تعامل والد-کودک

This study aimed to investigate the effectiveness of the Floortime program on behavioral problems and parent-child interaction in children with attention deficit hyperactivity disorder.

The current research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was all children with attention deficit hyperactivity disorder in Babol City in the academic year 1402-1403. The statistical sample in this research includes 30 children with hyperactivity disorder (15 for the control group and 15 for the experimental group) who were selected by available sampling and replaced in two groups simply randomly. The data collection tool was Connors's (1978) Children's Behavioral Problems Questionnaire and Pianta's (1994) Parent-Child Interaction Scale. In this research, the statistical method of multivariate covariance analysis was used in SPSS-24 software to analyze the obtained data.

The findings of the research showed that Floortime program training has a significant effect on behavioral problems and parent-child interaction in children with attention deficit hyperactivity disorder (P≤0.05).

Floortime play therapy program is a practical and effective way to reduce behavioral problems and increase parent-child interaction. Therefore, it can be said that the therapeutic principles of Flortime, by focusing on the foundations of communication, emotional exchange, and the meaningful use of ideas, move the child towards transformational progress, facilitates.

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 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.

Teaching reading learning skills is one of the important and prominent curriculum in schools, especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually. The process of teaching and learning in the classroom is accompanied by human interactions. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model includes all books, research articles, dissertations and internet information sources in the field of reading education with regard to the virtual space and teacher-student and parent-child interactions, and the statistical population for the validation of the model is educational psychology specialists, Curriculum planning, educational technology and teachers of reading education were selected as a sample of 15 people. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. Based on the findings of this study, a conceptual model with four main elements including reading curriculum, educational strategies, technology and human interactions was determined. Reading curriculum elements include objectives, content, assignments, and assessment. The main goals of the primary school Persian book in Farsi reading include vocabulary learning, fluent reading and comprehension. To increase reading skills, teachers use classroom and home assignments such as reading practice and vocabulary learning. Assessment is also an inseparable part of education that teachers use from the beginning to the end of education to measure the progress of reading learning. The element of human interactions, the teaching and learning process in the classroom and online classroom is associated with human interactions. These interactions include teacher-student and student-student. Teacher-student interactions include activities and strategies that teachers provide online and simultaneously to students in the classroom in the form of audio, video, and homework. Parent-child interaction includes activities that are done between parents and children to improve reading skills at home. In this model, parents use appropriate strategies to help their children complete reading assignments at home. In parent-child interaction, parents facilitate reading assignments by using the strategy of paired reading and providing feedback. Another important element of the proposed reading teaching model is technology. To implement the proposed model of reading education in virtual space, communication technologies including the Internet, smartphone or tablet, and applications are needed. Teachers, parents and students participate in the virtual teaching and learning process using the student education network (SHAD). According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.

The aim of this study was to investigate the effectiveness of positive parenting training on parent-child interaction and children's behavioral problems with external problems.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of the study was all students with externalized problems in the third and fourth grades of elementary school in Isfahan in the academic year 1399-99. Thirty of these students were selected by available sampling method and randomly assigned to experimental and control groups (each group consisted of 15 students). The experimental group received positive parenting training and the control group did not receive any intervention. Research instruments included the Ross Mother-Child Relationship Questionnaire (1988) and the Achenbach Child List-Parents' Prescription (Achenbach and Rescular, 2007).

Multivariate analysis of covariance was used to analyze the research data. Data were analyzed using SPSS-22 software. The results showed that positive parenting training significantly increases parent-child interaction and reduces behavioral problems (social problems, ignoring rules and aggressive behaviors) of children with externalized problems (P = 0.0001).

As a result, it can be said that positive parenting training is a good approach to increase parent-child interaction and reduce children's behavioral problems with externalized problems

The preset study aimed to design and investigate the effectiveness of cognitive-behavioral empowerment program on mothers of children with Autism Spectrum Disorder on improving the interaction with the child. this study was semi-experimental with pretest and posttest design, and control group. The statistical population was 30 volunteer mothers with autistic children from among whom  24 mothers were selected by convenience sampling method and were randomly assigned into experiment and control groups. The cognitive-behavioral empowerment program was designed and performed for the experiment group. The experiment group received a cognitive-behavioral empowerment program in 12 sessions of 90 minutes, while the control group did not receive training. Pianta Child-Parent Relationship Scale (CPRS) was used to investigate the effect of cognitive-behavioral empowerment program. Analysis of data by analysis of covariance in SPSS-22 showed that cognitive-behavioral empowerment was effective on reducing the conflicts and dependence and increasing intimacy between mothers and children with autism spectrum disorder (P<0.001). The results indicated that cognitive-behavioral empowerment program reduced the conflicts and dependency and increased the subscale of intimacy between the mother and the child. The present study played an important role in increasing information about the child-parent relationship in children and adolescents with Autism Spectrum Disorder through training the parents especially the mothers.

This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers that have learning disabilities children of Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two 15-member control and experimental groups. Both groups sat for the pretest and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (p < 0/001). It is recommended that this method be used to inform parents about conscious communication with their children.

The purpose of this study was to investigate the effect of filial therapy on the quality of parent-child interactions and health-related quality of life in children with behavioral/emotional problems.

The present study was a quasiexperimental study with a pretest, posttest, and control group. The statistical population consisted of all mothers of children with behavioral/emotional problems visiting counseling centers in Isfahan, Iran, from among whom 30 people were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received eight sessions of filial therapy in one-hour weekly group sessions, while the control group received no training. The data collection instruments were the Parent-Child Relationship Questionnaire (Penta et al., 1996) and the Health-Related Quality of Life Questionnaire. (Landgraff & Abbots, 1996).

Filial therapy increased closeness and reduced dependence and conflict in the parent-child relationship. Also, filial therapy was an effective intervention in improving the health-related quality of children.

Filial therapy is effective in improving the parent-child relationship and health-related quality of life of children.

This research was done to investigate the effectiveness of parent-child interaction therapy on stress of mothers who have slow paced children with behavioral problems and reducing children’s behavioral problems. This research was quasi-experimental study with pre-test, post-test and follow-up design with control group. Statistical population included all 7-9 years old girl students who had intellectual disorder with behavior problems in the exceptional schools of Gorgan in 2018. From this population, a sample including 24 students with their mothers were chosen by purposive sampling method and placed in experiment and control groups randomly. Tools used for research included Achenbach System of Empirically Based Assessment (ASEBA), Berry & Jones Parental Protection (stress) Scale (PPS). At first, a pre-test was held for both experiment and control groups and then experiment group received parent-child interaction therapy during 15 sessions each 90 minutes. Collected data was reviewed using repeated measure analysis of variance.  Results suggested that parent-child interaction therapy has significant effect on reducing the stress of mothers with slow paced children who have behavioral problems and reducing children’s behavioral problems. Results from follow-up step showed reducing stress of mothers and reducing children’s behavioral problems. Improving the communication skills and increasing the interaction between mother and child can reduce the stress of mothers and children’s behavioral problems

Aim. The aim of this study was to investigate parent bbehavioral training on the parent-child interaction and parenting stress in mothers of children with attention deficit/hyperactivity disorder. Methods. The present research was a semi-experimental study with pre-test, post-test design and control group. The research population included all mothers of children with attention deficit/hyperactivity disorder referring to Atiyeh Psychology Clinic in 2018 academic year. The sample included 30 mothers who were selected using convenient sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 15 mothers. The experiment group participated in 10 sessions of parent management training (twice a week; each session lasted 90 minutes), while the control group did not. The used in this research were Piyanta’s Child-Parent Relationship Scale (1992) and Berry and Jones’ Parental Stress Scale (1995). Multivariate analysis of covariance was used by SPSS23 for analyzing the data. Results. The results showed that parent management training had a significant effect on the parent-child interaction and parenting stress in mothers of children with attention deficit/hyperactivity disorder. Conclusion. The parent management training can increase parent-child interaction and decrease behavioral problems of children with attention deficit/hyperactivity disorder; therefore, planning for make use of this program is of particular importance.

Aim. The study is aimed at investigating the effectiveness of positive parenting program training on the relationship between parents,their slow-paced child. Method. The present study is a quasi-experimental research with pretest-posttest design,control group. The statistical population included all parents of slow-paced students who were studying in elementary school in Semnan city in 2014-2015 academic year,the study sample included 30 couples who were parents of slow-paced students selected by available sampling method from Semnan schools,were randomly placed into two experiment & control groups. The experiment group participated in 8 training sessions of positive parenting program (one 90-minutes session a week),while no training was provided to the control group. The tools used in this study were a demographic questionnaire,Pianta’s Parent-Child Relationship Scale (1994). Data were analyzed by Multivariate Analysis of Covariance (MANCOVA) using SPSS22. Results. Findings indicated a significant difference between pre-test,post-test scores in experiment group (p<0.05). It can be concluded that positive parenting program improves the relationships between the parents,slow-paced child.

The purpose of this study was investigate the effect of emotional regulation teaching on the parent_child interaction and those mothers that have learning disabilities children. The method of research was experimental that was designed by pretest and posttest with control group. The statistical population of this study included all mothers that have learning disabilities children in Hamadan city that were chosen a sample of 30 people among them by available sampling and randomly divided into two 15_member groups to do test and control. pretest was performed from both group and the experimental group received emotional regulation teaching in 8 sessions, while the control group did not receive this teaching, at the end, for both group a posttest was performed.The tool that used in this study was the relationship scale between the parent_child Pianta. Collected data with using multivariate convariance with using statistical software spss, version 24 was analayzed. The result of multivariate analysis of covariance showed that emotional regulation teaching on conflict, proximity, dependency and overall positive relationship had a positive and significant effect (p<0/001). The results indicate that emotional regulation teaching make a better interaction between mother and child. Planning for emotion regulation teaching give a special emphasis to mothers that have learning disabilities children