saeid hassanzadeh

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 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.

Early communication skills in children with hearing loss depend on the quantity and quality of information received from parents. The present study aimed to investigate the effectiveness of early communication skills training in developing the communication skills of infants and toddlers with cochlear implants.

To this end, 54 infants and toddlers at the age range of 8–24 months with sever to profound hearing loss fitted by Cochlear Implant (CI) with their mothers participated in this study. The experimental and wait list control groups had auditory verbal therapy as the main intervention after the CI; however, the experimental group received a systematic early communication skills program. All subjects were assessed using the Communication and Symbolic Behaviour Scales Developmental Profile as the pre-and post-tests.

Multivariate analysis of covariance indicated the effect of systematic training on the early communication development of subjects in intervention group.

Teaching the parents how to interact with infants and toddlers with CI could improve the communication skills of the infants and therefore it’s recommended to be included in the auditory rehabilitation programs.

 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.

The infant-toddler meaningful auditory integration scale (IT-MAIS) can evaluate toddlers and infants’ early auditory development in aspects of detection, discrimination, and identification of sounds. The present study aims to evaluate the reliability and criterion validity of the Persian version of the IT-MAIS (IT-MAIS-P) for children with hearing loss (HL).

In this study, due to the limitations of COVID-19 and the lack of access to samples, 23 available children with HL were sampled. The cause of participants› HL was 43.5% congenital, 30.4% acquired, and 26.1% unknown. The Mean±SD of the age of these children was 21.6±6.3 months. To evaluate the predictive validity and concurrent validity, the speech intelligibility rating (SIR) and categories of auditory performance (CAP) were used, respectively. Also, to assess the inter-rater reliability, both parents of each child completed the IT-MAIS-P.

A significant correlation (concurrent validity) was observed between the IT-MAIS-P and the CAP scores (r=0.87, P<0.001). Predictive validity was not confirmed by comparing it with the SIR (P>0.05). Also, the inter-rater reliability (kappa=0.44, P<0.001) of the IT-MAIS-P was confirmed.

The IT-MAIS-P is a valid tool to investigate the progress of auditory skills in infants, although the predictive validity was not confirmed.

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..

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.

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.

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.

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.

The present study was conducted to investigate the efficacy of child-centered mindfulness training on the self-control in the children with Attention Deficit Hyperactivity Disorder (ADHD). The research method was experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the present study included the children with ADHD in the city of Tehran in academic year 2021-22. Twenty five children with ADHD were selected through multi-stage clustered random sampling method and were randomly accommodated into experimental and control groups (13 children in the experimental and 12 children in the control group). The children in the experimental group received Ten sixty-minute sessions of child-centered mindfulness training during one-and-a-half months. Attention Deficit Hyperactivity Questionnaire (ADHDQ) (Brock, Clinton, 2007), Self-Control Questionnaire (SCQ) (Kendal and Wilcox, 1979) and Social Competence Scale (SCS) (Cohen and Rosman, 1972) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that child-centered mindfulness training has significant effect on the self-control (p<0001, Eta=0.53, F=26.13) and social competence (p<0001, Eta= 0.57, F=31.01) in the children with ADHD. According to the findings of the present study it can be concluded that child-centered mindfulness training can be used as an efficient method to improve self-control skill and social competence of the children with ADHD through techniques such as mindful emotions and thoughts and being in the present time.

Attention Deficit /Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects parenting styles as well as parent-child interaction. The present study aimed to investigate the parenting styles among the mothers of children with ADHD. For this purpose, a search of internal databases including Scopus, Eric, PubMed and Google Scholar databases engine obtained 92 articles with parenting style in mothers of ADHD children. Based on the systematic review study protocol, the full text of the 11 final papers that were selected for meta-analysis. Then, the full text of the selected articles was fully reviewed and the related information was extracted. This information included the characteristics of the research identity card, the research method (community, sample and sampling method) and then the determination of parenting. Mothers of children with ADHD are more commanding, less rewarding, and less likely to interact with their children. Negative, demanding, and critical parental behaviors in response to ADHD are more common than the parents with normal children and use more authoritarian parenting practices given that children with this kind of disorder may have academic behavioral problems and inattention.

The COVID-19 pandemic is one of the serious issues which has affected mental health in the world. One of the age groups whose learning processes are highly influenced by the pandemic are adolescents, especially those with low academic performance. Although there have always been problems in the learning process at schools prior to the pandemic, online learning systems have added more challenges to the educational system which results in poor academic performance in this group. Increased stress is among the negative consequence which in turn can affect well-being.

The purpose of this study was to determine whether cognitive-behavioral therapy (CBT) affects well-being and perceived stress in adolescents with low academic performance during the COVID-19 pandemic.

It was a quasi-experimental study with pre-test and post-test design and follow-up with a control group. The subjects were 30 adolescents with low academic who were chosen based on by convenience sampling method and were randomly assigned to the experimental group and the control group. The research tools were the well-being, perceived stress questionnaires, and CBT. The experimental group received CBT intervention for 10 sessions, each for 120 minutes online, and the control group did not receive any intervention. The data were analyzed by the repeated measures analysis method.

Based on the obtained results, there was a significant effect of CBT on well-being and perceived stress in the experimental group. The finding indicated that CBT led to increasing wellbeing and reducing perceived stress in adolescents with low academic performance (P ≤ 0.05). This effect impact was persisted following 3 months in the experimental group as well.

Considering the effectiveness of mentioned therapy methods on adolescents with low academic performance, it is necessary to apply such a way to improve the well-being of adolescents and relieve their stress during the COVID-19 pandemic, which consequently leads to academic and mental improvement. Moreover, CBT is a feasible and acceptable intervention in adolescents with low academic performance.

Due to the fact that dyslexic children have more difficulty in reading and executive functions than children who are average or above average readers, so the purpose of this study is Effectiveness of Direct Instruction of Phonolical Awareness on Fluency and Executive Functions on Students with Dyslexia disorder.

In this applied research, a single-subject research design and a multi-baseline design with different subjects were used.  The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who referred to Tonekabon Health Learning Disorders Center in the academic year of 2009-2010.  The sample includes 3 students with reading disabilities who are selected by available means who were studying in different schools.  First, WISC-IV children’s Wechsler test, reading and dyslexia test (façade), Strop test, Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups.

The results of the research showed that the phonological awareness direct training program increased the subjects' reading skills, but it did not have a significant effect on the executive functions.

The phonological awareness direct training program is a suitable intervention method to improve fluency and executive functions, so this program can be used to improve the health of dyslexic students.

The COVID-19 pandemic is one of the serious issues which has affected mental health in the world. One of the age groups whose learning processes are highly influenced by the pandemic are adolescents, especially those with low academic performance. Although there have always been problems in the learning process at schools prior to the pandemic, online learning systems have added more challenges to the educational system which results in poor academic performance in this group. Increased stress is among the negative consequence which in turn can affect well-being.

The purpose of this study was to determine whether cognitive-behavioral therapy (CBT) affects well-being and perceived stress in adolescents with low academic performance during the COVID-19 pandemic.

It was a quasi-experimental study with pre-test and post-test design and follow-up with a control group. The subjects were 30 adolescents with low academic who were chosen based on by convenience sampling method and were randomly assigned to the experimental group and the control group. The research tools were the well-being, perceived stress questionnaires, and CBT. The experimental group received CBT intervention for 10 sessions, each for 120 minutes online, and the control group did not receive any intervention. The data were analyzed by the repeated measures analysis method.

Based on the obtained results, there was a significant effect of CBT on well-being and perceived stress in the experimental group. The finding indicated that CBT led to increasing wellbeing and reducing perceived stress in adolescents with low academic performance (P ≤ 0.05). This effect impact was persisted following 3 months in the experimental group as well.

Considering the effectiveness of mentioned therapy methods on adolescents with low academic performance, it is necessary to apply such a way to improve the well-being of adolescents and relieve their stress during the COVID-19 pandemic, which consequently leads to academic and mental improvement. Moreover, CBT is a feasible and acceptable intervention in adolescents with low academic performance.
Keywords

Lateralization is one of the indicators of the natural evolution of the brain. The relationship between lateralization and attention deficit-hyperactivity disorder (ADHD) has been the focus of some studies. The aim of this study was to compare lateralization in students with and without ADHD.

The population of this study included 130 students (57 girls and 73 boys) aged 6 to 12 years in Tehran, Iran.  With initial screening by the teacher, suspicious students were selected, and by the Connors’s Children's Behavioral Problem Scale Parent Form and Teacher Form (1999), as well as a clinical interview based on the criteria of the fifth edition of the DSM, 65 people with ADHD were selected. Moreover, 65 regular students from the same grade and schools were randomly placed in the control group. Subjects were divided into 4 groups, control, ADD, HD, and a combination of ADHD. Their lateralization was assessed using Edinburgh (1970) and Chapman (1987), Waterloo (1998), and eye superiority questionnaires.

Data analysis using the chi-square test showed that there was a significant difference between the ADHD and normal groups in all three components of hand, eye, and foot superiority. Furthermore, there was a significant difference between the group of ADD and normal and also between the group of HD and normal in the components of the superiority of hand and eye but this difference was not significant in the superiority of foot component.

There is a significant difference between lateralization in students with ADHD compared with their normal peers.

Oppositional defiant disorder (ODD) is one of the prevalent behavioral disorders in children that erupts in pre-school and school ages. The symptoms of this disorder negatively impact the interaction between children and parents. The ODD is a multi-factorial disorder with a complicated etiology. Its successful treatment requires comprehensive approaches and implementing the theory of mind, behavior, social cognition, and the interactions between parents and children. Behavioral parent training can effectively reduce behavioral problems and aggression in children with ODD. Therefore, using behavioral methods and behavioral management for training mothers is especially recommended. This study aimed to investigate the effectiveness of behavioral intervention centered on parents decreasing problems in children with the ODD.

The current research was compiled and implemented based on the systematic review model. Identifying and extracting articles was done using PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analysis) instruction. The present study's statistical population consisted of all foreign and domestic scientific research articles on the child, parent, or family-focused cognitive behavioral interventions, educational or parental behavior management, and communication interventions in children with behavioral disorders. In the first stage of the review, all related research was collected. The second stage included screening the studies, the articles were examined in terms of the topic and abstract, and the author reviewed the abstracts of the papers. In the third stage, the qualification of the studied articles was checked. The inclusion criteria were based on the methodology (research method, population, sample, and intervention) and the research that has been done as an experiment. In the fourth stage, the final papers have been determined and included in the research. For this purpose, a search was done in the internal and external databases, including PubMed, ScienceDirect, Web of Science, Google Scholar, Scopus, SID, Magiran, and Elmnet engine according to research keywords: "behavioral interventions," "cognitive-behavior therapy," "management behavior," "parent-children interaction," "externalizing disorders," "oppositional defiant disorder," "interventions centered on family, parents or mothers" in the English and Persian languages. The initial research achieved 97 articles. However, based on the systematic review study protocol and specified criteria, 17 final papers were considered for systematic review. Then, the texts of the selected articles were thoroughly reviewed, and the related information was extracted. This information included the characteristics of the research identity card, the research method (sample and kind of intervention), the intervention protocol, and the findings.

The results have shown that using cognitive-behavioral interventions, management behavior based on behavioral therapy, and parent-child interaction can improve children's behavior and decrease behavioral problems with externalizing disorder and oppositional defiant disorder. Generally, among studying articles, these results were obtained. For aggression in children with ODD, cognitive and behavioral intervention, management behavior, and parent-child interactions were effective. In addition, cognitive-behavior intervention with virtual reality and emphasizing neural mechanisms will decrease aggression in children. Child behavioral interventions centered on parents with coping empowerment have reduced symptoms of internalizing disorders such as ODD and conduct behavior. Also, the enhancing family behavior management program has significantly changed parental and children interaction. Generally, the studies have emphasized that behavioral protocols, cognitive-behavioral intervention, behavior management based on behavioral therapy, and parent-child interaction considerably reduce negative behavior and increase positive interaction in children with externalizing problems, including ODD.

Based on research findings, the combined use of behavioral interventions effectively treats children with externalizing disorders such as ODD. It has a significant effect in decreasing children's behavioral problems. The result of the research shows that family-focused behavior interventions have a substantial impact on improving behavior in children with the ODD.

The purpose of this study is to investigate the effectiveness of the Teaching Thinking Child Program on the relationship between mothers and their slow-paced child. The present study is quasi-experimental with a pre-test and post-test design without a control group. The statistical population includes all mothers of slow-paced children aged 4 to 7 years in Esfahan. The sample consists of 30 mothers of children aged 4 to 7 years in non-profit special schools for children with learning disabilities in the 2019-2020 school year. They were selected through an available sampling method and agreed to participate in the “Teaching Thinking Child Program” workshop. The research instruments were the Demographic Questionnaire and Pianta’s Parent-Child Relationship Scale (CPRS). The intervention program was organized as a workshop in 9 sessions, one session of two hours per week. Data were analyzed with the paired Hotelling's T-square statistical analysis using SPSS software version 22. The results showed that the Teaching Thinking Child Program improved the relationship between mothers and mentally retarded and slow-paced children.

 The present research was conducted to compare the effectiveness of acceptance and commitment therapy (ACT) and transcranial direct current stimulation (tDCS) on anxiety, depression, and physical symptoms.

 This research falls among semi-probationary plans, with a pretest-posttest design, two groups, and follow-up. The research statistical population included all male and female out-patients who referred to any treatment centers in Tehran, Iran, in the years 2019-2020 with a chronic pain complaint and received a definitive diagnosis of‎ chronic pain by neurologists and rheumatologists. In order to establish 3 groups using targeted sampling method (considering the inclusion and exclusion criteria), 30 patients were initially selected, and then, 15 patients were placed in the first experimental group and 15 patients in the second experimental group randomly. The research tools consisted of the Beck Depression Inventory (BDI) (1961), Beck Anxiety Inventory (BAI) (1990), and Mcgill Pain Questionnaire (MPQ) (2007). Research data were analyzed using repeated measures ANOVA.

 The result of data analysis indicated that ACT and tDCS lead to a decrease in depression, anxiety, and physical symptoms. In addition, compared to tDCS, ACT had a more significant effect on reducing anxiety in individuals suffering from chronic pain (P < 0.05).

 Both ACT and tDCS had a significant effect on improving depression, anxiety, and physical symptoms in people with chronic pain. ACT was also more effective in reducing anxiety. However, there was no significant difference between ACT and tDCS in influencing depression and physical symptoms.

Common Variable Immune Deficiency Disease (CVID) is a group of primary immunodeficiency diseases that is defined as a defect in the functioning of the immune system and is characterized by low levels of immunoglobulin in the blood and an increased incidence of infections. It is a chronic disorder that has no definitive cure and can only be controlled with a blood factor (IVIG) injection. Because of these conditions, patients are affected by a variety of symptoms that limit them. These patients are affected by severe stress and anxiety. This reduces the quality of life and psychological resilience in them. Because this chronic disease affects a person for a long time, its consequences are uncertain, it has high levels of ambiguity in prognosis, and there is no definitive cure. Although medical science has made significant advances in the development of therapies that affect the physical consequences of the disease, facing the consequences of the disease, mental health and emotional adjustment of these patients are the main challenges for the patient and the medical team (9). The important point is that; When suffering from chronic diseases, the psychological factors associated with adaptation in individuals are greatly reduced. Therefore; Positive factors such as resilience, acceptance, life expectancy decrease and also negative factors such as; depression, anxiety and stress increase (10, 11). For this purpose, Logo Therapy was selected as a psychological intervention method and was performed in ten group sessions. The aim of this study was to investigate the effect of group Logo Therapy on increasing resilience and quality of life in CVID patients.

In this study, psychotherapy based on Logo Therapy was developed in 10 group sessions. This online psychotherapy was performed on the experimental group to increase resilience and quality of life of CVID patients and the control group did not receive any intervention and were in contact with the researcher to the extent of informing about the CVID. The statistical population included 32 patients referred to the "Immunodeficiency Research Center of Isfahan University of Medical Sciences" who were randomly divided into experimental and control groups. Logo Therapy helps these patients find meaning and purpose in their suffering and is trained through Logo Therapy techniques to maintain their spirits in the face of difficult and unchangeable conditions and lead a better life. Have. The research protocol is based on the concepts introduced by Victor Frankl and the interpretation of previous protocols. Schulenberg and Hutzel intervention plan was also considered as a research premise (32). In the process of this Logo Therapy, group exercises and homework were developed and presented in order to achieve the following goals:* Helping people to clarify values that have a special meaning to them. Set reasonable goals for individuals. Ensuring that people's goals achieve their meaningful personal values.Practical planning to achieve people's goals and teaching the concept of time in goals.Identify the strengths and weaknesses of people that affect the achievement of their goals. Consider the strengths and weaknesses in planning to achieve goals that are in line with people's values. Teaching Logo Therapy techniques to reduce stress and psychological pressure.The Connor & Davison Resilience Questionnaire (CD_RSC) and the Common Variable Immune Deficiency Quality of Life Questionnaire (CVID_QoL) were used in the pre-test, post-test and one-month follow-up stages of intervention.

The data of this study were analyzed by repeated measures analysis of variance using SPSS23 software. The findings showed; Research stages include; Post-test and follow-up in resilience are not generally different from each other, but in the minimum stages of research i.e. post-test and follow-up or the effect of time on resilience in the two groups, the data are different. The difference between the groups in the stages of research on resilience is equal to 27.1%. Logo Therapy in the post-test phase increased the mean resilience scores in the experimental group and the effect of intervention continued in the follow-up phase. According to the results, it can be concluded that the first hypothesis of the research has been confirmed. In other words, Logo Therapy has been effective in increasing resilience in people with CVID. Post-test and follow-up results on quality of life are generally not different from each other, but at least the process of research stages, i.e. post-test and follow-up or the effect of time on quality of life are different in the two groups. The difference between the groups in the stages of research on quality of life is 12.9%, which shows that Logo Therapy in the post-test phase has increased the average scores of quality of life in the experimental group and the effect of intervention in the follow-up phase has continued. According to the mentioned results, the scores of quality of life and resilience in the post-test stage were associated with a significant increase and in the follow-up stage of intervention was relatively stable. (P <0.05).

From the findings of this study, it is concluded that Logo Therapy has been effective in increasing resilience and the quality of life of CVID patients.The concepts of Logo Therapy taught to these patients have improved their psychological state. Logotherapy has helped these patients become more resilient in the face of illness by teaching concepts such as finding meaning in suffering and accepting it as part of life. Also, the meaning of life has helped these people to accept the existing problems and experience less stress. This acceptance has increased their quality of life. According to the findings of this study, it is suggested that in addition to medical interventions, Logo Therapy should be used as a psychological intervention to improve the quality of life and resilience of these patients. The goal and mission of medicine and psychology is to increase the quality of life of patients. Coherence of these interventions will have significant effects on improving the condition of CVID patients.

It is important to make a well-timed diagnosis of autism, using valuable tools is one of the diagnosis ways. This study aims at investigating GARS-3 psychometric characteristics for the Iranian Community.

In terms of practical purpose and research proposal, the study is descriptive and of authentication type. The statistical population includes all 3 to 22 year-old people suffering from autism disorder among which 113 individuals were chosen as sample group, using systematic sampling. The data collected were analyzed by questionnaires of GARS-3 and 2, and also by using spss 23 software and statistical tests like internal correlation coefficient and Cronbach's alpha.

Results indicated that based on kappa coefficient GARS-3 has got needed translation accuracy. The scale time validity of more than 0/86 coefficient was significantly confirmed 0.01. The validity among correctors that was gained with internal reliability of more than 0/82 was significant in all subscales than those of social relation (p<0/01). It should also be noted that simultaneous validity of this scale with that of GARS-2 indicated the existence of this validity with regard to significant correlation coefficients (p<0/01).

With regard to achieved results, it can be said that GARS-3 enjoys desirable psychometric characteristics to be used in Iranian community, therefore, it is recommended to scientific centers of research as a reliable and valuable tool.

Hearing loss may affect many aspects of a person's life. The age of cochlear implantation (CI) is often considered an important predictor of language skills of children with CI, but little is known about the benefits of early CI on speech intelligibility development in these children. This study aimed to compare language skills as well as intelligibility of speech in prelingual deaf patients who received CI before the age of six years and those who received CI after the age of six years with an 8-year follow-up.

This 8-year longitudinal, retrospective case–control study was conducted in 2021 at a cochlear implant center in Tehran, Iran. Thirty-one patients were included in two groups: late cochlear implant (n = 15), and early cochlear implant (n =16). The Test of Language Development- Primary (TOLD-P3) was used to assess the participants 'language skills. The intelligibility of the participants' speech was assessed through the Persian version of the Intelligibility Context Scale (ICS) and the speech intelligibility rating (SIR).

These two groups did not show a significantly difference in terms of the language scores (P>0.05) but had a significantly difference in terms of the SIR and the ICS scores (P<0.05). Speech intelligibility had a significantly negative correlation with the age of CI (P<0.001), and had a significant positive correlation with language skills (P<0.001).

The long-term outcomes of early and late CI were similar in terms of the development of language skills but too different in terms of the intelligibility of speech. The age of CI had no effect on the language development but had a significant effect on speech intelligibility.

The attempt to reduce clinical problems in children with autism through parenting has been taken up by researchers in recent years. The purpose of this study is to evaluate the effectiveness of a positive parenting program on the relationship between mothers and children with autism spectrum disorder. The present study is a quasi-experimental study with a pretest-posttest design and a control group. The statistical population includes all mothers of children aged 7 to 12 years with autism spectrum disorder in Isfahan, from which 30 individuals were randomly selected and divided into two groups of experimental and control groups each with 15 individuals. The experimental group attended 8 sessions of the positive education program (one session per week and 90 minutes per session), while no training was provided for the control group. The instrument used in this study was the Pianta Parent-Child Relationship Scale (CPRS). Data were analyzed using multivariate analysis of covariance with SPSS software (version 26). The results showed a significant difference between pre-test and post-test scores (p <0.05). It can be concluded that positive parenting program improves the relationship between mother and child with autism spectrum disorder, and can be used to reduce the negative behaviors of children with autism spectrum disorders.

This study was to develop and efficacy of Working Memory, Attention, and Inhibition in children with executive dysfunction.

In this semi-experimental study (pretest-posttest with the control group) design, 23 students with Executive dysfunction were selected using the non-random purposive sampling method and randomly divided into the experimental and control groups. In order to identify the needs and components of the Cognitive Rehabilitation Program, a systematic review of the existing research was carried out and finally, based on the existing theoretical and research foundations of the computerized Cognitive Rehabilitation Program. The executive function training program was performed in 18 sessions (45 minutes) using the computerized training program in the experimental group. Behavior Rating Inventory of Executive Function (BRIEF) was used to assess executive dysfunction, the HAFBAK Tests were used to assess the working memory, and using the IVA test to assess attention. Also, an analysis of covariance was used to examine the effectiveness of an intervention.

The results showed that after the intervention program, the improved working memory and attention (p < 0/05). Instead, no significant differences were observed in inhibition between the two groups after the intervention (p < 0/05).

Therefore, computerized cognitive rehabilitation, as a complementary therapeutic approach along with other therapies, can be used in conventional interventions to enhance executive functions.