were selected based on entry and exit criteria and by purposive sampling. Sociodrama intervention was performed for each child in 10 sessions. The research instrument was Matson Evaluation of Social Skills with Youngester (25) and Therapist Social Behavior Checklist. Data were analyzed using visual analysis at both within subject and intersubject levels.

The results showed that sociodrama intervention increases social skills in children with social anxiety disorder in Matson Evaluation of Social Skills with Youngester and the recovery rate in each of the single behaviors of problem solving, self-control, responsibility, communicate, finding friend, participation and cooperation and assertiveness respectively was 47.82, 58.08, 46.87, 53.08, 48.54, 57.17 and 49.57 percentage. The General recovery rate among five subjects also 51.59 percent was estimated.

Based on the findings, it can be concluded that the sociodrama intervention can increase the social skills in children with social anxiety disorder.

The importance of education through interactive discussion-forums and seminars on family skills in coping with stress of having a child with Autistic Spectrum Disorder (ASD) seems to be under-attended. This prompted a local initiative entitled SMART (Shiraz Multidisciplinary Autism Research Team), to document the personal impact of autism on a preliminary group of parents and identify the corre lates of stress and emotional well-being of having a child with ASD. Seventeen parents (11 mothers and 6 fathers) from 17 families who had a child with ASD volunteered to take part in the study. Each partici pant completed the general health questionnaire (GHQ-28). They were invited to an interactive forum during the ‘Brain Awareness Week-2016’, where they engaged in discussions and small-group activities to share and rank their top-ten challenges with regard to emotional well -being and family functioning as well as rating their child’s autistic symptoms, including stereotyped behaviors. The practice was done through audience-response analysis and post-it note technique for individual counseling with interdisciplinary experts’ supervision.  Mothers had significantly higher scores than fathers on measures of stress and emotional well-being. Results identified that the poorer health was associated with more behavioral problems of the child. This narrow sample of Iranian parents showed to experience broadly similar responses to parents in other countries, which suggests that the impact of ASD may outweigh cultural disparities. Family counseling and education is planned to be strategized and attempted by SMART, based on the priority challenges documented in this sample group.

This study investigated the relationship between resiliency, emotional intelligence and job burnout among Shiraz Behzisti personals.A stratified random sample of 123 (81 women and 42 men) completed Connor –Davidson (2003) resilience scale (CD-RIS), Syberyashring emotional intelligence questionnaire and Maslach burnout inventory (MBI). The data were analyzed using multiple regression analysis and Pearson correlation coefficient. The results showed that resiliency and emotional intelligence were good and strong predictors for job burnout. Also, there was a negative and meaningful relation between resiliency and elements of job burnout (Emotional exhaustion, Depersonalization, Reduction personal accomplishment), between resiliency and total jobburnout, and between emotional intelligence and total job burnout, and there was a positive and meaningful relation between resiliency and emotional intelligence.