sedigheh rostami

Self-care behaviors are the most common behavioral response in attempts to prevent corona stress in patients with diabetes. Therefore, this study aimed to compare the effectiveness of positive thinking skills training and behavioral activation therapy on self-care and corona stress in patients with diabetes mellitus.

This was a semi-experimental study using a pretest-posttest and follow-up design with experimental and control groups. The statistical population included all the diabetic patients referring to the Vanoshe Diabetes Clinic in Qaemshahr city, Iran in 2020-2021, from among whom 45 patients were selected by accessible sampling technic based on the inclusion and exclusion criteria and randomly divided into three 15-member groups, namely,  positive thinking skills training, behavioral activation therapy and a control group. The first and second experimental groups received positive thinking skills training in six 60-minute virtual sessions and behavioral activation therapy training in eight 70-minute virtual sessions, respectively, and the control group was in the waiting list. Data were collected using the Corona Stress Scale "CSS-18" and the Summery of Diabetes Self-Care Activities "SDSCA" and analyzed using the repeated measures of variance analysis and the Bonferroni post hoc test with SPSS-22.

The findings revealed that there was a significant difference between the two experimental groups and the control group. Both the positive thinking skills training and behavioral activation therapy interventions reduced corona stress (F= 15.73) and increased self-care (F= 16.17) in the patients, and the effects of the interventions in the follow-up phase were found to be continuing (p <0.05). In addition, the results of Bonferroni post hoc test showed that positive thinking skills raining was more effective than behavioral activation therapy on corona stress reduction (IJ= 9.02), while as regards self-care the behavioral activation therapy (IJ= 12.93) was more effective (p <0.05).

Based on the findings it can be concluded that positive thinking skills training and behavioral activation therapy interventions can be effective in improving self-care and corona stress reduction among diabetic patients. It is recommended that therapists and counselors use, in addition to other treatment methods, these therapies to improve the self-care and corona stress reduction in diabetic patients.

Permanent childhood hearing impairment often results in speech and language problems that are already apparent in early childhood. Past studies show a clear link between language skills and the child’s social functioning. The aim of this study was to examine the effect of the level of language development on social functions in children with hearing impairment.
Test of Language Development(TOLD-3) and Matson Evaluation of Social Skills with Youngsters(MESSY) were used for evaluating language development and social behaviors of 120 children with hearing impairment in Shiraz, Iran. Structural equation model was used to analyze the data in Amos Graphic-18.
level of language development had direct significant effect on social behaviors and 35 percent variance in social behaviors was predicted by language development.
language development is the important factor in social functions in children with hearing impairment.

The term "learning disorder" describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. One type of the learning disorder is dyslexia. It is a specific learning disability in reading. Dyslexic children have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling and writing. This study was aimed to investigate the effect of cognitive and metacognitive strategies on reading performance and academic self-efficacy in dyslexic boys. A two group pretest-posttest quasi-experimental design was used in this study. The study population included all male students with reading disabilities of third and fourth grades in primary school in the school year 96-1395 of Tehran.  Multi-stage cluster sampling was used to recruit 40 students with reading disorder. The participants were assigned to experimental and control groups in equal numbers. The research instruments were the Wechsler Intelligence Scale for children and Bandura's academic self-efficacy questionnaire. The experiment group received 10 sessions of Cognitive- metacognitive strategies training. Cognitive strategies included: Strategies to repeat or review: repeated recitation, repeated coding, repeating key terms aloud, retelling stories, underlining the contents, memorizing the easy content and annotations, highlighting the key words, marking and transcription the difficult subjects. Strategies for developing and making meaning: the use of intermediaries, imagery, locations, keyword, using the acronym for the easy content and notes, analogy, summarizing, applying the learned material. Metacognitive strategies included: strategic planning: Determining the purpose of study, predicting time to study and learn, determining the speed of study, analyzing how to deal with the subject of learning, selecting cognitive strategies. The results showed that the experimental and control groups performed differently on the components of reading performance (error, understanding and speed) and self-study group after testing. Cognitive and metacognitive strategies instruction improves the reading performance and academic self-efficacy in students with dyslexia. So, based on the findings of this study, it can be concluded that intervention based on the cognitive and metacognitive strategies improves the reading performance of dyslexic children.

Nano-sized protonated ZSM–5 ( H-ZSM-5nanozeolite) was successfully synthesized by the hydrothermal method using the bagasse ash (BGA) as a new silica source. Cultivated BGA in the south of the Caspian Sea (Mazandaran province, Iran) was used for extracting silica powder. H-ZSM-5 was characterized by Fourier transform infrared (FT-IR), X-ray diffraction (XRD), scanning electronic microscopy (SEM) and Brunauer–Emmett–Teller (BET), Barrett-Joyner-Halenda (BJH) techniques. The catalytic activity of H-ZSM-5 nanozeolite was evaluated for the synthesis of 2,3-dihydroquinazolin-4(1H)-ones via one-pot three-component reaction of aromatic aldehydes, 2-aminobenzothiazole or 2-aminobenzimidazole and isatoic anhydride under solvent-free conditions. Short reaction time, high yields, a simple experimental procedure in the absence of any toxic solvents and recovery of catalyst are the advantages of this protocol.

Traditional intelligence tests and assessing methods to predict the future academic achievement of students with special needs have not been sufficient. Thus, recently, many researchers are looking for ways that they can contribute more effectively to academic achievement of students with special needs and predict their future success. One of the newest alternative methods for achieving this goal is the response to intervention model. Response to intervention model is a model to guide teaching (or intervention) based on the student's progress which has been developed based on the prevention idea.
The findings indicate that the response to intervention model is benefit for prevention of learning problems in students with special needs and improve their progress. In this review paper, after a brief introduction, history of response to intervention model is given. Then the definition of response to intervention model has been defined. Following the types of response to intervention, implementation and application of response to intervention model for students with special needs in Iran is provided and finally conclusion is expressed.

Using advanced hearing amplification devices such as hearing aids and cochlear implants (CI) may have multiple effects on different aspects of life of individuals with hearing loss. The purpose of this study was to compare social skills in 6-9-year-old children with CI with those with hearing aids.
In this cross-sectional study, the Matson Evaluation of Social Skills with Youngsters (MESSY) and Test of Language Development (TOLD-3) were used to evaluate social behaviors and language development in 118 children with hearing impairment (58 with CI and 60 with hearing aids) in Shiraz, Iran. The collected data were analyzed using MANCOVA.
By controlling the language development level, the results showed a significant difference between the two groups in terms of social skills (P Children with CI experience more problems in peer relationships, and educational and treatment interventions are necessary in this regard.

One of the main effective factors on olive oil quality is harvesting fruit at proper time. In this study, the effect of fruit harvesting time on oil antioxidant compounds of four olive cultivars, Zard, Rowghani, Arbequina and Coratina was investigated at Roodbar region, Guilan province. Therefore, the characteristics such as total chlorophyll, total carotenoid, total phenol, total flavonoid, antioxidant capacity, IC50 and anti-radical efficiency (AE) were determined in the oil. The results showed that with delaying in harvest time, antioxidant compounds of olive oil such as total chlorophyll and carotenoid, total phenolic and flavonoid decreased, that followed by declining oil antioxidant capacity and AE and, but increasing IC50. The results also showed that there was a positive significant correlation between olive oil total antioxidant activity with AE (+0.919), total chlorophyll (+0.562), total carotenoid (+0.562), total phenolic (+0.86) and flavonoid (+0.868) and a negative correlation with IC50 (-0.87). Overall, the highest antioxidant compounds were found when Zard, Rowghany and Arbequina cultivars fruits were harvested from 7 October to 18 October and 18 october to1 November for Coratina cultivars. Furthermore, delaying in fruit harvest time could increase olive oil content but declined oil antioxidant compounds and its nutritional value.