مجله مطالعات ناتوانی
سال هفتم شماره 1 (اسفند 1396)

Parents of children with special needs require highly adaptive and supportive patterns due to the problems they face because of their children. The purpose of this study was examining the relationship between cognitive-emotional regulation and resiliency in families who have exceptional children with mindfulness playing the role of mediator. This study was correlational. The participants were 264 students' parents (105 boys and 159 girls) who were selected via cluster random sampling from different schools. The research instruments were family resiliency scale (Sikbi, 2005), cognitive emotional scale (Garanfski, 2001), and mindfulness scale (Baer, 2006). Statistical Package for Social Sciences software (SPSS) version 21 was used to analyze the data. Results of this study showed that cognitive emotional regulation could predict resiliency. Moreover, there was a significantly positive correlation between cognitive emotional regulation at and(r= 0.36, p<0.01 and resiliency. Additionally, a significant correlation was found between resiliency and mindfulness (r=0.42, p<0.01). Moreover, it was found that the negative predictors of resiliency were as follows: emotion regulation, self- blaming, making disasters, blaming others, adopting views and obsessing the mind negatively. The positive predictors of resiliency were as follows: acceptance, reconcentration on the planning and positive revaluation. Resiliency can explain 18 percent of cognitive regulation variance. Together resiliency and mindfulness can predict 26 percent of variance on the same scale. Thus, entering mindfulness into the regression equation increased coefficient of determination by 8%. It is concluded that cognitive emotional regulation could predict resiliency. Furthermore, mindfulness is not essential as mediator variable for the perception of relation between cognitive regulation and resiliency.

This article analyzed three educational centers of autism spectrum disorders in Isfahan. A needs assessment is a systematic study of a building and its function. Architects use the process of a needs analysis to identify needs or gaps between the present condition and the appropriate one.
The study employed an analytical method combining literature review and field observation to describe the most salient characteristics of the buildings under investigation as well as assessing their fitness to users’ needs and requirements.
The study identified 10 factors underlying the users’ needs and requirements and concluded that none were a characteristic of the three buildings under investigations.
The study concluded that autism educational centers in Isfahan studied in this article are not fit the special needs of children with spectrum disorders.

In today’s challenging word, if individuals cannot experience the enjoyable life, they would face severe psychological problems. Research reveals that proud spirituality in the workplace can lead to incentive and benefits such as increased creativity, trust, sensation of personal promotion, organizational commitment, job satisfaction, job involvement and reduction of work leaves, increasing conscientiousness and work motivation. All of these directly or indirectly lead to promotion of teacher's performance. Therefore, the purpose of the present study was to predict resilience and happiness with faith at work in teachers of special schools.
This is a Cross-sectional and correlational study. The study population consisted of all teachers in primary, secondary, special schools of Zahedan teaching courses in the first and second secondary schools in the school year 2015-2016. The sample consisted of 135 participants who were selected by convenience sampling. The research instruments were the Lynn, Naughton&VanderVeen Faith at Work Scale, the Connor-Davidson Resilience Scale, and The Hill& Argyle Oxford Happiness Questionnaire. Pearson correlation and stepwise regression were used to examine the research hypotheses. Statistical Package for Social Sciences (SPSS) version 21 was used for data analysis.
Among the 135 teachers of special schools, consisting of 33(24.4%) male and 102 (75.5%), 17 (12.6%) of them were 25-34 years, 65(48.1%) were 35-44 years and 53 (39.3) of them were 45 to 54 years. Also, 16 (11.9%) of the teachers had a high school diploma, 107(79.2%) were university undergraduates and 12 (8.9%) of them had a master’s degree. The results of this study revealed that there was a significant and positive correlation between dimensions of faith at work with resilience (P It is deducted that promoting the level of resiliency and happiness lead individuals to become more resistant to stressors and factors that cause psychological distress, so that they can overcome these conditions and distress. Therefore, it is necessary to seek the help of faith and religious belief in coping with stresses and psychological distresses caused by work pressure and fatigue caused by student education.

Thalassemia major (TM) is among the most common genetic diseases in Iran and around the world. Like any other chronic disease, TM exerts negative physical and psychological effects. Patients with Thalassemia major (TM) experience many physical and psychological problems in dealing with the serious complications of the disease, which affect their quality of life. A considerable proportion of adult patients with TM show symptoms of anxiety. Patients with TI are more susceptible to state anxiety. Some studies have pointed a considerable proportion of patients had depression (35.0%), State (S)-anxiety (22.5%) or Trait (T)-anxiety (36.2%). TM leads an increase in the frequency of depression and anxiety in both patients and their caregivers. The aim of the study was to evaluate the effect of cognitive behavior therapy on anxiety in patients with thalassemia major type.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all diagnosed women with thalassemia major type that referred to Ali-Asghar hospital in Zahedan-Iran. Purposive sampling was used to recruit 24 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received Cognitive Behavioral Therapy in 8 sessions- each 90 minutes. The research instrument was somatic cognitive behavioral anxiety Questionnaire at the pretest stage. In later stages of research, in the experimental group the cognitive behavioral group therapy was conducted for 8 sessions of 60 minutes. Covariance test was used to examine research hypotheses. Statistical Package for Social Sciences (SPSS) - 18 was used to analyze the data.
The results showed that cognitive-behavioral therapy reduced all components of anxiety in the experimental group patients and the effect of intervention was meaningful in posttest and the follow up stage (P The result of showed that interventions based on cognitive-behavioral therapy can be used as an efficient way to reduce anxiety in patients with thalassemia major type.
On the other hand, using the techniques of cognitive therapy leads to even changes in patient's views about the symptoms of thalassemia.

Stuttering is a motor disorder that disrupts the fluent and connected speech flow and appears with different severities. As a special childhood phenomenon, it begins in the age range of 6 to 7, which coincides with the development of emotional and social adaptability, when children are most susceptible to this disorder and in some exceptional cases in early childhood at the age range of 2-4. Some people who have stuttered in the early stages of puberty continue to do so well into the adulthood. This disorder is more common among boys than girls in proportion of two to one. In fact, the reasons for stuttering among children are not yet known. However, what is somewhat clear is that it cannot have a single cause. Rather, a cohort of physical, emotional, or social causes often causes it. Many people with stuttering have some neurological discomfort and social inaccuracies. However, it is very difficult to determine whether such mental disorders are the cause of stuttering. In some cases, stuttering may be due to inadequacies and disorders of the nervous system; in other cases, stuttering from childhood may be due to some mild physiological abnormalities. The purpose of this study was to investigate the effect of speech therapy with stress management on reducing the severity of stuttering among individuals over 18 years old in Isfahan-Iran.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all people between the age of 18 to 25 years’ old who went to public and private speech therapy clinics in Isfahan in autumn and winter of 2017. Convenience sampling used to recruit 34 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received speech therapy with stress management. The research instrument was The Stuttering Test (SSI4). SSI4 is one of the most important and most reliable stuttering severity measures. This instrument used as a partial description of stuttering and outcome measurement. The inter-reliability of this instrument is 0.93 to 0.98. Riley developed this instrument in 2009, translated, and normed by Tamasebi in Iran. Covariance analysis used to analyze the data through Statistical Package for Social Sciences (SPSS) software version 21.
The results showed significant improvement in frequency, duration and physical behavior (p The study showed that speech therapy in conjunction with stress management via cognitive behavioral therapy could improve adult stutter. Thus, the aforementioned method can be used for treating adult stuttering.

Autism spectrum disorder is a nerve growth disorder that is classified as affecting social interaction including limited interests, repetitive activities and behavioral patterns. This disorder initiates prior to age 36 months, and generally manifests itself when the patients are less than three years old. Autism is one the most chronic and unknown children disorder with many unknown aspects. It is necessary to devote a noticeable amount of research and clinical practice to this disorder due to its large spread (1% among the population) and its chronic nature. Parents like to have healthy and successful children; therefore, accepting that their children are sick is difficult for them and often provokes denial. By the time parents accept their children’s problem, they don’t know how to help them. Acceptance and Commitment therapy (ACT) is one of the third wave's cognitive behavioral therapies and is currently being used in the treatment of a number of psychological conditions and disorders. It also enhances psychological flexibility and subsequently improves individual’s mental health. Acceptance and Commitment therapy invites people to open up to unpleasant feelings, and learn not to overreact to them, and not to avoid situations where they are invoked. This research investigates the effect of Acceptance and Commitment therapy on acceptance and defense style in mothers of autistic children with denial defense style.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all clients with autism spectrum referring to special children’s school in 2015. Convenience sampling was used to recruit 40 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received Acceptance and Commitment Therapy in 8 sessions- each 90 minutes. The research instruments were Defense Style Questionnaire (DSQ) and Acceptance and Action Questionnaire-2(AAQ-2). DSQ questionnaire was developed by Bond in 1983 to evaluate 3 defense mechanisms: mature, immature and neurotic styles. AAQ2 was developed by Abbasi in Iran. Alpha Cronbach for this questionnaire is 0/89. Co-variance analysis was used to examine the research hypotheses.
The results showed that Acceptance and Commitment therapy can increase acceptance in mothers of autistic children. The mean scores for acceptance measure in the experimental group increased from 18.2 in pre-test to 28 in the post-test, while in control group it increased from 16.8 in the pre-test to 17.2 in the post-test. Covariance analysis showed that there was a significant difference between two groups (P0.05). The mean score for commitment measure in the experimental group increased from 7.9 in the pre-test to 11.3 in the post- test. In the control group the same mean score increased from 9.7 in the pre-test to 9.6 in the post- test. The result showed that Acceptance and Commitment therapy can reduce use of immature defense styles in mothers of autistic children (p=0.01). Also, the results of covariance analysis showed that there was no significant difference between mature and neurotic defense styles in experimental and control groups in the posttest.
In acceptance and commitment therapy, the participants are encouraged to improve their commitment to have healthier lives, including behavioral strategies when facing negative thoughts and emotions. Therefore, ACT can have effective influence on adjustment of parents.

In recent years, the use of mindfulness-based interventions has been gaining momentum in various psycho-educational and therapeutic investigations for adults and adolescents. The aim of this study is to investigate the effectiveness of Mindfulness-based Intervention with children on text anxiety among Iranian school-aged children.
This is a two group pretest-posttest quasi-experimental study. The population of this study was Iranian elementary students aged 5 to 12. Convenience sampling was used to recruit 234 participants. The participants were randomly assigned to control (n=117) and intervention (n=117) groups. The intervention group received 9 weeks (8 sessions) of mindfulness-based educational-intervention, with each session lasting for 45-75min. The control group did not receive this type of training. The research instrument was Test Anxiety Inventory (TAI). ANCOVA procedures were used to analyze the data.
The results indicated a significant decrease in children’s test anxiety in the intervention group (F=10.645, p The mindfulness-based intervention with children could be used as a psycho-educational method to decrease test anxiety in Iranian children.

Multiple sclerosis is a common chronic neurological disease, which is associated with psychological challenges including low resiliency and rumination. Therefore it is necessary to provide suffers with psychological treatment. The current research is aimed at examining the effect of Cognitive-Behavioral Therapy on the resilience and obsessive rumination among multiple sclerosis (MS) patients.
This is a pretest- posttest control group quasi-experimental research. The population of the study was all MS patients in Urmia-Iran under auspices of Iranian MS Association. Convenience sampling was used to recruit 30 participants. The participants were randomly assigned to experimental and control groups in equal numbers. The research instruments were the Resilience Scale (CD-RISC) and Obsessive Rumination Scale (RRS). Then experimental groups participated in Cognitive-Behavioral Therapy for 13 sessions of 1.30 hours. Analysis of covariance (ANCOVA) was used to analyze the data.
The results showed significant posttest differences between the control group and experimental group with respect to resilience and rumination (p Cognitive-Behavioral Therapy is an effective method to increase the resilience and reduce obsessive rumination among multiple sclerosis (MS) patients.

Children with autism spectrum disorder are faced with numerous problems in social skills. This study was conducted to assess the impact of training the parents of children with autism spectrum disorder for effective communication skills on social skills improvement in children with autism spectrum disorder.
The present study used a pretest-posttest control-group quasi-experimental design. Purposive sampling was used to recruit 24 participants from among the mothers of autistic children between 4 and 13 years of age visiting Tehran Autism Center in the school year 2015-2016. The participants were assigned to experimental and control groups randomly. Following the pre-test the experimental group received 8 sessions of effective communication skills training. The research instrument was the Social Skills Questionnaire—Parent (SSQ-P) (Gresham and Elliott, 1990). At the conclusion of the sessions, both groups took the post-test. Analysis of covariance (ANCOVA) was used to analyze the data.
The results showed that children of the mothers in the experimental group had a better performance in terms of social skills compared with children of the mothers in the control group (p According to the results, it can be concluded that training the parents of children with autism spectrum disorder for effective communication skills can be used for the development of intervention programs for autistic children.

The aim of this study is to determine the validity and reliability of the gestures section of the MacArthur–Bates Communicative Development Inventory-infant form for 8 to 16 month old Persian-speaking infants in Isfahan-Iran. This is a validation study to determine content validity, internal consistency and test-retest reliability of the gestures section. Ten speech language pathologists were asked to comment and score the clarity, simplicity and relevance of the items. Lawshe’s method was used to analyze their scores to determine their content validity ratio (CVR). The administration limits and internal consistency were studied by asking 11 and 115 parents randomly selected, respectively to complete the revised checklist. To determine test-retest reliability the checklist was re-completed by 30 parents within a 15-30 days interval between test and retest phases. The calculated CVR for the gestures section is 0.91.Chronbach’s alpha shows %962 internal consistency between all items and the test-retest reliability is %925. All psychometric features are highly acceptable which document the appropriate content validity, internal consistency and test-retest reliability of the gestures section of the infant form of CDI.

Nonverbal learning disability as deficit in nonverbal information processing is associated with deficits in the executive functions. Children with nonverbal learning disabilities have deficits in visual-spatial perception, memory, motor-visual coordination, spatial precision, orientation skill. The weak performance of children with nonverbal learning disabilities in the executive functions result in academic problems. Such children have many problems in mathematics calculation, copying texts, writing texts and comprehension. The current study was conducted to study the effect of strengthening executive functions on academic achievement in children with nonverbal learning disability.
The statistical population of this study consisted of all students with nonverbal learning disabilities under the auspices of Learning Disorders Center of Shirvan-Iran in 2015. A total of 30 participants were recruited from among the children with nonverbal disability from primary school in second grade to fifth grade. The research instrument was Lotf Aabadi reading test, a researcher made writing test and Mathematical Standard Learning Ability Recognition Test. The participants were examined by clinical psychologist of the Learning Disorders Center and were judged to meet the criteria for learning disabilities through interview according to the third edition Wechsler intelligence scale. It was decided that those who scored 10 marks away from verbal and practical intelligence quotient should be diagnosed as students with nonverbal learning disability. The participants were assigned to experimental and control groups. Every participant in the experimental group was matched with a peer in the control group in terms of age and gender. The control group received only the usual school training while the experimental group received routine training and in addition to tasks of coding, trial making, verbal and visual memory for strengthening executive functions. The exercises were held individually in 12 sessions of 45 minutes. These exercises are to improve verbal memory, visual memory, visual - spatial coordination, sequencing motor skills, visual pursuit and attention. Analysis of covariance (ANCOVA) was used to analyze the data.
The effect of pretest differences via analysis of variance was controlled. There were significant differences in the posttest scores of the experimental and control groups on reading, writing and mathematics (p The strengthening of executive functions could improve speed and correction in reading of the words, writing and spelling of the words and mathematics calculation. Trial making tasks strengthen psychomotor speed, abstraction, flexibility, ability for execution and correction of planning; coding tasks reinforce speed of information processing, perceptual organization processes and speed performance; tasks of verbal and visual memory strengthen attention, motor-visual coordination and memory. It can be stated that strengthening executive functions are beneficial to the academic achievement of students with nonverbal learning disabilities.

Although using Information Communication Technology (ICT) is beneficial in schools, ergonomics standards should not be compromised. Non-compliance with environmental ergonomics and the use of inappropriate tools have adverse effects on the perception of physical pain and the performance of cardiovascular, respiratory, musculoskeletal and metabolic rate of students. Researchers in the field of infrastructure are increasingly paying attention to ergonomics. The consequences of compromising standards can be very critical as it can have unfavorable effects on health, safety and productivity of the students. Physiologists analyzing obesity, heart disease, and diabetes have found that the act of sitting shuts down the circulation of a fat-absorbing enzyme called lipase. They have also found that standing up engages muscles and promotes the distribution of lipase, which prompts the body to process fat and cholesterol, independent of the amount of time spent exercising. They have also reported that standing up uses blood glucose and may discourage the development of diabetes. In a classroom situation, sometimes, physical or psychological learning does not fit with the type of training or equipment that is used in an environment in which they live or work. Promoting full inclusion in educational environments of ICT includes knocking down simple physical barriers by building up everyone's skills and knowledge of the principles of ergonomics and understanding of assistive technology solutions. This study identifies ergonomic challenges present in the classroom environment and provides solutions that can assist with improving posture and enhance the students’ ability to focus on learning and promote inclusion. This study aimed to identify the ergonomics relationship of smart classes and its impact on general health of students.
This study was carried out in 2015. Random stratified sampling was used to recruit 540 students from sixth grade boys and girls studying in smart class of Behshahr-Iran. The size of the sample was determined by Krejcie and Morgan table to be 225 participants. A questionnaire was used to collect data with respect to the ergonomics of smart class in terms of biological, technical, mechanical aspects. General Health Questionnaires developed by Goldberg and Hiller was used to assess the health of the students. Pearson correlation test and regression were used to analyze the data.
The research findings show that from among the components ergonomics of smart classes, biological criteria, technical criteria and mechanical factors were significantly related to the health of students (p The results of this study indicate that increased ergonomics improves the general health of the students. Principles of usage of the smart equipment in smart classrooms can have a significant impact on the health of students. In a technical evaluation of a smart class, it is very important to overcome technical problems to fix them. Hence, it is necessary for the department of education officials and school administrators to provide required facilities to comply with ergonomics of smart schools, so that the health of the students is not jeopardized.

Various studies have shown that teachers, especially teachers of lower grades, are at relatively high risks of voice problems. Recent research has also shown that gender, teaching venue and the characteristics of students can aggravate the risk of voice problems. So far the problem has not been studied in the context of special schools. The present research is an attempt to address this gap.
In this cross-sectional study, convenience sampling was used to recruit 88 teachers from among elementary schools teachers working at ordinary and special schools in equal numbers. The inclusion criteria were being female and being in the age range of 26-40 years old. The participants from the ordinary and special schools were matched in terms of teaching experience. The research instrument was Voice Handicap Index. The questionnaire consists of three sub-tests, namely, functional, physical and emotional components. Kolmogorov–Smirnov test was used to determine the normal distribution of data. Given that scores were not normal, Mann-whitney and Chi-Square test were used to compare scores between the two groups. The significance level was set at p The results showed that 31. 8 percent of special schools teachers and 13. 6 percent of ordinary schools teachers had voice problems. The difference was statistically significant (p value = 0. 040). In both groups of teachers received the highest mean scores in the physical sub-test and lowest in the functional component. All mean scores in special schools teachers were higher than those in the ordinary schools. The mean scores of the teachers of special and ordinary schools in the physical sub-test were (7.79±6.64) (4±3.23) respectively. Also the total means in special schools and ordinary schools were (15. 63±15.92) and (7. 25±5.59) respectively. The differences in the physical sub-test were significant between the two groups. Teachers of elementary in special schools, experienced voice problems twice as much as the teachers of ordinary schools (OR=2.333).
It is essential to hold training classes by experts to increase awareness of and employ teaching preventive techniques and proper use of voice for this group of professional voice users to increase the quality of education.

Lumbar Discopathy is a common and costly disease and the leading cause of physical disability and psychological distress. The aim of this study was to compare the prevalence of obsessive beliefs in Lumbar Discopathy patients with healthy peoples.
This is a causal-comparative study. Convenience sampling was used to recruit 100 participants, namely, 50 patients with Lumbar Discopathy and 50 healthy. The research instruments were demographic questionnaires and Obsessive beliefs Questionnaire (OBQ-44). Independent sample t-test was used to analyze the data.
The results showed that 86% of Rheumatoid arthritis (RA) patients had obsessive beliefs as follows: 98% had obsessive beliefs in the field of "Perfection and certainty"; 90% in the subscale of "responsibility and risk assessment and threat"; 52% in the field of "the importance and thought control"; 40% in the field of "common factor" and 8% in the subscale of “perfectionism”. Comparison between the two groups showed significant differences in "obsessive beliefs (total)" (p It can be concluded that patients suffering from Lumbar Discopathy are more prone to obsessive beliefs. Therefore, psychological treatment is suggested for such patients.

Health problems can have implications for mental illness or psychosomatic outcomes. The treatment of psychological problems along with physical disabilities could reduce pain. The aim of this research was to investigate the effect of acceptance and commitment group therapy on body image and social phobia in people with physical disabilities.
The study population consisted of 200 patients under the auspices of Welfare Organization in Qom-Iran. Random sampling was used to recruit 30 male participants. The participants were assigned to control and experimental groups in equal numbers. The participants participated in eight training sessions, with each session lasting for 120-minutes. The research instruments were Social Phobia Inventory (SPIN) developed by Connor and Body Image questionnaire developed by Brown, Cash, & Mikulka, (1990). Analysis of covariance was used to analyze the data.
This is a pretest-posttest control group research. Results showed that the acceptance and commitment treatment led to an increase in acceptance and satisfaction of one’s own body (p Acceptance and commitment therapy has a positive impact on improving body image and decreasing social phobia among people with physical disabilities.

This study aimed at extracting indicators of accessibility quality evaluation in age-friendly city for seniors with physical disabilities and assessing them in the Chahar Bagh-e Abbasi Street of Isfahan.
Being descriptive-analytical, the present research employed library and field studies for collecting data. First, we extracted the most important indicators related to accessibility quality. Some indicators were assessed by questionnaires. Other indicators were evaluated based on the relations defined by the authors and according to standards. In the end, SPSS was used to assess the degree of desirability of all indicators.
The participant rated access to public conveniences with 82% desirability rate, access to rest and sitting areas with 78%, and passable sidewalks with 82%, as the best indictors, while pedestrian crossings with 13% desirability rate, buildings entrances in terms of standard steps and ramps with 31% and vehicle's passing and parking in sidewalks with 32%, as the least required indicators in this street.
The participant’s complaints about the blocking of sidewalks be vehicles, inconvenience and disturbances. So, it seems it is necessary to pave the way for having age-friendly cities.

Leisure as one of the most important aspects of life among people with multiple sclerosis may be influenced by several factors. This study examined the effects of fatigue, depression and cognitive impairment on the individual's leisure.
This is an analytical cross – sectional study. Convenience sampling was used to recruit 35 participants with multiple sclerosis aged 21-55 from among the patients treated at an occupational therapy clinic in Hamadan. The research instruments were Tondnevis leisure Questionnaire, Fatigue Severity Scale, Beck Depression Inventory test and Mini-Mental Status Examination. SPSS software was used to analyze the data.
A significant relationship was found between leisure time and depression (r=0.385) and fatigue (r=0.499), but no significant relationship was found between leisure and cognitive dysfunction (r=0.226).
Results suggested a strong positive association between depression, fatigue and Leisure, indicating that elevated levels of fatigue and depression reduce leisure time among patients with multiple sclerosis.

Written language disorder is one of the most common disorders among students. Correct and timely diagnosis of this disorder is considered as the initial and important step in its treatment, education, and research. The present study revieweed diagnostic methods and tools used for this disorder by researchers.
The research design was a descriptive-causal-comparative one. A library method was used for data collection. The research corpus consisted of all the previous research performed in the area of written language disorder. A total of 36 original studies were selected as the research corpus through targeted sampling. The diagnostic methods used to detect written language disorder were identified through investigating their research methodologies. Descriptive and inferential statistics were used to analyze the data through SPSS software.
The results showed that domestic researchers have mostly applied criterion-based methods to diagnose the written expression disorder (30 diagnoses from among a total of 36 diagnoses). DSM-5 does not recognize this method to be valid because it fails to clarify all components of this disorder the results also indicated that the researchers had examined only one component of dictation in written language. Also, the level and rate of disorder were not compared with the community norms Moreover, the results indicated that no significant agreement existed in applying unified valid criteria.
Criterion-based diagnoses are thought-provoking and a great deal of confusion is observed in diagnosing the disorder based on the used criteria. Thus developing standardized tools to diagnose written language disorder is an essential suggestion.

The purpose of this study was to investigate the effect of emotional intelligence training on maladaptive and aggressive students with emotional and behavioral disorders in Dezful- Iran. Previous studies suggest emotional intelligence and cognitive intelligence capability are not fixed and immutable. Rather, they can develop and change in the course of time. It has also been suggested that special training can boost emotional intelligence.
This study is pretest-posttest control group quasi experimental one. The population consisted of all male students between the ages of 11 to 14-year-old, who were admitted to the medical center SHAFA Dezful- Iran. Convenience sampling was used to recruit to 32 participants. The participants were assigned to the control group and the experimental group in equal numbers. The research instruments were Adjustment Inventory for high School Students (AISS) and Aggression Questionnaire (BPAQ) developed by Arnold H. Buss & Mark Perry (1992). The participants in the experimental group received training for 16 sessions with each session lasting for 90 minutes. Multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) were used to analyze the data.
The results showed that emotional intelligence training leads to increases in adjustment (P Emotional intelligence training helps students with emotional disorders in terms of increased adaptability, reduced depression. It also enhances the quality of life and social interactions with family members. The findings of this study are consistent with research showing that emotional intelligence is an effective factor in determining the real-life situations such as success in school, success in business and personal relationships. Emotional intelligence and experience play an essential role in coping with stressful events, finding the desired objectives envisaged in the future, and coping with chronic stress.

Time based analysis methods are limited by many factors; however, as the resent research shows, the frequency based methods are more sensitive to voice perturbations. The objective of the present study was to evaluate Cepstral peak prominence (CPP) and Smoothed Cepstral Peak Prominence (CPPS) of normal male and female Persian speakers.
A cross sectional comparative method was used to evaluate and compare normal female Persian speakers’ sustained vowel prolongation. The participants were 200 male and female Persian speakers in equal numbers. Comfortable loudness and standard text reading were used as tasks. The acoustic analysis to calculate CPP and CPPS was performed by Speech Tool software. Independent T-test was used to analyze the data.
Mean values of CPPS in male group were significantly higher in both vowel prolongation and text reading tasks than among female participants (p Voice quality of normal males Persian speakers is better than that of normal females. This finding may be explained by posterior phonatory gap as a common anatomic pattern in Iranian female population. It is also evident that CPP and CPPS are sensitive enough to be used for the assessment of voice quality in Iranian population.

Having children is one of the strengths of couple relationships. Despite this, the presence of a disabled child is very stressful for parents especially mothers, because they experience more stress, guilty feeling, and fatigue. The present study aimed at investigating the effect of Islamic positive thinking on reduced anger and life satisfaction among mothers having disabled children.
This study is a pretest-posttest quasi-experimental one. The population consisted of mothers having children with special needs in Roodsar, Iran. A total of 36 participants were recruited through an announcement in exceptional children centers, of whom 6 participants were excluded. The inclusion criteria included having one child with special needs, having at least high school diploma, having no apparent psychological disorders, and getting divorced. The participants were divided into two groups, namely, experimental (N=15) and control (N=15). The research instruments were a demographic information questionnaire (age, gender, marriage status and employment), Novaco Anger Scale (NAS) and Life Satisfaction Scale (LSS). NAS includes 25 questions consisting of five items scored 0-4. This test was constructed by Novaco (2002) and was standardized. Its reliability and validity were reported as 0.61 (p Mean and SD of the age of experimental and control group were 41.6, 7.48 and 39.8, 3.21, respectively, concerning the education, 70% had diploma, 20% associate degree, 10% master degree. These were 73%, 15% and 12% in the control group respectively. Regarding the education, 77% of the experimental and 23% of control groups were housewives. The results revealed significant pretest-posttest differences in the control group with respect to anger and life satisfaction (p It could be concluded that Islamic optimism training plan reduced anger feeling and led to an increase in life satisfaction of mothers having children with special needs. So, it is recommended to incorporate the plan in intellectual teachings or designing family training plans.

Having hyperactive children has profound effects on one’s relationships with other family members and affects the general atmosphere of the family. Reactions such as aggression, hostility, physical and emotional punishment by parents of hyperactive children are common. Emotional Expressiveness Training has recently been suggested. Accordingly, this study aimed to investigate the effect of emotional expressiveness training on the sense of entrapment of mothers with hyperactive children.
This is a pretest-posttest control group quasi-experimental study. The population of the study was all mothers of children with Attention Deficit-Hyperactivity Disorder in Isfahan-Iran. Multistage random cluster sampling was used to recruit 30 participants. The participants were randomly assigned to experimental and control groups. The research instrument was Entrapment Scale developed by Gilbert and Allan (1998). The mothers in experimental group participated in Emotional Assertiveness Training in nine one-hour sessions for two months. The mothers in the control group did not receive any training. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.
The results showed that a significant difference between control and experimental group, indicating the positive effect of emotional expressiveness training on the sense of entrapment of mothers with Hyperactive Children (p Emotional Expressiveness Training has a positive impact on reducing sense of entrapment of mothers with hyperactive children.

Academic self-handicapping is a major cause of academic failure among students with learning disabilities. Therefore, the purpose of this study is to investigate the effect of cognitive-behavioral programs on debilitating motivational behavior and academic self-handicapping among students with learning disabilities.
This is a time-interval pretest-posttest quasi-experimental study. The population of the study included all female high school students in Tehran- Iran in the school year 2014-2015. A total of 44 participants with learning disabilities were recruited from among the students with low scores on Martin’s Motivation Scale. The participants were randomly assigned to experimental and control groups in equal numbers. The research instrument was Martin’s Motivation and Enthusiasm scale (2012). Factor analysis was used to estimate the validly of the research tool. The utility of the 11 factors were demonstrated as follows: task management, scheduling, stand, valuation, focused learning, self-confidence and ability to express passion, self-sabotage, anxiety, avoidance of defeat and uncertain control. The result of factor analysis also revealed four clusters as follows: behavior amplifiers, amplifiers thinking, behavior debilitating, and disabling think. The participants in the control group received Martin program on cognitive behavioral treatments in 16 sessions of 60 minutes once a week. Follow-up post-test was administered in 2 month intervals.
The results showed significant difference between the control and experimental groups in debilitating motivational behavior across three time-intervals (p In can be concluded that students with learning disabilities benefit from Martin program on cognitive behavioral treatments in reducing debilitating motivational behavior and academic self-handicapping

Balance disorder is one of the most common problems after acquired brain injury (ABI). Traditionally, ABI patient's rehabilitation focuses on recovery of postural control and coordination to increase stability and reduce the risk of falling. Some researchers who challenge the traditional physiotherapy techniques in the treatment of balance disorders suggest that these techniques are costly and time consuming and not very effective because the low engagement of the patient. New technologies such as virtual motor rehabilitation provide new features to rehabilitation. Virtual motor rehabilitation often uses play therapy so that patient's participation is strengthened, fatigue minimized and adherence and motivation toward rehabilitation process increase. Although, some research suggests that virtual reality rehabilitation lead to more favorable outcomes than traditional rehabilitation, there are also some limitations. For example, in the majority of studies, expensive tools were used which are not easily available. Therefore, the method is not suitable for use in clinical settings or at home. Due to these limitations, in recent years, video games (such Nintendo Wii Fit) have caught the attention of researchers and clinicians in treatment of patients with motor problems. In Wii Fit game, patient transmits his/her weight backward and forward and sides of the center of pressure (COP) to achieve the objective and raise stability. This game utilizes a visual-perceptual system, provides information about the performance, shows the direction, changes speed and acceleration, and is interactive, motivating, cheap and usable. Therefore, the current study compares the effect of virtual reality games (Wii Fit) with conventional rehabilitation on balance and mobility in patients with acquired brain injury.
A quasi-experimental study was carried out. Convenience sampling was used to recruit 30 participants with acquired brain injury who were attending a rehabilitation program. The participants were randomly divided into two experimental and control groups in equal numbers. In the intervention phase, the control group participated in 15 sessions of 60 minutes of conventional physiotherapy three times a week. The intervention included stretching exercises such as stretching the hamstring, gastrocnemius and soleus muscles; rotational movements such as rotation of the trunk, knee extensions, dorsiflexion and plantar flexion in standing position; static balance training: subjects with a small base of support, feet close together, unstable surfaces (like a sponge) stands with open and closed eyes; and dynamic balance exercises such as walking exercises, exercises that involve moving the body in a standing position and postural changes. The participants of the virtual reality group performed 15 sessions of 40-minutes of conventional therapy plus training with Wii Fit games (Balance Bubble, Table Tilt, Soccer Heading, Penguin Slide and Ski Slalom) three times a week for 20 minutes. Berg balance scale, Timed up and go, Functional reach, Dynamic gait index were conducted for balance assessing. Independent sample t-test was conducted. The level of significance was set at 𝑝=0.05. SPSS22 software was used to analyze the data.
There was not significant difference between the two treatments in Berg balance scale (p=0.149), Timed up and go (p=0.197), and Dynamic gait index (p=0.201). But, in the Functional reach test, the control group was significantly better than virtual reality group (p˂0.001).
With regard to BBS and DGI, Nintendo Wii associated with conventional rehabilitation is beneficial in dynamic balance and mobility, promoting benefits, which are similar to obtained by conventional physiotherapy. However, one must be attentive to potential risks related to the acquisition of compensatory movements (TUG and FR), as eventually the dynamism of virtual reality can stimulate in acquired brain injury patients.

Psychological distress is a general term used to describe unpleasant feeling. In other words, it is a mental illness that interferes with activities of daily person. Mothers of children with autism spectrum disorder often experience severe difficulties and stress. In order to limit excessive clinical referrals to specialist psychological services and rehabilitation, there is a need to identify alternative psychological treatments. Having children with autism spectrum disorder is a cause of stress for mothers and affect their emotions. Acceptance and Commitment Therapy is thought to help individuals to accept feeling as feeling and thoughts as thoughts. Therefore, the purpose of this study was to investigate the effect of group-based Acceptance and Commitment Therapy on mindfulness and acceptance in mothers of children with autism spectrum disorders.
This is a multiple time series pretest-posttest control group quasi-experimental study. Random sampling was used to recruit 30 mothers of children with autism spectrum disorders under auspices of Iranian Welfare Organization in Isfahan-Iran in autumn 2015. The participants were randomly assigned experiment and control groups in equal numbers. The experimental group received Acceptance and Commitment therapy for 8 sessions of 90 minutes. The research instruments were five facet Mindfulness Questionnaire developed by Bayer et al. (2006) and Acceptance and Action Questionnaire developed by Band et al. (2011). Repeated measures analysis of variance (ANOVA) was used to analyze the data.
The results showed significant differences between the control and experimental groups in all facet of mindfulness expect non-judgment and acceptance of mothers (p It can be concluded that commitment based therapy affects mindfulness, observation, description and lack of response not only in the post-test but also at follow-up tests. Therefore, this method can be used to raise mindfulness and acceptance of mothers having children with an autism spectrum disorder.

Formant structure is an important feature of vowels in any language. The formant structure of any vowel can be a function of gender. This study investigated the formant structure of six Persian vowels used in the speech of Turkish speakers aged 18-28 years old.
This is a descriptive-analytic cross-sectional study. A total of 30 male (N=15) and female (N= 15) 18-28 year old participants were recruited from among Turkish speaking students studying at Iranian University of Medical Sciences. The fundamental frequency and three first formants of each of six Persian vowels were recorded by Praat software. Independent samples-t test and Mann U Whitney were used to analyze the data.
Among male participants, the lowest fundamental frequency was related to /æ/ vowel with a mean of 120 Hz, the highest being /i/ vowel with a mean of 128 Hz. The lowest first formant was related to /i/ vowel with a mean of 280 Hz, the highest being /æ/ vowel with mean of 693 Hz. The highest second formant was related to /o/ vowel with a mean of 931 Hz, the lowest being /i/ vowel with mean of 2135 Hz. The lowest third formant was related to /æ/ vowel with mean of 2554 Hz, the highest being /i/ vowel with mean of 2927 Hz. Among the female participants, the lowest fundamental frequency was related to /æ/ vowel with mean of 219 Hz, the highest being /i/ vowel with mean of 249 Hz. The lowest first formant was related to /i/ vowel with mean of 348 Hz, the highest being /æ/ vowel with mean of 943 Hz. The lowest second formant was related to /u/ vowel with mean of 771 Hz, the highest being /i/ vowel with mean of 2686 Hz. The lowest third formant was related to /æ/ vowel with mean of 2815 Hz, the highest being /i/ vowel with mean of 3303 Hz. All the differences between male and female participants were significant except for the first and third formant in /u/ vowel, second formant in /o/ vowel and third formant in /a/ vowel (p It can be concluded gender is not only a factor for a differences of fundamental frequency, but it also can account for differences in vowel space of Persian vowels in the speech Turkish male and female speakers. It seems that the significant greater amount of fundamental frequency of all of vowels in females can be the result of smaller dimensions of larynx, and smaller length and mass of vocal tract, though part of this difference may be a function of other factors such as language or dialect. The significant greater amount of first formant of female participants shows the higher position of tongue in females during production of the vowels. Reduction in second formant with more posterior vowels shows the smaller distance between the narrowest place of articulators and larynx. Vowel space in female participants was greater than that in males, obviously in front vowels. Therefore, it seems necessary to replicate this study in some other languages or dialects for closer study of gender's effect and other factors such as language or dialect.

The Voice as a product of a multidimensional mechanism is highly controlled by nervous system. Multiple Sclerosis as an idiopathic neurologically disease leads to voice disorder as a primary sign. Since there is no lesion on the vocal cords, acoustic analysis like frequency based analysis as a robust and exact method, can be used as a method of assessment. The objective of the present study was to compare voice quality of MS patients with their counterparts.
This is a cross sectional study. Purposive sampling was used to recruit 60 patients, namely, 30 MS patients and 30 normal counterparts aged between 20 to 60 years old. The research instruments were Cepstral Peak Prominence (CPP) and smoothed Cepstral peak prominence (CPPS). Acoustic analysis was performed by “Speech Tool” using sustained vowel prolongation and reading the standard text tasks. Independent T-test was used to analyze the data.
CPP and CPPS values were significantly higher in normal females either in vowel prolongation or reading tasks (p0.05).
Voice analysis of patients with Multiple Sclerosis can be used as a diagnostic tool for voice disorders. The results of the present study revealed the importance of voice analysis in early stages of MS especially in female group.

The phenomenon of running away from home creates public disorder and confusion in society and it is the most common cause of delinquent behavior. Dysfunctional thought is one of the important factors contributing to the appearance of underlying disorders; including assumptions and beliefs that are generally negative. Mindfulness skills are taught as a means to note distressing thoughts and feelings, hold such experiences in awareness, and cultivate acceptance and self-compassion so as to break up associative networks and offset the risk of running away. The purpose of this study was to determine the effectiveness of mindfulness-based cognitive therapy on controlling the dysfunctional thoughts in runaway girls and those mismanaged by bad parents in the city of Rasht.
The research used a quasi-experimental method with a pretest-posttest design. The statistical population consisted of all runaway girls and bad parent girls that are kept in centers affiliated to State Welfare Organization of Guilan; a total of 12 people, including 6 cases of runaway girls and 6 bad parent girls were selected through non-random convenience sampling and were put in two groups of runaway girls and bad parent girls. After pretest using dysfunctional thoughts and self-concept questionnaires, in both groups 8 sessions of 90 minutes of mindfulness-based cognitive therapy were performed. After the end of the training and treatment period and the implementation of posttest, one-way analysis of covariance (ANCOVA) and dependent two-sample t test were used for both groups.
Dependent two-sample t-test results showed that the average of dysfunctional thoughts in runaway girls and bad parent girls in posttest is significantly lower than the pretest. It could be said that mindfulness-based cognitive therapy has a positive effect on controlling dysfunctional attitude in runaway girls and bad parent girls (p The results of analysis of covariance showed that regarding the effectiveness of mindfulness-based cognitive therapy to control dysfunctional thoughts, there is no difference in runaway girls and bad parent girls; but in the effectiveness of mindfulness-based cognitive therapy on self-concept, there is a difference in runaway girls and bad parent girls and this method has more effect on increasing self-concept in runaway girls than bad parent girls (p

Many people suffer from chronic nonspecific low back pain among other musculoskeletal disorders during their life time. There is a close relationship between low back pain and one’s physical activity type. Therefore, it is important to have a satisfactory measurement tool to identify and measure the type and rate of physical activity and give some information about type and rate of physical activity to patients and therapists. The aim of this research was to investigate the face validity and test-retest reliability of Persian translation of "Baeck physical activity questionnaire" in patients with chronic nonspecific low back pain.
Baeck Physical Activity Questionnaire was translated to Persian in accordance with the standards set by the International Quality of Life Assessment (IQOLA) translation protocol with the help of an expert panel. Face validity of the final translation was investigated by both qualitative and quantitative methods. Pearson’s correlation and ICC were used to measure the test retest reliability of the test.
Experts’ opinions were sought as to the wording and clarity of each statement in the instrument. In addition, the opinions of the target population (N=20) was asked as to the face validity of each item. A reliability of 0.85 calculated through ICC and 0.90 calculated through Pearson Correlation Coefficient confirmed the test-retest reliability of the instrument.
Persian translation of Baeck Physical Activity Questionnaire enjoys an acceptable face validity and test-retest reliability in patients with Low Back Pain.

The purpose of this study was to examine the interactional effects of errorless versus error-full learning and awake versus asleep states on ball throwing skill learning in children with intellectual disability with specificity of practice hypothesis.
The participants of this study were 33 children with intellectual disability in age range of 6-8 year old. The participants were categorized based on pretest into three experimental groups, namely, errorless learning, error-full learning, and specific practice group. They performed ball throwing accuracy task by shooting tennis balls with the right hand towards the goal disk on the wall in 12 acquisition sessions. Then, they did the retention test. The test was done in two and 24 hour intervals after the last training session.
The results of means showed that in the first retention test i.e., before night sleep, the participants in the specific practice group were more accurate than those in the error-full learning group (p The performance of errorless learning group after 24 hours acquisition session, confirmed the benefits of errorless learning as well as facilitating the memory consolidation process.

The aim of current research was to investigate the effect of acceptance and commitment based therapy on emotion regulation and quality of life of mothers of children with intellectual disability.
This is a pretest- posttest control group quasi-experimental research. The population of the study consisted of the mothers of students with intellectual disability in Karaj-Iran in the school year 2014-2015. Convenience sampling was used to recruit 30 participants. The participants were assigned to experimental and control groups in equal numbers. The experimental group participated in 8 sessions of acceptance and commitment based therapy. The control group received no intervention. The research instruments were The Emotion Regulation Scale (ER) and Quality of Life (QOL) questionnaires. Analysis of covariance (ANVOVA) was used to analyze the data.
The results showed a statistically significant difference between post-test scores of the experimental and control group following receiving training in acceptance and commitment based therapy in favor of the experimental group (p>0.01) in terms of emotion regulation and quality of life of mothers of children with intellectual disability (p>0.01).
It can be concluded that acceptance and commitment based therapy interventions leads to increasing emotion regulation and quality of life of mothers of children with intellectual disability.

The use of mindfulness-based interventions is now common in various psycho-educational and therapeutic investigations for adults and adolescents. However, this intervention is not used for Iranian children. Therefore, this study evaluates the effect of Children Mindfulness-based Intervention on mindfulness and mental health of Iranian school-aged children.
This is a two group pre-test post–test quasi-experimental research. The population of this study was Iranian school-aged children aged 5-12. Convenience (voluntarily) sampling was used to recruit the participants. A total of 234 participants (116 boys, 118 girls) were randomly assigned to control (n=117) and intervention (n=117) groups. The Intervention group received 9 weeks of mindfulness-based educational-intervention (each session was 45-70 min), while the control group did not receive. The instruments to assess mindfulness and mental-health were CAMM and PCS-17 respectively. ANCOVA procedures were used to analyze the data.
The results showed an increase in children’s mindfulness (F(1,229)=52.70, p Mindfulness-based intervention for children could be used as an intervention to increase children’s mental health and to decrease externalizing and internalizing disorders as it increases their mindfulness.

Attention deficit /Hyperactivity disorder is a neurological disorder with symptoms of hyperactivity/ impulsiveness. Impulsiveness is one of the main symptoms of attention deficit /hyperactivity disorder. In the past few decades, childhood impulsiveness has been one of the most widely studied topics in child development. Impulsiveness affects people's lives in the future causing many problems like the destruction of relationships with peers, financial management, excessive drug abuse, and risky driving. This study was performed to examine the efficacy of art therapy with painting approach on Impulsiveness of children with Attention deficit /Hyperactivity disorder.
the study is an experimental survey with pretest-posttest design and control group. The statistical population included all primary school children aged between 8 to 12 years in the urban district number three in Kermanshah city during 2015-2016. In cluster sampling stage, 5 schools were selected and after completing the questionnaire and meeting the entry conditions of the study, 24 students were assigned randomly to control and experimental groups. Inclusion criteria included attention deficit/ hyperactivity disorder and lack of other disorders, aged 8-12 years, second to sixth grade, cooperation and consent of parents and teachers, lack of other therapies such as pharmacotherapy. Sessions for experimental group were performed in 9 sessions over a period of 45 to 60 minutes, twice a week. Art Therapy program retrieved from "group art project for children with autism". The program sessions aimed to encourage physical and verbal interaction, brainstorming teamwork, friendship, intimacy, attention to detail and groups, increased control, working together, respecting turn, fine motor skills, body awareness and body language in the form of art and design have been as enjoyable and comfortable for children. To assess impulsiveness in this study the Self-Restraint Scale was used, the test was developed in 1990 by Weinberger and Schwartz. It is a self-administered questionnaire with 30 statements and evaluates the degree of emotional inhibition. The Scale of inhibition has an overall score and four subscales include: anger, impulse control, respect for others, and responsibility. In present study, impulse control subscale was used to assess impulsiveness of children, Low score in impulse control indicates high impulsiveness and high score in control impulsiveness indicates low impulsiveness. Both groups were evaluated by Self-Restraint Scale of Weinberger & Schwartz in pre and posttests. Data analysis was performed in two stages: descriptive and inferential. At the descriptive level we used the mean and standard deviation, and according to the established important assumptions of the analysis covariance, this test was used.
The results showed that the level of impulse control increased in children who participated in art therapy sessions Compared to the control group who received no intervention. This means that impulsiveness is reduced in the experimental group (p We can conclude that art therapy intervention resulted in significant differences between the experimental and control groups, In fact, the presence in the experimental group and receiving experimental program can decrease impulsiveness in the group. Since these children often face problems with impulse control and high impulsiveness is an important issue in working with these children, choose a treatment method that primarily be able to communicate with these children and attract them to continue the therapy and finally be effective and useful to solve the problems of these children, is an important issue. According to the findings of this study it can be concluded that art therapy can increase impulse control and reduce impulsiveness in these children. Since the most important way to enter the world of children is painting, in this way the problems of children can be realized and to some degree can be moved in order to solve the problems caused by lack of impulse control. With respect to what was said, if impulsiveness is left untreated in these children, it may lead to irreversible problems in adolescence and adulthood. Thus, treatment effectiveness would be more if the diagnosis and treatment of problems in these children is realized in younger ages,. Due to the effectiveness of art therapy to reduce impulsiveness in children with Attention deficit/Hyperactivity disorder, Psychologists and pediatricians recommended to use this therapeutic method in order to reduce the impulsiveness of these children.

The aim of this study is proposing an intelligent model for diagnosis and classification of learning disabilities based on machine learning methods and artificial neural network. Learning disabilities are among the most important and the most complex disabilities in the field of exceptional children's education. Exceptional education is an important area to which computer systems have contributed. Perhaps the first step in the education of exceptional children is the identification and classification of problems that these children face. A lot of research has been carried out regarding the use of machine learning techniques and artificial intelligence in the diagnosis and classification of learning disabilities. Reviewing of related works shows that machine learning techniques and expert systems are helpful to teachers and exceptional education’s specialists. Due to complex nature of and large number of learning disabilities, experts find it difficult to diagnose and classify learning disabilities without the help of computers. Insufficient number of experts raises work pressure and diagnosis delaying. Delaying in learning disabilities diagnosis causes various problems in learning disabilities treatment. The diversity and extent of learning disabilities and insufficient number of experts make an expert system necessary for the diagnosis and classification learning disabilities of children.
In this research firstly, the necessity to develop an expert system for classifying learning disabilities is discussed. Then with reviewing related works, strengths and weaknesses of each model is expressed. Digital signal processing, digital image processing and machine learning are the most cited methods used for learning disabilities classification in previous research. A review of the literature shows that models based on digital signal processing and digital image processing could not be used for this purpose because they are costly and require controlled conditions for analysis of digital signals and digital images. However, models based on digital signal processing and image processing are highly accurate. Models based on machine learning and artificial intelligence methods are also highly accurate. In addition, results show models based on artificial intelligence are less costly than models based on digital signal processing and image processing. Therefore, models based on machine learning methods are more appropriate than models based on digital signal processing and image processing for application systems. Artificial neural network could classify learning disabilities with an accuracy of over 85%.
Results show that by using genetic algorithm for feature selection the accuracy of classification can be improved. In addition, by using fuzzy logic system researchers can extract rules of classification.
A hybrid intelligent model based on artificial intelligence and machine-learning methods using the strengths of previous models is proposed. The proposed model uses genetic algorithm for feature selection from among a set of features that have the highest impact in classification extracting. In the proposed model learning disabilities are classified with an artificial neural network. This model uses a fuzzy logic system to extracts rules of classification intelligently. The proposed model is highly accurate in classification and implementation simplicity. Finally, implementation of proposed model is explained.

According to WHO Expert Committee on Drug Dependence, treatment refers to a process in which the person who has substance abuse disorder is put under contact with a care system or a physician or any social service and moves in an interceptive direction in order to achieve the highest welfare, health and public health level (WHO, 1998). The aim of present study was to compare the effect of treatment programs of mandatory residential canters versus rehabilitation camps on life satisfaction, emotion regulation and mental health in males with substance abuse disorder in Sari-Iran.
This is a two-group pretest-posttest quasi-experimental research. Convenience sampling was used to recruit 260 men with substance abuse disorder. The participants were randomly assigned to two groups in equal numbers, namely, those who were staying in mandatory residential centers, and those who were admitted to rehabilitation camps. One-way covariance (ANOCOVA) and analysis of multivariate variance (ANOVA) were used to analyze the data.
The results showed that the both groups in the pre-intervention and post-intervention were significantly different (p The results highlighted the fact that no method can be effective alone. Therefore, each method can have its practical implications in substance abuse interventions and preventive measures. It can also be concluded that the treatment programs regardless of the particular method of treatment, voluntarily or compulsorily, may merely help those understanding and identifying their own solutions for getting to change and develop with an intention to recover.

Due to the growing importance of the defense mechanisms in conceptualizations of mental disorders and their treatments, this study aims to investigate pathological defense mechanisms of parents of children with intellectual disability and deaf children in Fars province in search of solutions.
This is the causal-comparative survey. The population of study was all parents of children with intellectual disability and deaf children under the auspices of Rehabilitation and Welfare centers in 2015 in Kazeroon-Iran. Convenience sampling was used to recruit 30 parents of children with intellectual disability, who were diagnosed to be trainable or educable. The sample also included 30 parents of deaf children who were matched with the participants in control group for age, education level and gender of children. The research instruments were the Structured Clinical Interview and Defense Style Questionnaire (DSQ) developed by Andrzv and colleagues. Two-factor analysis of variance (MANOVA) was used to analyze the data.
The results showed significant gender-related difference between the mean scores of parents of deaf children and those with intellectual disability on mature, immature and neurotic defense mechanisms (p≤0.001). In other words, mothers of deaf children and those of intellectual disability use mature defense mechanisms more than fathers of such children. No gender-related difference between was found between the studied groups in terms of immature and neurotic defense mechanisms.
It is concluded that the identification of defense mechanisms of the parents of deaf children and those with intellectual disability could help design and implement effective intervention programs.

Addiction is a disorder that involves complex relations with cognitive functions. Individuals with history of substance dependence often suffer from impairments in cognitive functions. The present study evaluates the effect of Methadone maintenance treatment (MMT) on cognitive functions of opioid-dependent patients.
This research is an ex-post facto one. The study population consisted of all opioid-dependent patients and patients undergoing Methadone maintenance treatment in central prison of Hamedan. Convenience sampling was used to recruit 30 participants from among methadone- maintained patients, 30 opium-dependent patients as well as 30 non-dependent participants as the control group. The research instruments were Wechsler Memory Scale (WMS-III) and Stroop test. Analysis of variance (ANOVA) and Tuckey test were used to analyze the data.
The results show no statistically significant difference between methadone-maintained participants and non-dependent participants on Wechsler Memory Scale (p It can be concluded that Methadone maintenance treatment improves selective attention in opioid-dependent patients.

The aim of this study was to investigate the effectiveness of sensory-motor integration training in improvement of autism symptoms in children with autism spectrum disorder. Autism spectrum disorders (ASD) are characterized by a combination of repetitive behaviors and deficits in communication and social skills. Sensory integration has a role in developing body perception, selection of concurrent stimuli, and the ability to act in convenience with the environment. Sensory receptors receive all the data from the body. Data flows through the sensory neurons in the central nervous system. Brain promptly analyses, collates associates and integrates the respective sensory signals through neurologic processing. Consequently, motor neurons send a signal to the brain. The body gives a sensory motor response to the signal. The core process elements of sensory integration fidelity include (a) providing sensory opportunities (b) providing just-right challenges, (c) guiding self-organization, (d) creating play context, (e) maximizing child’s success, and (f) ensuring physical safety. These core elements are essential for identifying and structuring authentic sensory integration intervention. Also, sensory integration training (SIT) for children with autism seeks to expose children to different sensory experiences and improve sensory processing. Through this therapy, children will learn to better register and modulate sensations, and make more appropriate and adaptive responses.
This is an A-B follow-up case study. Purposive sampling was used to recruit four participants. The participants participated in 21 sessions of sensory-motor integration training, namely, two weekly session of 45 minutes. Assessment instrument was Gilliam Autism Rating Scale (GARS). GARS consists of four sub-scales, each consisting of 14 items, as follows: 1. Stereotypic behaviors; 2. Communication problems; 3. Social interaction and 4- developmental disorders Visual inspection and Cohen's d effect size were used to analyze the data.
The result of visual inspection indicates that the effectiveness of sensory-motor integration training in improvement of autism ssymptoms, namely, stereotypic behaviors, communication problems, and social interactions. The result of Cohen's d effect size showed large effect size of sensory-motor integration training on stereotypic behaviors, communication problems, and social interactions. Nonetheless, the effect size of sensory-motor integration training in the follow up stage for one of cases was medium.
The results showed that sensory-motor integration training is effective in reducing symptoms of autism (ASD). The trend in the follow-up stage showed that an increase in the number of therapy sessions is useful.

Anxiety disorder is one of the most common psychological distresses in children with Learning Disabilities (LD). The purpose of this study was to compare the symptoms of anxiety disorders in children with LD and normal children.
The research employed a causal-comparative design. Convenience and random sampling methods were used to recruit 132 learning- disabled and regular education children in equal numbers respectively. The participants in the experimental and control groups were matched in terms of gender, academic grade, and residence. The research instrument was the Screen for Child Anxiety Related Emotional Disorders (Birmaher et al, 1999). Independent T-Test and Multivariate Analysis of Variance (MANOVA) were used to analyze the data.
Descriptive Results indicated that the prevalence of symptoms of anxiety disorders was 28.8% and 10.6% among children with LD and normal children, respectively. Results of Independent T-Test showed that the mean of anxiety disorders in children with LD was higher than that of normal children (p It is suggested to pay close attention to high prevalence of anxiety disorders.

The purpose of this study was to compare family resilience (family communication and problem solving, utilizing social and economic resources, maintaining a positive outlook, family connectedness, family spirituality, ability to make meaning of adversity) and emotional maturity between dependent and non-dependent men.
This is a casual-comparative research. Convenience sampling was used to recruit120 participants, who were clients of addiction treatment of Fuman –Iran in 2014. A corresponding number of non-dependent participants were also recruited the same way. The research instruments were Family Resilience and Emotional Maturity scales. Multivariate Analysis of variance (MANCOVA) was used to analyze the data.
The results showed that dependent people scored lower in all subscales of family resilience, namely, family communication and problem solving, utilizing social and economic resources, maintaining a positive outlook, family connectedness, family spirituality, ability to make meaning of adversity than non-dependent people (p>0.001).They also scored lower in emotional maturity scale than non-dependent people.
The results of current research imply that people with low family resilience and emotional maturity are more likely to become dependent on drugs.

The aim of this study was to compare the quality of life and life satisfaction, self-esteem and social development of disabled athletes and non-athletes with disabilities. Regular physical activity and exercise are of great importance for health and functioning of people with disabilities.
This is a Causal-comparative study. Convenience sampling was used to recruit the participants. The participants were selected from among disabled athletes and non-athletes with disabilities. Research Instruments were a version of S. Coopersmith's (1967) Self-Esteem Inventory, and Wahtsman Social Development questionnaire and Satisfaction with Life Scale (SWLS; Diener et al., 1985). T-test for independent groups and multivariate analysis of variance were used to analyze the data.
The results showed a significant difference between athletes and non-athletes with disabilities in terms of quality of life and life satisfaction, self-esteem and social development, (0.001), (0.002), (0.001), (0.001). In other words, quality of life and life satisfaction, self-esteem and social development of disabled athletes is higher than non-athletes with disabilities. From Among the variables quality of life, self-esteem, social development, the variable vitality, general self-esteem and responsibility had the highest scores in comparison to other types.
Sports and physical activity can enhance self-esteem, social development, quality of life and life satisfaction among disabled athletes.

Birth of a child with developmental disability can impose challenges on every family member. It also affects interaction of parents with each other and parent child interaction. Parenting styles are particular methods that parents use in nurturing their children. Parents of children with developmental disability face extreme difficulties in dealing with challenging behaviors, teaching their child to communicate, teaching basic life skills, guarding their child from danger, and preparing their child for adult life. There are high-risk factors (such as the ambiguity of diagnosis; the severity and duration of the child’s disorder; a very low I.Q.; lack of congruity with the community norms, bizarre forms of communication and behavior; and enduring disruptive or disorganized behaviors), which might inflict such parents with acute or chronic stress and trauma. They, in turn, may lead to dysfunctional parenting; as such parents spend more time to meet the needs of child with developmental disability and less time to spend with other children. Also, siblings of the child with developmental disability are expected to help the child with a disability needs. The aim of present study was to predict self-determination of siblings of children with developmental disability based on parenting style of their parents.
This is a descriptive correlational study. The population of this research was all the family members of children with developmental disability in Shiraz- Iran in school year 2015-2016. Convenience sampling was used to recruit 181 participants, of whom 91 participants were the siblings of children with developmental disability. The research instruments were Parenting Styles Questionnaire developed by Robinson, Mandleco, Olsen, & Hart's and Self-Determination Scale developed by Gomez-Vela, Verdugo, Gil, Corbella, and Wehmeyers. Simultaneous multiple regression procedures were used to analyze the data.
The results showed that authoritative parenting style was a statistically significant predictor of one subscale of self-determination, namely, autonomy in positive direction (P=0.005). Yet, it failed to predict psychological empowerment and self-realization subscales. Moreover, authoritarian and permissive parenting styles were not significant predictors of any subscales of self-determination, namely, autonomy, psychological empowerment, and self-realization.
It can be concluded that family training workshops for enhancing knowledge and awareness of parents about parenting styles is necessary. Since the authoritative parenting style had a significant positive relationship with the siblings’ ability of self-determination, authoritative parenting style training for parents of children with developmental disabilities is essential.

The aim of present study is reviews comment pre-professional teachers on the content of textbooks technology and socio-economic skills in terms of career preparation.
For this purpose, the views teachers about career preparation the component eight in the textbooks have been asked. Methodology is the survey. A total of 45 teachers were selected in Isfahan province taught books technology and socio-economic skills in academic year 2014-2015. The questionnaire was made available to them. Data were analyzed by t-test.
The results showed that teacher’s books in components of appropriate social skills in the workplace, creating a positive attitude towards employment, personal adequacy, jobs, recreation, job training and intellectual skills evaluated below average. Only the component of academic skills, teachers believed that books appear of average.
it is suggested that the books be reviewed in terms of career prepare components. This research can be used by teachers and planners intellectual disabled childrens.

Family is one of the most important social institutions, which is based on marriage. As a human, sophisticated, elegant and dynamic relationship, marriage has been one of the fundamental issues of human life and human society throughout history. The first buds of relationships between human beings emerge in the privacy of the family. Relationships within the family are of paramount importance and sensitivity and the how of these relationships play an important role in shaping social attitudes and feedback, preparation and development of social skills of family members. In today's society, human life undergoes quick and dramatic changes in all aspects. Marriage is not an exception, disputes and misunderstandings are common in the family and no family is an exception. Sometimes these disputes lead to great problems. Therefore, the present study aims to determine the relationship between locus of control and self-efficacy beliefs with marital conflicts among university students.
This study is a descriptive and correlational one. The population of this study includes all married male and female students of humanities faculty of Islamic Azad University of Sanandaj enrolling in 2015, i.e. 189 people. Random sampling was used to recruit 125 participants based on diagnostic criteria of DSM-V. The resarch instruments were Marital Conflict Questionnire developed by Sanaee and Barati, Locus of Control developed by Rotter Self-efficacy developed by Scherre. Of the 125 questionnaires distributed, 122 questionnaires were returned, of which 20 questionnaires were flawed. Finally, 102 questionnaires were used for statistical analysis. Pearson correlation coefficient and simple linear regression were used to analyze the data.
The results showed that there is no significant relationship between locus of control and marital conflict among students, indicating that the locus of control cannot predict marital conflicts among students. Although the mean of marital conflict among students with external locus of control was greater than the mean of marital conflict among students with internal locus of control, this difference is not significant. Therefore, marital conflicts of student with internal and external loci of control are similar. In addition, there is a negative significant relationship between self-efficacy of students and their marital conflicts (p The findings can confirm the fact that people can control their life events, assume greater responsibility for their life, have more confidence in their capabilities to control their lives, as a result of having of certain beliefs about their lives. It can also be concluded that there is a significant relationship between self-efficacy and marital conflict, probably because self-efficacy is correlated with self-control and a sense of self-control plays an important role in coping with the stressors in life. Thus, it may be the case that people feel they can solve marital problems, through enhancing their self-efficacy beliefs.

Methamphetamine (METH) is a highly addictive stimulant and sympathomimetic, which is widely abused in the world and imposes substantial global public health and costly social burdens. There is a growing evidence of potential psychological problems and cognitive impairments as a result of prolonged METH use in humans. Individuals with substance dependence frequently show signs of impaired executive functions after prolonged drug abuse. Among these functions, sustained attention, inhibition response, and prospective memory show higher decline and have been studied over and over again. Nonetheless, few studies have examined the role of use abstinence on executive functioning deficits. Those few who did study the phenomenon reported mixed results without consensus. Addressing this research gap, the current study aimed to evaluate the effect of sustained use abstinence on improving executive dysfunctions in former chronic METH abusers.
In this quasi-experimental study, 20 former chronic METH abusers who recently initiated abstinence use (34.9 ± 3.7 yrs. of age) were selected via multistage sampling. All the participants had been diagnosed with MA dependence as determined by the Structured Clinical Interview for DSM Disorders (SCID) and had been drug abstinent a maximum of two weeks. Random urine screens were performed at the referring sites to verify drug abstinence, with none of the screens yielding positive results. Evaluations were carried out in intervals of two weeks, two months, and six months after last METH abuse. The participants were administered Continuous Performance Test (CPT), a measure of future memory, and Color- Word Stroop Test to assess sustained attention, prospective memory and response inhibition. Three measures were obtained from CPT (Omission error, commission error, Reaction Time), four measures were obtained from a future memory inventory (self-oriented short-term memory, environment oriented short-term memory, self-oriented long-term memory, environment oriented long-term memory) and five measures were obtained from Color- Word Stroop Test (congruent error, incongruent error, congruent reaction time, incongruent reaction time, interference score). The data were analyzed by Repeated Measures Analysis of Variance (GLMRM).
Repeated Measures Analysis of Variance revealed no significant differences between any components of sustained attention (P=0.21). The results of Repeated Measures Analysis of Variance also revealed no significant differences between response inhibition (P=0.47) and prospective memory (P=0.54) scores at two weeks, two months, and six months after last METH abuse.
Chronic MA use is becoming increasingly prevalent and leads to a host of harmful health outcomes, including cognitive dysfunction and psychiatric complications. Findings revealed that despite whatever benefits might be seen in the short-term (one month) of use abstinence, there appears to be no period of neuropsychological recovery that may continue over six months, of sustained abstinence. The present study showed that use abstinence (both short and long-term) does not have any significant effect on sustained attention, response inhibition and prospective memory in former chronic abusers of methamphetamine with possible significant clinical implications for the prevention of relapse. Alternatively, it may be that MA-associated deficits within these executive functioning domains may take longer periods of abstinence (e.g., greater than a year) to show significant recovery. These findings demonstrate no impact of use abstinence on cognitive aspects of addiction and irreversibility of METH-associated cognitive deficits, which it is advised to be administered with caution.

From an educational point of view, motivation is a multidimensional construct associated with learning and academic achievement. As such, it encompasses beliefs about one’s capability of, reasons for and emotional reaction to doing a desired activity. The aim of the present study was examining the effect of Multidimensional Motivation Interventions based on Martin's model on test anxiety and locus of control among students with learning disabilities.
This is an interrupted time series two-group pretest-posttest quasi-experimental research. To examine the short-term effects, data were collected in one month intervals. The population of the study was all female ninth graders of the first shift schools in Rasht- Iran. The sample (N=90) was assigned to the experimental group and control groups in equal numbers. The inclusion criteria were as follows: being a ninth-grade student, willingness to cooperate and not having severe family problems, namely, divorce, disease, addiction or death of relatives. The exclusion criteria were absenteeism more than 3 sessions, dissatisfaction with continuing to participate in training sessions, disease and other uncontrollable conditions. Convenience sampling was used to recruit the participants, so all ninth-grade students of two selected schools were asked to complete demographic information form and declare their consent to attend group counseling sessions. Among students who were willing to participate the sessions, those with similar socio-economic status were selected. To control the emission effect and preventing its effect on the results of the intervention, experimental and control groups were not chosen from the same school. The intervention was carried out by the researcher for fifteen 60-minute sessions three times a week for nearly two months. A month later, a follow-up intervention was carried out. Ten participants in the experimental group and two participants in the control group were excluded due to absenteeism. Finally, the data related to 78 participants (35 participants in the experimental group and 43 participants in the control group) were analyzed.
The findings showed Multidimensional Motivation Interventions resulted in significant increase in the students’ scores in the cognitive components, namely, test anxiety and of locus of control only in the control group, which remained unchanged after a month except for the locus of control.
For years, researchers and other authorities in educational psychology have been concerned about low motivation and academic achievement among students with learning disability. They are now increasingly turning to multidimensional approaches. In accordance with the theoretical and practical evidences and previous studies, data analysis showed that cognitive and behavioral dimensions are associated with a number of motivational and academic variables. It can be concluded that training can boost student's motivation and academic performance. To ensure long term effects, the family and school personnel must be involved in training. Therefore, considering the results, multidimensional approaches are recommended.

Attention deficit hyperactivity disorder (ADHD) is among the most problematic and controversial disorders during childhood and even adulthood period. There are several evidence-based treatment methods for this disorder including: prescribing stimulant and non-stimulant medications to these children, behavior modification methods applied for attention deficit hyperactivity disorder children by their parents, teachers or health care professionals and rehabilitation-based treatments that are emerging in the current years. Rehabilitation involves presentation of repeated progressive exercises of a specific cognitive or motor task over a relatively long period of time to improve participant's performance on trained tasks and as well as to transfer performance improvements to those tasks that had not been specifically trained in the training process. The current research aimed to compare the effectiveness of rehabilitation and drug therapy approaches in improving clinical symptoms and academic performance in children with attention deficit hyperactivity disorder.
The research design was semi-experimental with post-test and follow-up assessments, comparing three groups in a single-blind design. 48 ADHD children were selected using criterion sampling method. These children were first diagnosed with ADHD through performing several semi-structured interviews with their parents, teachers and the children themselves and then the diagnosed and selected children with ADHD matched for IQ and ADHD severity, and randomly assigned to either rehabilitation (n=16) , drug therapy (n=16) and control (n=16) groups. To match the children in IQ, all these participants were tested by a three-subscale short-form of the WISC-R tests. All these children also participated in Dictation and Spelling examinations, Wechsler's arithmetic subtest and their parents rated them on child syndrome inventory-4 (CSI-4) and Swanson, Nolan, and Pelham's parent rating scale (SNAP-IV). The data was analyzed using MANOVA, post hoc univariate ANOVAs and paired t-tests with Bonferroni corrections.
Compared to drug therapy participants, the rehabilitation participants showed significant improvements in predominantly inattentive subtype (p=0.012) and sub scales of dictation and spelling (p Altogether, the results indicated that rehabilitation is an effective treatment in reducing clinical symptoms and improving school functioning of children with attention deficit hyperactivity disorder. The rehabilitation-related improvement in discovering the symptoms and performance functioning of children with attention deficit hyperactivity disorder tends to last longer than improvements related to drug therapy. Hence rehabilitation can be seen as a complementary technique to drug therapy in the treatment of attention deficit hyperactivity disorder. The limitations of the present study should be taken into account when interpreting these results. This study failed to use more objective measures in the assessment of attention deficit hyperactivity disorder symptoms and children's task performance such as behavioral observations and Electro-Encephalography measures. More research remains to be carried out to verify hypotheses and findings of this research.

Intellectual disability is a disorder identified with obvious limitations in intellectual functioning and adaptive behaviors. Families of such children, especially mothers, often experience tremendous psychological strain. Therefore, it is necessary that this disorder be coped with using new treatment methods. In recent years, Time perspective therapy (TPT) has been presented as a new approach in the field of pathology. Time perspective therapy helps individuals relate their behaviors with past, present, and future, and reflect upon their attitudes, beliefs, and values thereof. Researchers in various domains of psychopathology have been developing TPT techniques as well as investigating its effectiveness. Accordingly, the present study is aimed at investigating the effectiveness of TPT on experiential avoidance of mothers of girls with intellectual disability.
This is a two-group pretest-posttest quasi-experimental research. The population included all mothers of children with educable intellectual disability in the City of Isfahan in 2016 (N= 2700) according to the report of the Exceptional Children Office. The participants were selected through convenience sampling technique. Accordingly, a total of 40 participants were randomly selected from among mothers of girls with intellectual disability in one of the intellectual disability schools for girls in education district two in Isfahan-Iran. The participants were then randomly assigned to control and experimental groups in equal numbers. In the next step, the experimental group participated in six one-hour training sessions, twice a week, while the control group received no training. The research instrument was the Acceptance and Action Questionnaire - II (AAQ-II) (Bond et al. 2011). ANCOVA procedures were used for analyzing the data.
Descriptive statistics showed a drop in post- test avoidance mean scores. Inferential statistics showed the decrease to be statistically significant at p It can be concluded that the establishment of balance between various points of time and helping clients change their focus on specific points of time as well as the creation of positive attitudes towards three time dimensions (past, present, and future) leads to a decrease in the mean scores of clients’ experiential avoidance in the TPT group. The results also indicated that TPT is capable of reducing experiential avoidance in mothers of girls with intellectual disability. As a result, it can be concluded that the TPT is an appropriate approach for decreasing experiential avoidance in this group of individuals. As such, the method is highly recommended.

Child rearing style of parents influences the behavior of students with learning disabilities. So, the purpose of the present study was to predict behavior problems of students with learning disabilities based on parent's child rearing style.
The sample consisted of parents of 150 children with learning disabilities attending special centers in Shiraz during the academic year in 2012-2013. The sample was selected by multi stage cluster random sampling. Short form of Conners rating scale and the Robinson, Mandlece, Olsen, and Hart Parenting Styles Questioner were used in this research. Both scales were completed by parents of students with learning disabilities. The statistical methods of Pearson correlation and multi regression analysis were applied to analyze the data.
The results of this study revealed that there is a significant and positive correlation between authoritarian and permissive parenting style and behavioral problems (Conduct Problems, Psychosomatic, Anxious Passive and Social Problems) of students with learning disabilities (p=0.001). No significant correlation, however, was observed between authoritative parenting style and behavioral problems of students with learning disabilities. Also Multiple regression analysis showed that permissive parenting style is the most important factor in predicting behavioral problems in students with learning disabilities (p=0.001).
Based on the findings of this study, it can be concluded that one of the main causes of behavioral problems among students with learning disabilities is probably due to the use of authoritarian and permissive parenting style by parents.

Teachers, as professional voice users, are at high risk of voice disorders. The greater their dependency on voice as a means of social and professional satisfaction, the worse the effects of voice disorders on the quality of their lives. Voice complaints may have a great impact on the quality of teachers’ lives. There are no self-appraisal protocols for teacher's quality of life. Therefore, little is known about how valid the Persian version of VHI and V-RQOL scales are. It is also unknown which of the aforementioned scales best describes the effect of voice disorder on the population under investigation. As such, it is important to know to what extent the aforementioned scales correlate with each other. Therefore, the aim of this study was to calculate the correlation between total scores of the Persian versions of VHI and V-RQOL scales administered to teachers with voice disorders.
Method and Materials: This study was a cross-sectional descriptive-analytical one. The participants were 32 female primary teachers with voice disorders recruited through available sampling. In order to confirm that the participants suffer from voice disorders, they were asked to express the sound /a/ with their habitual pitch and loudness for a period of 7 seconds. Sound samples were recorded, while environmental noise was controlled (less than 50 dB). In the next step, the acoustic parameters (F0, SD F0, NNE, HNR, Shimmer and Jitter) were investigated in a 5 second interval of recorded sound using Praat software. If the values of the acoustic parameters were higher than normal, the sample was judged as abnormal. Then the teachers with a disordered voice sample were asked to read and complete the Persian version of the VHI and V-RQOL forms carefully. The normality of data distribution was tested by using Shapiro-Wilkes test and the correlation between the total score of the two questionnaires was assessed by Pearson's correlation test.
Shapiro-Wilkes test showed that the data was normally distributed. The correlation between the total score of VHI and V-RQOL was assessed using Pearson's correlation test. The results revealed a significant correlation between the overall scores of the participants on VHI and V-RQOL scales (r=-0.876, p Since a significant negative correlation exists between the scores gained by teachers with voice disorders on the VHI and V-RQOL questionnaires, it is concluded that both questionnaires measure the same feature (voice related quality of life). So, it is suggested that experts in clinical practice should use either of the two scales as they wish. In other words, there is no need to use both of them.

Mathemetics word problem-solving ability has long been recognized as an essential component in math problem-solving skills. One of the main purposes of teaching mathematics is developing problem-solving skills in the students. Different Studies have shown that problem-solving skills are especially difficult for students with mathematics learning disorders. Direct Instruction (DI) is a method based on behavioral approach and a teacher-centered strategy designed in four stages, including expressing purpose of the instruction; make use of pre-organizers, concept maps and presenting frequent practices. In DI method, the teacher directly teaches educational objectives and course contents to students and actively strives to present the course content directly to all students. In this method, teacher is the most active member in classroom. He speaks walks, makes gestures, uses head and hands, asks, writes something on the board, draws charts and shapes and actively tries to transfer information to the learners. Studies have shown that working memory and automaticity components are effective on increasing mathematical problem solving skills. The aim of this study was to review the literature of DI as a behavioral method and to demonstrate how it affects cognitive components including working memory and automaticity and consequently reinforces mathematics problem solving in students with mathematics learning disability.
to conduct the research and by using key words such as: Direct Instruction, Mathematics learning disability, Working Memory, Automaticity and Repetitious Practices articles were obtained from data-based information websites including PubMed, Google scholar, Proquest, ScienceDirect, Eric and PsychInfo. The obtained data were analyzed in order to achieve the goal of research which was introduction of DI as a behavioral intervention to increase working memory and automaticity in students with mathematics learning disability. Then, some related books, along with thesis and doctoral dissertations in English were reviewed. Eventually, from the total amount of 45 articles, 25 articles including research papers, review articles and meta-analysis in the areas of mathematics learning disability, Direct Instruction method, mathematical problem solving and neurology of students with learning disorders between 1970 and 2015 were studied.
Results of the study showed that due to the nature of its emphasis on repetitious practices, providing numerous examples, presenting organized information, giving feedback and. DI is one of best methods to teach students with learning disability which increases working memory and automaticity and consequently reinforce mathematic problem solving skills in this students.
Clinicians and teachers in the process of instructing and rehabilitation of students with special needs, require to know about the educational content, the starting point and speed training, and decide about how to evaluate the performance of learners. There are different methods and educational approaches to make the most appropriate decisions. The diversity of approaches and teaching methods to create he desired outcomes and to meet the student's needs with special needs in better ways, make cause researchers and clinicians to identify and find the most appropriate and effective teaching methods. In this article, the efficacy of behavioral approaches and exclusively Direct Instruction on increasing mathematical problem solving skills in students with learning disorders was examined. Literature review revealed that numerous findings supported using DI in classrooms and reported its effectiveness on working memory and automaticity in learners. DI has unique features such as continuous evaluation of performance, presenting contents in organized small steps and giving feedback, which increases cognitive abilities and is highly effective for students with mathematic learning disability. Accordingly, DI is effective on two components of working memory and automaticity and it can be used in related interventions.

Limb amputation is often an inevitable procedure in the advanced condition of various diseases, which may result in trauma or infection with a dramatic impact on a patient’s life. After the physical loss of a limb, patients experience several limitations. Limp amputation disturbs the integrity of the human body and causes low self-esteem due to reduced mobility and pain. Central nervous system changes seem to be the major determinant of phantom-limb pain, though psychological factors may influence the outcome. The two main aspects of one’s perception of his/her appearance are body image and self-esteem. The importance of the concepts of body image and self-esteem lies in the fact that a person feels that his or her body image will affect interactions, playing a significant role in his/her social and interpersonal relationships. A new therapy that emerged independently of neuroscience, though it coheres well with the kind of approach implied by neuroscience, is Eye Movement Desensitization and Reprocessing (EMDR). In this method, change is driven by a combination of bottom-up sensory stimulation and top-down attention processes and cognitive reevaluation. The aim of this study was to investigate the effect of systematic desensitization and reprocessing on pain, body image and self-esteem in amputees with phantom limb pain.
This quasi-experimental study was conducted in 2015 and 2016 in Iranian Red Crescent Society - Tehran Province. The participants were recruited through purposive sampling. A total of 47 amputees who suffered from phantom limb pain were selected initially, of whom 39 patients were judged to meet the inclusion criteria. Yet, only 26 patients continued to participate in the research project up to the final assessment phase. In order to protect the participants’ rights, the participants were asked for a written consent for participating in the research project. Then, using the random placement method, the researchers assigned half of the participants to the EMDR condition (N=13), namely, intervention group, while the rest were assigned to the control group (N=13). The EMDR method was applied for each patient individually at consultation room of Technical orthopedic clinic (Arsham Teb Clinic in Tehran) during weekly 90 minute sessions for ten weeks. The dependent variables included the results of pain intensity tests, body image and self-esteem, which were measured in the intervention and control groups in similar and double-blind conditions.
Psychological questionnaires including revised scale in Body-Self Relations Questionnaire (MBSRQ), the Rosenberg Self-esteem (RSE) & Mc-Gill Pain Questionnaire (SF-MPQ-2) were administered to the patients. The intervention group was treated for 10 sessions (90 minutes each session) with Eye movement Desensitization and Reprocessing (EMDR), while the control group received only the Treatment-As-Usual (TAU), namely, talk therapy. Various statistical tests including partial correlation and MANCOVA were utilized.
Covariance analysis results indicated that the pre-test and post-test difference score among the two intervention and control groups in three areas of pain (F=177.2 and p The obtained results revealed that Eye Movement Desensitization and Reprocessing reduced phantom limb pain in amputated patients. Besides, it was revealed that it was an effective therapy for improving self-esteem and body image. Therefore, its use as a therapeutic and alleviative method could be suggested for patients suffering from phantom limb pain. Unexpectedly, the partial correlation results showed this treatment does not have any direct effect on self-esteem and body image. To sum up, by reducing dysfunctional cognition about disability and amputation, EMDR therapy can also reduce phantom limb pain and perception of defects and dissatisfaction of body while enhancing self-esteem. Yet, in the absence of pain reduction, it is not effective on some self-image dimensions.

Coronary artery disease is the most common serious diseases in developing countries. It is predicted that by 2020, heart disease will kill 25 million people annually. Coronary artery disease is the leading cause of death in people over 35 years in Iran. Biological factors such as abnormal levels of certain fats in the blood, increase in bad cholesterol, increase in lipoprotein cholesterol, fluctuations in lipoprotein cholesterol levels of good cholesterol, hypertension, smoking, sedentary lifestyle, overweightness or obesity, increasing age, and family history of premature coronary heart disease make people susceptible to heart disease. Some psychological factors such as stress predispose people to coronary heart disease. On top of it, basic schemata, too, predisposes people to coronary artery disease. The present study aimed to compare the stress coping strategies and early maladaptive schemas in patients with coronary artery disease and healthy individuals.
The population of the study was all patients with coronary artery disease and their relatives who were referred to the hospital martyr. Convenience sampling was used to recruit 60 participants from among the patients with coronary artery disease treated at martyr Beheshti Hospital and Diagnostic Center of light Nuclear Medicine Qom- Iran. Each participant was matched to a healthy person, who was visiting the same institutes, for age, gender, marital status and education. Inclusion criteria for this study were as follows: signing a consent to participate in research, being in the age range from 35 to 65 years, having studied up to at least a fifth-grade education level, not suffering from major psychiatric disorders, not taking psychiatric drugs and drugs to diagnose coronary artery disease by cardiologists for patients. The exclusion criteria included psychological disorder or a history of mental illness, history of lung disease, medication, drugs (based on self-reporting) and failure to sign the written consent to participate in research. The research instruments were 1) Lazarus Coping Strategies inventory, 2) Yang Maladaptive and 3) Goldberg General Health Inventory. The Data were analyzed through on way ANOVA.
Patients with coronary artery disease were significantly different from the control group in the coping strategies factors: coping (P=0.002), problem solving (P Coronary artery disease is affected by problem-focused and emotion-focused coping strategies as well as early maladaptive schemas. Therefore, it is imperative that patients identify maladaptive coping styles and early maladaptive schemas.

Mallet finger is a deformity caused by injury to the extensor mechanism of the distal phalanx. Rehabilitation is initial choice for the treatment of mallet finger in the treatment of extension lag. The aim of this study was to compare the three-point pressure splint designed by the researchers and aluminum splint routinely used for mallet finger treatment, while performing activities of daily living (ADL).
A quasi-experimental design was employed. The participants were 20 patients with mallet finger, who were, on average, 44 years of age. 3-point pressure splints designed by the researchers and aluminum splint common in the treatment of mallet finger were placed on patients with mallet fingers randomly assigned to control and treatment groups. The changes in the extension of the deficit fingers in the first, third and sixth week after placement were compared for activities of daily living. QUICK DASH test was used for evaluation of the results.
The results showed a significant difference between the treatment and control groups in terms of the performance of activities of daily living in the third week (t=-3.824, p0.280). After six weeks of replacement a statistically significant difference was observed between the two groups indicating the alleviation of the deformity in the treatment group (t=-2.762, p=0.006).
The results showed that three point pressure splint designed by the researchers had a greater impact on reducing extension lag in activities of daily living than aluminum splint did.

One of the characteristics of children with learning disabilities is the impaired executive function components. The aim of the present study is to examine the Effects of Hatha yoga exercises training on the executive functions (attention, concentration and working memory) of students with writing disorders.
The research used a Quasi-experimental method. The study sample consisted of 30 elementary students from second and third grade with writing disorders. Using cluster random sampling thirty students were selected and were divided into experimental and control groups. The tools applied included: Wechsler memory sub scales, Stroop test and Wisconsin test. The experimental group took part in an 8 session Hatha yoga intervention class. For data analysis, multivariate analysis of covariance (MANCOVA) was used.
The research results showed that Hatha yoga training improves attention and concentration in children with writing disorders (p=0.01), but did not have a great impact on working memory (p=0.01).
Teaching Hatha yoga exercises has been effective in improving Executive functions of students with writing disorder. Therefore it can be concluded that teaching Hatha yoga exercise can be used to overcome student's writing disorders.

Multiple sclerosis (MS) is an immune-mediated, neurodegenerative disease, which affects an estimated 2.5 million adults worldwide. MS poses multiple challenges for both physical and psychological well-being. People with MS experience unpleasant and unpredictable symptoms, difficult treatment regimes, drug side effects, and increasing levels of physical disability. They also face psychosocial consequences including disruptions to life goals, relationship with others, autonomy, personal growth, environment mastery and self-acceptance. Illness factors such as the extent of neurological disability, symptom severity, remission status, and length of illness can influence levels of psychological adjustment in MS. However, these factors are inconsistently associated with well-being, and are often only modest predictors. Research demonstrated that psychological factors are often better predictors of individual differences in well-being than illness factors. Psychological factors, unlike illness factors, are potentially modifiable through psychological interventions. One psychological factor related to psychological well-being is hardiness. Hardiness is a combination of attitudes that provides the necessary courage, motivation and capability to turn developmental and environmental stressors into opportunities for growth. Many positive outcomes have been found to relate to measures of hardiness, such as improved psychological and physical health in the face of work and life stress. Kobasa (1982) proposed commitment, control, and challenge as three components of hardiness, which buffer the disease process. Commitment involves one's feelings towards work, family, social encounters, and self. Control refers to a sense of power. Challenge is the ability to view all situations as potentially positive with successful outcomes. Hardy people have a strong commitment to self, work, family, and other values and are often role models for their children and their community, are able to take an active role in and possess a sense of responsibility for their lives, believe that they have the power to influence the course of events in their life, even unpleasant events, and he/she accepts personal responsibility for both the failures and successes in his/her life, see change in their lives as a challenge, not a threat. They enjoy facing challenges in their work and lives. In view of the fact that MS is one of the stressors that severely affect the lives of individuals, the purpose of this study was to investigate relationship between hardiness and psychological well-being in people with Multiple Sclerosis (MS) and normal group.
This case- control study was done on 55 people with MS, who referred to Kashani hospital in Isfahan and 83 healthy people that were selected through convenience sampling. The research instruments were Ahvaz Hardiness Inventory and short form of Ryff Psychological Well-Being Scale. Pearson correlation coefficient, independent sample t test, and regression analysis were used to analyze the data through spss-21.
The results indicated people with MS showed a lower level of psychological well-being (p This study indicates that there is strong relation between hardiness and psychological well-being. Interventional programs for educating hardiness for promoting psychological well-being in MS patients strongly recommended.

For children and teens, the acquisition of language has a profound effect on their growth. Effective verbal ability is needed for playing, communication with peers, academic achievement, general knowledge and behavioral and emotional development. Conversely, if the child's communicative function is not fully developed, there is a harmful social impact and an increased risk of psychiatric disorders such as anxiety, stress, depression, low self-esteem, and etc. The onset of stuttering is in the age range of 6 to 7, simultaneously with the development of emotional and social adaptability when children are most susceptible to this disorder. Self-esteem is a sense of worthiness. This sense comes from the sum of our thoughts, feelings, emotions and experiences throughout life. Stuttering teens have a negative opinion about their speech impairment, and they consider themselves incompetent since their childhood. These teenagers are reticent and lonely, and do not attend the crowd because of their fear of being mocked, especially among peers. They are not comfortable in their communications with family and friends. Acceptance and commitment therapy ACT is one of the traditional cognitive behavioral therapies. Its underlying principles include: 1) Adoption, or the desire to experience pain or other turbulent events without resorting to them. 2) Value-based action or commitment with desire to act as meaningful personal goals rather than eliminating undesirable experiences. Anxiety and self-esteem are thought to be factors that can affect quality of life. A treatment option is to reduce anxiety and increase self-esteem of these adolescents. The aim of this study was to investigate the effect of acceptance and commitment therapy on anxiety and self-esteem among stuttering adolescents aged 14-16 years old.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all stuttering adolescents at the age range of 14 to 18 years’ old who were referred to Rehabilitation clinics in Mobarakeh-Iran. Convenience sampling was used to recruit 20 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received 8 sessions of Acceptance and Commitment therapy. Anxiety level was measured by Depression and Anxiety Inventory (DASS-21) and self-esteem with Eysenck Self-Esteem Questionnaire (before and after the intervention). Validity and Reliability of the Anxiety Scale (DASS-21) in Iran were studied by Samani Jokar (2007). The results of calculating the correlation between the factors, the questionnaire in Anthony et al.'s study showed a correlation coefficient of 0.63. Each subscale of anxiety consists of seven statements. The Eysenck self-esteem questionnaire has 30 statements with scores ranging from 0 to 30, the higher the score, the higher the self-esteem. Hermazi Nezhad (1380) reported a validity of 74.7 for female students and 0/79 for male students. The coefficient of reliability was reported using Cronbach's alpha method to be 0/88 using the standard method to be 0/87. Single-variable and multi-variable variance were used to examine the research hypotheses.
Data analysis showed that group therapy based on admission and commitment had a significant effect on anxiety scores (F=17.127, p Group therapy based on Acceptance and Commitment among stuttering adolescents decreased anxiety and increased self-esteem.

Response to Intervention (RTI) is a multi-tier approach to the identification and support of students with learning and behavior needs at general education and special education. In the RTI-based educational program, learning disabilities are not considered as the mere cause of all educational weaknesses and problems; instead, this approach aims to eliminate this problem within the general education system, thereby, to keep students with learning difficulties in this system through empowering and supporting them. Therefore, this review study set out to introduce and identify the latest methods to find the latest educational programs that contribute to early identification and intervention aiming to prevent labeling and other issues at any point in a general education process.
This descriptive study aims to provide the readers with a systematic review of Response to Intervention studies. The materials reviewed were all electronically published studies relevant to the subject, published in scientific databases including Sagepub, Pubmed, Springer, ProQuest, Elsevier, and Eric in 2014 and 2015. The materials screened through keywords such as: Learning Problems, Learning Disorders, Learning Disabilities, Response to Intervention, Screening, Dynamic Assessment, and Dynamic Teaching. Sing review checklist (2013) systematically applied to the findings to achieve the research objectives, namely, introducing the identity, properties of, and challenges associated with screening, education and diagnosis of learning disorders.
The Literature review showed that 77.3 percent of reviewed studies reported RTI to be a preventive method that seeks to keep struggling learners within the general education system through providing instruction, progressive supervisions, and evidence-based decisions that target students’ needs. The next stage in the RTI is the diagnosis of learning disorder and giving a referral to special education services. This process is at service of those students who have been achieved no results in spite of their effort. Findings include: 1) RTI is a flexible method that can support various student groups.
2) RTI is applicable to all grade levels, school students (diagnosed or not as struggling learners), and even talented students.
3) RTI is comprised of five elements that help its implementation: screening, designing multiple tiers, intervention, evaluation, and decision-making, performed in order.
4) Due to such concerns as matching control and experimental groups in similar studies, quasi-experimental methodologies used.
5) There were several consistent and inconsistent findings in the field of educational and behavioral skills.
6) In the majority of references, 80% to 90% of participants were within Tier 1, 10% to 20% within Tier 2, and 3% to 5% within Tier 3. In addition, students with no response to intervention diagnosed as those with learning disorder.
7) Although this approach designed for all educational skills, it mainly covers reading problems.
The RTI introduced as a preventive and diagnostic method aiming to reduce the probability of wrong diagnosis of learning disorders. It is supposed to cover all types of students ranging from those in need of special education services to talented students throughout their early years of education. Identification and application of the latest diagnostic methods, and finding modern educational programs that contribute to early identification and use of interventions, aiming to prevent labeling and other issues at any point in a general education process, can justify the application of RTI. Literature review suggests that although teachers or users of RTI believe that it is a costly and difficult approach, this method is effective in identification of students with special needs. In other words, through RTI their teachers as students in need of special education services identify fewer students. This emphasizes the necessity of student's participation in the RTI process before any diagnosis. However, some studies dispute the effectiveness of the RTI. As a result, further research on the use and applicability of this approach is necessary.

Substance use and its unpleasant consequences are a major social concern. Opiate addiction influenced by variety of factors. Simultaneously, it affects various aspects of life due to its multidimensional nature. The aim of this study was to investigate mediating effect of self-esteem in the relationship between insecure attachment styles with marital burnout among opiate addicts.
This is a descriptive correlation study. The population of the study included all opiate addicts admitted to addiction treatment centers in Tehran- Iran. Cluster sampling used to recruit 215 participants. In so doing, eight randomly chosen districts of Tehran with top four-drug rehabilitation center selected. In the next step, three addiction treatment centers from the each district randomly selected, from which all the participants were recruited. The research instruments were Self- Esteem Questionnaire (SEQ) developed by Rosenberg, Adult Attachment style Inventory (AAAI) developed by Collins & Read and Married Burnout Questionnaire (MBQ) developed by Pines. Pearson correlation and multiple regressions used to analyze the data.
The results of correlation matrix between insecure attachment style, self-esteem and marital burnout showed that there is a significant relationship between insecure attachment style and self-esteem with marital burnout of opiate addicts. So that there is a positive relationship between insecure attachment styles with marital burnout and there is a negative and significant relationship between self-esteem with addicts’ marital burnout. Also, the result of correlation matrix showed that insecure attachment style has the negative correlation with self-esteem. In addition (P=0.003, β=0.238). Also, Insecure attachment style indirectly affects the self-esteem, causing changes in marital burnout (P>0.001, β=0.239). In other words, insecure attachment style directly increases the marital burnout. At the same time, it also decreases their self-esteem, which in turn leads to an increase in marital burnout.
Research findings showed that self-esteem plays a mediating role in the relationship between insecure attachment style and marital burnout. So, due to the important role of self-esteem in the personal and marital life, it is necessary to pay attention to the role of psychological variables in social pathology prevention programs. Also, regarding the role of the child's intimate relationships with parents in childhood on individual’s future social and marital communications, providing education to families about favorable parenting style and their impact on future children's life can play an important role in the quality of next-child interpersonal relationships in various dimensions of their life such as social and marital affairs.

Music influences the temporal and parietal lobes as well as memory and the human senses. The aim of this study was to evaluate the effect of Dalkoroz and Orff Music Teaching Method on the reading performance of dyslexic students.
This is a two group pretest-post quasi-experimental research. The population of the study consisted of all first and second grade dyslexic students Mashhad-Iran in the school year 2014-2015. Convenience sampling was used to recruit 24 participants. The participants were assigned to control and experimental group randomly in equal numbers. The experimental group received 22 sessions each lasting for 30-45 minutes of Dalkoroz and Orff Music Teaching Method. The research instruments were NAMA reading test which includes ten subscales. T-test was utilized to determine if any significant differences existed between the control and experimental group.
The results confirmed the superiority of the students in the control group in reading ability after the treatment (p=0.004, F=10.65).
The results suggest the effectiveness of Dalkoroz and Orff Music Teaching Method on the reading performance of dyslexic students.

As a specialized service, counseling is required by people with disabilities and their families. Moreover, counseling is one of the tasks assigned to a rehabilitation therapist when providing rehabilitation services. The aim of this study was to investigate factors related to the role of the therapist as a rehabilitation counselor.
This qualitative study was carried out through content analysis Qualitative content analysis is a method for analyzing written, spoken or visual messages. It is known as a systematic research method to describe a phenomenon. This study involved a total of 19 participants with maximum diversity selected through purposive sampling from among professors and specialists in the field of rehabilitation and counseling people with disabilities. Sampling was gradually achieved until information was saturated. Data were collected through semi-structured, open and in-depth individual interviews. Each interview lasted between 45 and 120 minutes. Data analysis involved content analysis with a conventional approach based on Graneheim and Lundman’s model (2004). The trustworthiness and dependability of the research were taken care of through criteria proposed by Guba (1985) by through Lincoln.
One of the major emerging themes was the participants’ perception of the factors associated with the role of therapist, developed through 4 subthemes: therapist's attitude and belief, individual characteristics, therapist's interests and therapist’s awareness as well as 15 codes. The findings under therapist's attitude and belief indicated that therapists emphasized the effectiveness of counseling on how referrals think about counselors. Counseling is underappreciated due to lack of positive attitude adopted by specialists toward the physical aspect of counseling, adopting a medical viewpoint and focusing on reducing physical symptoms and pain. The findings under therapist's individual characteristics, including self-orientation, misconception about versatility, application of personal desires in treatment and referral as well as fear of illiteracy in the eyes of referrals, are all key obstacles against building an appropriate status for a rehabilitation counselor. The therapist’s collaborative spirit in providing services, good behavior and avoidance from harsh treatment with referrals and the art of careful listening were considered highly effective. Under the therapist's interests, the participant's experiences demonstrated that therapist’s concern about economic interests and losing the referral hinder client visits to the counselor. Appropriate communication skills to provide information to patients, necessary familiarity with tasks and counseling capabilities will help counselors ensure how to react in case the treatment process fails.
The results of this study confirmed the profound effect of therapist’s role and performance as a rehabilitation counselor. Considering that the structure of rehabilitation counseling is undesirable due to poor development of essential mental constructs, rehabilitation therapists can, as one of the key players throughout the rehabilitation treatment process, greatly contribute to building a desirable status for the profession of rehabilitation counseling. Therefore, it is imperative that managers and decision-makers devise health policies by adopting correct strategies in an effort to repair the inappropriate mental and functional constructs of rehabilitation therapists involved in the counseling field.

Background and For children and teens, the acquisition of language has a profound effect on their growth. Effective verbal ability is needed for playing, communication with peers, academic achievement, general knowledge and behavioral and emotional development. Conversely, if the child's communicative function is even mild, there is a harmful social impact and an increased risk of psychiatric disorders such as anxiety, stress, depression, low self-esteem, and etc. Stuttering is a motor disorder that disrupts the fluent and connected speech flow and appears with different severities. Though in exceptional cases it starts in early childhood at the age range of 2-4, the onset of stuttering is in the age range of 6 to 7, simultaneously with the development of emotional and social adaptability. This is a time when children are most susceptible to this disorder. This disorder is more common among boys than girls. The aim of this study was to investigate the effect of hypnosis therapy on anxiety and self-esteem among stuttering children.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all people at the age range of 8 to 12 years’ old who were referred to Shiraz city Welfare Center during 2016-2017. Convenience sampling was used to recruit 34 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received 5 sessions of hypnosis therapy. To measure the variables, the Spence Children's Anxiety Scale (SCAS), the Pope Self-Esteem Questionnaire (AP-SEI) were used. Pope scale consists of 60 questions and evaluates self-esteem on 5 scales: Global Scale, Academic Scale, Body Scale, Family Scale, and Social Scale. The maximum score for each scale is 20 points, and the total score for each scale was used for the evaluation. The Spence Children's Anxiety Scale (SCAS) is a psychological questionnaire designed to identify symptoms of various anxiety disorders, specifically social phobia, obsessive-compulsive disorder, panic disorder/agoraphobia, and other forms of anxiety, in children and adolescents between ages 8 and 15. Developed by Susan H. Spence and available in various languages, the 45 question test can be filled out by the child or by the parent. There is also another version of the test with 34 statements designed for children in preschool between ages 2.5 and 6.5. A form of the test takes approximately 5 to 10 minutes to complete. The questionnaire has shown good reliability and validity in recent studies. At the end of the treatment sessions, subjects of each group were tested. In the data analysis, independent t-test and dependent t-test were used to examine the hypotheses. Statistical Package for Social Sciences (SPSS) software version was used to analyze the data.
The results of this study showed that Hypnotherapy has been effective in improving, dimensions and components of anxiety and self-esteem (p Hypnotherapy can be used as an effective treatment for stuttering children to reduce anxiety symptom and increase self-esteem of stuttering children.

Stuttering is a speech disorder in which the flow of speech is ruptured. Researchers have been studying the phenomenon for years. Valuable information can be gained from quantitative electro-encephalography (QEEG) as an efficient, non-invasive tool with little side effects. The purpose of this study was to compare EEG pattern in stutterers and non-stutterers.
This study was a descriptive analytical one. Purposive sampling was used to recruit 20 stutters and 20 non-stutters as participants. The research instruments were Stuttering Severity Instrument (SSI4) and Quantitative Electroencephalogram (QEEG) tests. Independent samples t-test was used to analyze the data.
Significant differences were found in peak frequency indicators (p It can be concluded that brain wave pattern can be used as an indicator to identify the nature of stuttering. It can also be concluded that the impact of treatment on brain wave pattern is positive, leading to changes and improvements of stuttering.

Common Factors Couple Therapy Paradigm proposed by Sprenkle, Davis and Lebow is an integrative therapeutic approach. This approach relies on such facilitating variables as the couple and therapist’s personality and their motivation to form a therapeutic alliance and therapeutic process. In the initial stage, Common Factors Couple Therapy Paradigm emphasizes problem conceptualization, awareness raising and recognizing the existent condition. In the subsequent stage, it emphasizes executing interventions and stopping dysfunctional communication patterns. The final stage is common conclusion and treatment pursuit. The aim of this study was to investigate the effect of Common Factors Couple Therapy Paradigm on capability of couple’s effective dialogue.
This is a two-group pretest-post quasi-experimental study. The population included all couples unable to engage in effective dialogues visiting counseling centers in Urmia-Iran in 2014 -2015 school year. Random sampling used to recruit 32 participants. The participants randomly assigned to experimental and control groups in equal numbers. The experimental group received 10 sessions of Common Factors Couple Therapy Paradigm, 3 sessions for the first stage, 5 sessions for the second stage and 2 sessions for the final stage. Each session took 60 minutes. The Control group received no training. Measurement tools consisted of Effective Dialogue Questionnaire (EDQ).This questionnaire has 43 question and includes the Literature of Conversation (LC), Expression of Feelings (EF), Expression of Needs (EN), and Nonverbal Communication Associated with Verbal Skills (NCAVS), Nonverbal Communication Unassociated with Verbal Communication (NCUVS), Listening Skills (LS), Mirroring Skills (MS), Validation Skills (VS) and Empathy Skills (SE) in Couple’s Effective Dialogue. Repeated measures analysis of variance (ANOVA) used to analyze the data.
Results showed a significant difference in capability of couples to engage in effective dialogue before and after the intervention in experimental group (p It concluded that that Common Factors Couple Therapy Paradigm raised capability of couples for effective dialogue in experimental group. The research findings have practical implications as well.

Learning difficulties can cause negative consequences such as poor efficacy and loneliness in primary school students. In fact, learning problems and disorders are not only related to negative academic consequences, but they can also negatively affect the mental health and emotional well-being of primary school students. It is worth noting that Attention to academic problems and psychological matters of primary school students is necessary to prevent problems in the future. Previous studies and research literature shows that play therapy is an effective strategy, which can result in the empowerment of children. Cognitive Behavioral Play Therapy is an effective approach to play therapy. Cognitive Behavioral Play Therapy is based on the principles of cognitive behavior therapy. Thus, the aim of current research was to investigate the effect of Cognitive Behavioral Play Therapy on self- efficacy and loneliness of primary school students with learning difficulties.
This is a pretest-posttest control group quasi-experimental research. Population of study consisted of primary school students with learning difficulties in Rasht-Iran in 2016. Convenience sampling ease used to recruit 36 participants. The research instruments were Sherer General Self-Efficacy Scale and Usher Loneliness Scale. Both scales were used in this study are valid and reliable. The participants were randomly assigned to experimental groups and and control groups in equal numbers. The inclusion criteria were voluntary participation and non-participation in other research programs simultaneously. The experimental group participated in 8 sessions of group training based on Cognitive Behavioral Play Therapy. The control group received no intervention. Univariate analysis of covariance and multivariate analysis of covariance (ANCOVA) was used to analyze the data.
Kolmogorov-Smirnov test results showed the normality of the distribution of scores on both research instruments (p>0.05). Levene test results confirmed the equality of variances assumption (p>0.05). The results showed that Cognitive Behavioral Play Therapy significantly increased self- efficacy of primary school students with learning difficulties (p>0.01). It also significantly reduced loneliness of primary school students with learning difficulties (p>0.01).
It can be concluded that Cognitive Behavioral Play Therapy improves self- efficacy and reduces loneliness of Primary school students with learning difficulties. The results of current research are consistent with other conducted studies. In other words, Cognitive Behavioral Play Therapy provides conditions that students directly and indirectly correct their irrational beliefs and learn behavioral skills. Thus, they experience positive cognitive, emotional and social results. Cognitive Behavioral Play Therapy is recommended to improve self-efficacy and reduce loneliness among primary school students with learning disabilities.

Theory of Mind (ToM) is the ability to attribute mental states beliefs, intents, desires, pretending, knowledge, etc. to oneself and others and to understand that others have beliefs, desires, intentions, and perspectives that are different from one's own. This study aimed to compare theory of mind and body image between normal individuals and people with physical disabilities.
This study was a causal-comparative one. The population of the study consisted of all people with physical disabilities in Salmas-Iran. The size of the sample was calculated to be 44 in accordance with Morgan table. A total of 44 participants with physical disabilities as well as 44 normal individuals were recruited. Each of
Participants completed Baron-Cohen neuropsychological test of mind reading from the eye as well as Body Image Concern Inventory (BICI) developed by Littleton. The participants in both groups were matched in terms of gender. T-test and multivariate analysis of variance (MANCOVA) were used to analyze the data.
The results showed a significant difference between theory of mind in motor disabled and normal people (P It can be concluded that people with physical disabilities often have lower body than normal people. In other words, physical disability has a negative impact on body image

Specific Learning Disabilities (SLDs) is a major concern of educators worldwide. Students with learning disabilities often struggle with various aspects of academic performance. Therefore; the aim of the present study was to compare learning styles in normal students and students with specific learning disability.
The study population included all normal and learning disabled students of junior secondary schools in Ardabil-Iran. Convenience sampling was used to recruit 80 participants, namely 40 normal students and 40 students with the specific learning disability. All the students with the specific learning disability participated in a clinical interview and were investigated and selected based on the diagnostic criteria for specific learning disability contained in the fourth revised Diagnostic and Statistical Manual of Psychiatric Disorders (DSM-IV-TR). Since, in addition to ascertained diagnostic signs, having a normal emotional quotient (IQ) has been determined for the diagnosis of specific learning disorder; all the students with specific learning disability were initially tested by Raven's Progressive Matrices test in order to ensure that the subjects have a normal IQ. Then, Kolb’s Learning Style Inventory was utilized to test the assumed differences in preferring the learning styles by two groups of the students. The Independent T-test and multivariate analysis of variance (MANOVA) were used to analyze the data. The analysis was carried out by the 18th version of SPSS software.
Initially, the results of the Independent T-test revealed that the difference between the normal students’ IQ and that of the students with specific learning disability was not significant (P=0.56). It implies that any difference between two groups of the students cannot be attributed to their cognitive ability. Subsequently, the results of MANOVA test showed that there was a significant difference between the normal students and the students with specific learning disability in all learning styles. That is, the mean scores of students with specific learning disability in all the learning style subscales, including convergent (P It can be concluded that the major weaknesses of the students with specific learning disability in underlying processes such as step-by-step planning are as follows: self-regulating and focusing on tasks, the experience of more academic failures, lack of flexibility in adopting an appropriate learning approach, and avoiding new and challenging situations.
This study provides relatively valuable information about proper academic materials and methods which are appropriate to the needs of this category of students, through highlighting the major differences in adopting learning styles by the students with specific learning disability.

Post-traumatic stress disorder is one of the severe mental disorders which can become a chronic disorder in the long run. One of the serious problems that can arise for veterans who have survived the war is the post-traumatic stress disorder. These veterans are faced with major depression problems. There are many therapeutic methods to reduce depression and anxiety symptoms among these peoples. The aim of this research was to study of effect of time perspective therapy on reducing the depression among veterans with post-traumatic stress disorder.
This is a time series pretest-post control group quasi-experimental study. Purposeful sampling was used to recruit 30 participants from among was veterans with post-traumatic stress disorder who were referred to Sadr Hospital in Tehran-Iran. The research instrument was Beck Depression Inventory. Inclusion criteria included: 1) being veteran, 2) being male, 3) being in the age range of 40-60 years old, 4) having at least a high school diploma, 5) not experiencing personality disorders. Exclusion criteria included: 1) absenteeism of more than two sessions of therapy and 2) poor cooperation in the intervention process. The participants were randomly assigned to experimental and control groups in equal numbers. Attrition rate was two in each group. Experimental group received Therapeutic Time Perspective intervention in six weekly sessions of 90 minutes. The control group received no intervention. To adhere to ethical standards, control group received Time Perspective Therapy intervention, after the completion of the study. Descriptive statistics (Mean and Standard Deviation) and inferential statistics (repeated measure ANOVA) were used to analyze the data.
The findings showed that there was a significant difference between veterans who received time perspective therapy intervention and veterans who (p It can be concluded that time perspective therapy is an effective method for stress reduction among veterans with traumatic stress disorder. Therefore, Time Perspective Therapy can be used as a short term therapy for psychological intervention in veterans with post-traumatic stress disorder.

Perceived Efficacy and Goal Setting System (PEGS) enable disabled children to self-report and also adjust and prioritize therapeutic goals for intervention. The aim of this study was to carry a validation study on the construct of cultural adaptation and the Persian version of (PEGS) among 6-12 years old children with physical disability.
This is a validation study. Convenience sampling was used to recruit 20 participants, namely, children and their caregivers to complete the piloted questionnaire. After obtaining the consent of the scale developer, two translators were given the task of translating the text. The translations were analyzed and a pilot study was conducted. Through numerous sessions of the expert panels with 10 occupational therapists from Iran University and Tehran University, changes were suggested and made on PEGS cards and caregiver questionnaire. Face and content validity were assessed by participation of 10 children and their caregivers, and 8 therapists respectively. Test-retest reliability with a two week interval was carried out. In addition, agreement between perceived efficacy of 31 children and their caregiver was calculated.
Findings from the pilot study and results of face and content validity indicated ambiguities that needed to be resolved. As a result, changes were made such as: replacing basketball instead of baseball, using cheese and bread instead of cheese sandwich, omitting knife for feeding activities, playing with rope instead of jumping rope and etc. Following the changes, content and face validity increased. Test- retest reliability for children's perceived competence in performing daily task was high (ICC=0.874). The children's goals were relatively stable after 2 weeks.
The Persian version of PEGS has the required validity and reliability in 6-12 years old Persian-speaking children with physical disability in need of rehabilitation services.

Motor skill learning is one of the main problems of children with developmental coordination disorder (DCD). Since the prevalence of this disorder among children is considerable, this study was carried out to compare the effect of KR based feedback with frequencies of 50% and 100% with relative feedback with a frequency of 50% on the enhancement of motor learning and throwing skill among children with DCD.
This is a two-group pretest-post study. The study population consisted of DCD male and female children at the age range of 7 to 9 years’ old who lived in districts 1 & 2 of Tehran. Convenience sampling was used to recruit 30 participants. The research instruments were DCDQ'7 diagnostic questionnaire and Chiviacowsky test which measures the accuracy of children’s throwing Paired sample t-test, ANOVA and LSD post hoc test were used to examine the research hypothesis.
KR- based feedback with frequencies of 100% and 50% had a positive effect on motor learning in DCD children (P=0.001). But the relative feedbacks with a frequency of 50% resulted in better a performance in throwing skill than KR- based feedback with the frequency of 100% (P The present study confirms the hypothesis that KR-based feedback with a frequency of 50% leads to enhanced learning in children with developmental coordination disorder.

Teachers are the largest group of professional voice users, who use voice as the primary tool of their profession. Given the role of elementary schools teachers in educating and training children and the effect of voice quality on the quality of teaching and learning, the teachers’ voice issues could have adverse consequences for their profession. So, they are more susceptible to voice disorders than others. The aim of this study was to examine the effect of quality of voice health on the quality of life.
This study is a non-interventional descriptive- analytical cross-sectional one. Convenience sampling was used to recruit 211 female elementary school teachers from state elementary schools in the 13th & 15th districts in Tehran-Iran. The participants’ age range was between 31 to 55 years old. The research instruments were Vocal Tract Discomfort Scale (VTD) and Short Form Health Survey (SF-36). Acceptable reliability and validity have been reported for the scales by Torabi (2014) and Montazeri (2007). The participants were divided into two groups based on their scores on the scales, which consisted of 9 common sign for complaints: one group with complaints (n=169) and the other without any complaints (n=42). Data were analyzed by SPSS statistic software (21th edition).
Negative correlation was found between the frequency (r=-0.254, p=0.000) and severity (r=-0.242; p=0.001) of the vocal tract discomfort scale and physical component of Health Survey in teachers with voice complaints (p The findings of this study showed that in teachers with voice complaints, the quality of life decreases with increasing the frequency and severity of vocal tract discomfort scale. So it is necessary to pay attention to diagnose the discomfort feeling of the patient. Likewise, the effort to reduce these feeling are significant to increase quality of life.

Autism is a neurological disorder with increasing prevalence, which affects various dimensions of the children and their families. Raising a child with an autism spectrum disorder implies significant stress levels and changes in family functioning. So far, the majority of studies have dealt with parental difficulties, whereas those focusing on parental self-reported support needs related to autism are fewer. The impact of autism is multidimensional as it involves not only to the financial, social, and professional spheres but also to the physical and mental health of parents. In addition, Parents of such children are faced with the child’s lack of social reciprocity, which not only hinders learning but also limits emotional sharing. In this context, a complex dynamic of self-maintenance of the disorder can become established, in which problems of parental adjustment and the clinical expressions of the child’s disorder influence each other. One of the challenges of professionals training and appropriate rehabilitation services to parents of children with autism spectrum disorders is to identify relevant targets for supporting them. Parents may express a need to be helped to manage their fear about their child’s future. Therefore, the best way to ensure a consistent course of care is to consider carefully the parental support once the diagnosis is made by accurately assessing the needs of fathers and mothers. This study aims to identify and prioritize the needs of parents of children with autism.
This research is a needs assessment descriptive survey. Convenience sampling was used to recruit 250 parents of autistic children from four autistic clinics in Tehran, Qom, Karaj and Qazvin-Iran. The research instruments were a researcher made questionnaire and Children with Autism Scale developed by Ayong, Cohen, Wright and Ellison (2008). The reliability of the researcher-made questionnaire (33 categories) was assessed through the application of the Cronbach's alpha coefficient and equaled =0. 97. Internal consistency reliability of Children with Autism Scale, assessed via Cronbach's alpha, was calculated to be 0.97, with the internal consistency reliability of each subscale including social skills, attention switching, communication, and imagination being 0.93, 0.89, 0.92, and 0.88 respectively. Exploratory and confirmatory factor analysis and Fridman test were used to analyze the data.
The result of Fridman test indicated that the parents agreed on the utilization of all rehabilitation and educational categories. They placed more emphasis on the following categories: awareness of children's cognitive and communication abilities with average ratings (2.83), needs and priority needs of parents of children with autism, including awareness of children with motor disorders with average rating (26.86), the obsessive awareness of children with average ratings (26.43) and awareness of children's memory capacity with an average grade (25.51).
Accordingly, it can be concluded that parents of children with autism prioritized physical and psychological needs, warm and intimate relationship between mother and child, improving social interactions and detecting behaviors of undetected in their children over other needs.

The current global estimates show that persons with disability constitute about 15 percentage of population around the world. People with physical disability are more susceptible to mental health problems. They experience more psychological problems than normal population. Thus, it is necessary to recognize dangerous and protective factors for such people. The findings of previous studies have presented resiliency works as protective factor in relation with the heath of persons with disability as it modifies negative psychological consequences. Resiliency has been emphasized in working with persons with physical disability. The Dialectical Behavior Therapy has been suggested as effective method to improve resiliency. Accordingly, this investigation was conducted to study the effect of Group Dialectical Behavior therapy on increasing the resiliency of people with physical disability.
This is a time series pretest-posttest control group quasi-experimental study. The population of the present study included all the peoples with physical disability from Qorveh County, Kurdistan Province. Random sampling was used to recruit 218 participants. The research instrument was the Connor and Davidson Resilience Scale (CD-RISC). A total of 24 participants who scored lower on the resiliency test than the average of other participants were judged to meet the inclusion criteria. The participants were assigned to control and experiential groups in equal numbers. The experiential group received eight weekly sessions in Dialectical Behavior therapy. The duration of each session was an hour and a half following Linhan’s treatment protocol. The control group did not receive any intervention. Descriptive (Means, Variance and Standard deviance) and inferential statistics (ANOVA with repeated measures) were used to analyze the data.
The results show that there is a significant difference between the experimental and control groups in resiliency immediately after the conclusion of the intervention and in a month thereafter (P It can be concluded that Group Dialectical Behavior Therapy is an effective method to increase the resiliency of people with physical disability. The method is suggested to clinical psychologists, psychiatrists and other mental health professionals.

Generalized anxiety disorder is a chronic anxiety disorder associated with higher psychiatric disorders. Various treatments have been proposed for generalized anxiety disorder. Cognitive behavioral therapy and mindfulness-based stress reduction therapies are still front runners in this field. This study aimed to compare the effect of cognitive behavioral therapy and mindfulness on anxiety sensitivity and generalized anxiety disorder symptoms among the students with generalized anxiety disorder.
The research employed a quasi-experimental design. The population of the study included all fourth year female students in Robat Karim- Iran in 2015-2016. Convince sampling was used to recruit 45 participants. The participants were assigned to three groups in equal numbers. The research instruments were the Generalized Anxiety Disorder Scale (GAD-7) and Anxiety Sensitivity index (ASI). All the groups received 9 sessions of mindfulness and 9 sessions of cognitive behavioral therapy training. Multivariate analysis of covariance (ANCOVA) was used to analyze the data.
The results showed that cognitive behavioral therapy and mindfulness are equally effective in reducing anxiety sensitivity (p Cognitive behavior therapy and mindfulness are effective in reducing levels of anxiety sensitivity and symptoms of generalized anxiety along with other treatment approaches including pharmacological interventions.

Having a disabled child may have a negative impact on the mental health of parents, especially mothers. The aim of current study was to compare the quality of life (QOL) and mental health of mothers of disabled children with those of the mothers of normal children.
The population consisted of mothers of disabled children under the auspices of Iranian Welfare Organization in Tabriz-Iran. Stratified sampling was used to select 213 participants, of whom 64 people were the mothers of physically disabled children and 89 people were the mothers of mentally disabled children. The rest (N=60) were the mothers of children with sensory impairment. The control group consisted of 71 mothers of normal children selected from among Welfare Organization staff. The research instruments were General Health Questionnaire (GHQ) and World Health Organization Quality of Life Questionnaire (WHOQOL). MANOVA procedures were used to analyze the data.
The results showed statistically significant differences between the mothers of normal children with the mothers of disabled children in all aspects of public health with the exception of depression (p Having a disabled child, regardless of the type of disability can affect general health and quality of life

The aim of this study is to compare the effect of Attachment-based Therapy and Parenting Skills Training on their children’s attachment disorder.
This is a pretest-posttest control group quasi - experimental study. The population included all mothers of preschool children with attachment disorder in Aran and Bidgol-Iran. Convenience sampling was used to recruit 150 participants. The research instrument was Attachment Disorder Assessment Sclae (ADAS) developed by Randolph (2000). This is a 30-statement checklist to be filled out by parents or caregivers of children with attachment disorder and includes various problems that the child caregiver has observed in the child during the past 2 years. Randolph believes that this questionnaire can distinguish between children with attachment disorder and those with disruptive behavior disorders. 45 mothers who gained the highest scores on the questionnaire were placed in two experimental groups and one control group. The parents in experimental group one received eight sessions of attachment-based therapy. The parents in experimental group two received eight sessions of parenting skills therapy. The parents in the control group received no intervention. Analysis of covariance (ANCOVA) was used to analyze the data.
The means and standard deviations of the three groups were as follows: attachment-based therapy 41.0±3.21; parenting skills training 45.80±8.10 and the control group 59.73±17.19. The differences between these averages were calculated by F test. The results showed that there was no significant difference in three group’s pre-test scores (P=0.001, F=11.48, Effect size=0.35). While there was no difference between the two experimental groups (p=0.241), they obtained a significantly lower mean score than that in the control group (p The results confirm the effect of Attachment-based Therapy and Parenting Skills Training on reduction of the symptoms of children's attachment disorder. It can be asserted that Attachment-based Therapy and Parenting Skills Training improve the communication skills and the self-awareness skills, self-worth and self-confidence of mothers of children with attachment disorder, giving them the roadmap and showing them the right way to deal with their children.

Behavioral abnormalities are defined as an individual’s level of maladjustment to social values. Regardless of what the causes of these behavioral abnormalities are, they are studied as a problem in social studies conducted by researchers and professionals. During their development, youth and children are influenced by numerous factors. Factors such as environmental, genetics, family and educational factors can influences this age group. Children are the most vulnerable group considering these factors. Behaviors of parents, teachers and peers influence personality in children and youth. Many of these behaviors are acquired through observational learning, which could in return, shape what children do and how they do it. As the result, what teachers and instructors do and what they do during school hours are crucial in behavioral patterns of school-aged children. The aim of this study was to determine the factors influencing behavioral abnormalities in students studying in Markazi and Hamedan Province, in the school year of 2016-2017.
This study employed a qualitative content analysis based on interviews. These teachers were interviewed for the purpose of the qualitative analysis. The data collection was based on grounded theory method. A number of professionals in the field of education, as well as a number of teachers, who were working in schools or university campuses, were selected and were interviewed in Markazi and Hamedan province. To select the sample, quota sampling was utilized. This sampling method was used as it was believed that the quota of each group in the population and variety of variables such as gender, level and the province influence in determining the number of the sample and sampling had to be done, respectively. As the result, to determine the quota of each sample in the sample, the following steps were taken: to obtain the needed qualitative data form the interviews, sampling was done from teachers and professionals based on quota and interviews were performed until saturation was reached. Totally, ninety-four participants were recruited and were interviewed about factors affecting behavioral abnormalities and prevention of these behaviors in students. The researchers interviewed teachers and professionals in schools as well as university lecturers to determine factors affecting behavioral adjustment as well as abnormalities in students. After coding of the data, these approaches were investigated and were presented in an atlas format. A semi-structured interview was used to identify preventive approaches in children’s behavioral abnormalities. Based on their daily interaction with students and their understanding of personality and behavioral traits of children, teachers provided a valuable resource in determining the above-mentioned data.
Based on the finding of this research, five core concepts were found to be correlated with student's abnormalities and disorders as follows: (1) school related issues, (2) social related matters, (3) family related matters, (4) personal related matters, and (5) Peer related issues. Based on the finding of this research, 37 areas of sub-content were also identified.
Based on the finding of this research, it can be concluded that abnormalities and disorders in school-aged teenagers are correlated with family and social issues, to prevent abnormalities in school-age children, cooperation between school, family and society is necessary.

A healthy family environment is a major contributor to mental health. Environment can be adjusted so as not to destroy life if not improve it. The aim of this study was to investigate the effect of Acceptance and Commitment Therapy on the social and emotional adjustment of mothers of children with mental and physical disabilities.
The study employed a pretest-posttest quasi-experimental design. The sample consisted of 40 mothers selected through convenience sampling. The participants were divided into experiment and control groups randomly and completed Bell’s Adjustment Inventory. The experiment group received 8 sessions of group ACT.
The results of MANCOVA confirmed the positive effect of group ACT on social (P We can recommend group ACT to help mothers of children with disabilities cope with their problems.

The aim of this study was to determine the differences between early maladaptive schemas in visually impaired and seeing women. One of the indicators of mental health is life satisfactions that affect people’s quality of life. People with disabilities have different may be influenced by the type and level of their disability.
The study was causal comparative. The sample, recruited through convenience sampling, consisted of 41 seeing women and 40 visually impaired women who volunteered to participate in the research. The research instruments were the Young Early Maladaptive Schemas Questionnaire (YEMSQ) (2005) and Diener Life Satisfaction (1985). Independent samples t-test and multivariate analysis of variance (MANOVA) were used to test the research hypotheses.
The results showed that there is no significant difference the in early maladaptive schemas in visually impaired and seeing women with respect to life satisfaction except for the abandonment scheme (P It can be stated that the early maladaptive schemas have been less inefficient among visually impaired women.

People with visual impairment (blindness), because of deprivations and cognitive attributes, have pseudo-Explanatory styles and are more likely to be trained in mental health, which affects mental health. Explanatory Style Training program is a relative new training method employed in such cases. The purpose of this study was to investigate the effects of Explanatory style training program the on health in adolescent girls with visual impairment.
The study employed a pretest-posttest quasi-experimental design. The population of this study included all female adolescents with visual impairment under the auspices of the welfare organization of Islamshahr and Baharestan aged14 to 18 years old. The sample consisted of 30 girls with visual impairment. They were randomly divided into experimental (n=15) and control (n=15) groups. The mental health questionnaire was used for those who showed problems. The participants received 12 sessions- each 90 minutes- training in Explanatory Style Training Program. Analysis of Variance (ANOVA) was used to test the research hypotheses.
The results of this study showed that the Explanatory Style Training program have a significant effect on mental health and its components (including subscales of anxiety and insomnia, social function and depression other than physical symptoms) in girls with visual impairment. In addition, the results of this study have shown that the program designed to teach the documentary styles to girls with visual impairment has a significant effect on their learned helplessness.
The findings are consistent with previous findings (9-10-11). Developing a program and educating these children and correcting social feedback (which is part of the Explanatory style training program developed in this research) will enable them to improve their social behaviors and their views on justifying and explaining their behavior. As a result, their pseudo-style styles change to optimistic attributes, and these changes have a significant effect on their mental health, which reduces the level of anxiety and insomnia, improves social function and reduces depression. Meanwhile, due to the emphasis on the content of the curriculum on psychoanalytic documents, this intervention has not reduced physical symptoms in these individuals.

Mother personality characteristics, psychological problems, and the type of relationship between mother and child are different aspects of parenting - a significant contribution to the development of children with externalizing disorders. Cognitive - behavioral intervention therapy is thought to reduce the frequency and severity aggressive and violent behavior. The purpose of this study was to investigate the effect of cognitive- behavioral therapy for mothers of aggressive daughters on reducing aggressive and violent behavior among their daughters.
This study employed a quasi-experimental pre-test and post-test control group design. The study population was all mothers of daughters studying in secondary schools in Shahriar-Iran. The participants-selected through convenience sampling- were 32 mothers, who were assigned to control and experiment groups in equal numbers. The entrance criteria were the risk of psychological illness, being in the age range 30-45 years, not receiving psychological services from other centers, and having a diploma of higher degree. Child Behavior Checklist (CBCL) And Achenbach Adolescent self-evaluation questionnaire (YSR) were used for data collection. The experimental group was trained for 8 sessions of 2 hours in cognitive – behavioral training; while the control group did not receive any training. The data were analyzed by means of Univariate Analysis of Covariance (ANCOVA).
Analysis of the results showed that the mean difference between the two groups were significant (P The results suggested that CBT performed can be effective in reducing aggression and violations among the girls whose mothers had received the therapy.

Decreasing the endurance of trunk muscles and chronic low back pain are common during pregnancy and postpartum period. Stabilizing exercises activating deep local muscles in coordination with global muscles are recommended for the treatment of pregnancy and postpartum related lumbopelvic pain. The purpose of this study is to investigate the effect of core stability training program on pain, disability and endurance of extensor and flexor trunk muscles in females suffering from chronic low back pain in postpartum.
24 non-athlete females after 4-weeks of normal delivery participated in this study were divided equally and randomly in control (12 people) and experimental (12 person) group. Experimental group performed regular home exercise therapy for four consecutive weeks (6 sessions per week, each lasting 30 minute a day) in their houses, while patients in the control group did not participate in any specific program. For data collection the Oswestry Questionnaire (OSWQ), VAS scale, McGill and Biering-Sorensen tests were used. For analyzing the data, also, T-test was used.
The results of this study showed that in experimental group there is a significant reduction in the pain (p=0.001), disability (p=0.004) and also there is a significant increase in the endurance of flexsor muscles (p=0.031), lateral flexsor (p=0.017) and extensor trunk muscles (p=0.042) than control group in posttest.
According to results we can suggest that performing 4-week exercise core stability training can lead to decrease in pain, developing ability and increasing endurance of trunk muscles in females suffering from chronic low back pain during postpartum period.

The good executive function skills during early childhood found to be a strong predictor of academic achievement. In recent years, some studies have indicated that children who have problem in executive function skills are at an increased risk for learning difficulties particularly in math. Executive function skills composed of working memory, response control and cognitive flexibility. These skills have a critical impact on everyday performance and children's school readiness. As growing number of research support the relation between mathematics and executive function skills, researchers and educators began to focus on the question of transfer effect of executive function training on academic performance or daily activities, which there is a dearth of empirical research on this issue. Therefore, the aim of the current study was to evaluate the effectiveness of cognitive games on working memory, cognitive flexibility, response control, attention, planning and basic math skills of preschool children at risk for mathematical difficulties.
in a Quasi experimental study, the pre-test post-test design with the control group was used. Forty preschool children at risk for mathematical difficulties were selected based on a multi-level screening of low performance in mathematics from six kindergartens and preschool centers in district two of Tehran. The participants were chosen in two stages. First, potential participants were nominated by the teacher as low performance children then if they scored one or more standard deviation below the mean in basic mathematical skills were considered at risk for mathematic difficulties. Participants randomly were assigned to either the experimental or the control group. Participants of the experimental group received 24 sessions of executive function training while the control group followed their routine educational plans. The intervention combined both computerized and non- computerized games. Activities were accommodated based on the children’s performance and structured from easy to difficult level. The Kohansedgh Basic Mathematical Skills for Children (KBMSC), Tehran- Stanford-Binet Intelligence Scales, Fifth Edition (TSB-5), Stroop and Tower of London were used to assess participant’s performance in terms of cognitive and academic skills at the beginning and the after intervention.
Participants average age was 73.5 months (SD=5.21). There were no significant differences between the experimental and the control group in terms IQ, basic math skills or age. Findings of covariance analysis controlling for pretest scores, indicated significant differences among the experimental and the control group in terms of working memory (F=20.24, p=0.001, η2 =0.42) and cognitive flexibility (F=7.54, p=0.010, η2 =0.22). Although, after the intervention, the children in the intervention group scored higher in the areas of math ability, response control, attention and planning skills than the comparison group, but the differences were not significant (p>0.05).
Implications of research findings suggest including executive function training to the preschool curriculum especially for at risk children, which might improve their school readiness and prevent or reduced the chance of learning disabilities. To the best of our knowledge, this research is one of the first study evaluating the effect of executive function training with the Maghzineh software in at risk preschool children.

Attention deficit hyperactive disorder (ADHD) is one of the most common psychological disorders in children. ADHD is defined based on difficulties in attention, inhibition, impulsivity control, and activity level. Children with ADHD are unable to control their activities when they should limit them. They are overactive and they constantly move. They cannot be quite or play quietly, and they usually have restless hands and legs. Based on the research results, children with ADHD are faced with problems in important areas such as working memory and executive functions. These functions will allow the child to monitor his behavior and alter it accordingly. Often, the child’s difficulties in executive functions will emerge in all areas of academic, social and behavioral domains. Therefore, on the basis of reports by peers, parents and teachers report, children with ADHD have problems in communication with peers. As posited in the literature, these problems will continue from childhood to adolescence and adulthood. This is true for both sexes and in all types of ADHD. Generally, the understanding of social competence in children with ADHD depends on study of some developmental domains such as self-imagery, executive functions, and working memory. Various therapeutic approaches are provided due to the multiplicity and diversity of the problems in these children in different physical, psychological, educational, and social areas. Drug therapy, cognitive behavioral therapy, and social skills training are some of these treatments. However, drug therapy alone cannot be effective in disrupted family functioning and children’s behavior problems, and it cannot resolve parental concerns, either. No drug can train children how to compensate for their aggressive and law- breaking behaviors. As one of the serious problems in students with ADHD is insufficiency in social skills, the purpose of the present research was to investigate the effect of cognitive- behavior social skills training on response inhibition and behavioral- emotional problems in students with ADHD.
This study is a quasi-experimental one with pre-test/post-test and a control group. The Study population consisted of all elementary school children with ADHD in Rasht-Iran in the school year 2016-2017. Convenience sampling was used to recruit 37 participants in conformity with the criteria put forward by fifth edition of the diagnostic and statistical manual of mental disorders. The participants were assigned to experiment and control groups. To collect the data, Strengths and Difficulties Questionnaire (Goodman, 1997) and Stroop test (Stroop, 1935) were used before and after training. The experiment group received 10 sessions of social skills group. Multivariate analysis of covariance (MANCOVA) was used to test the research hypotheses.
The results of multivariate analysis of covariance showed that cognitive- behavior social skills training significantly improved response inhibition and behavioral- emotional problems in the students with ADHD (P According to the findings of the research, cognitive- behavior social skills training is one of the most effective treatments to reduce impulsivity, attention deficit, anxiety and physical aggression in children with ADHD. Since cognitive- behavior social skills training is effective in reducing children’s externalizing behavior, this training program is recommended along with pharmacotherapy to be implemented to reduce behavior problems in children with ADHD.

The aim of this study was to investigate effect of mindfulness-based stress reduction training on cognitive flexibility and happiness among men with physical disabilities.
This is a pretest-posttest control group quasi-experimental study. The population included all men with physical disabilities under the auspices of the Social Welfare Organization in Kamyaran-Iran in 2015-2016. Convenience sampling was used to recruit 30 participants. The research instruments were Cognitive Flexibility Inventory (CFI) developed by Denis and Vandral (2010) and Oxford Happiness Questionnaire developed by Argyle and Hills (1989). The participants were assigned to control and experimental groups in equal numbers. The experimental group received Kabat-Zinn mindfulness-based stress reduction training in eight sessions. Covariance analysis (ANCOVA) was used to analyze the data.
Analysis of variance showed significant differences between the experimental and control groups for the treatment’s effectiveness in improving.
Mindfulness -based stress reduction training is useful for improving cognitive flexibility and happiness among men with physical disabilities.

Aging is a progressive physiological change in an organism that leads to a decline of biological functions and of the organism's ability to adapt to stress. The World Health Organization has pointed out that a world-wide revolution is taking place in demography. Looking at the statistics and figures, the depth, intensity and importance of this issue become more apparent. There are about 600 million older people over 60 in the world, this figure will double by 2025 and will rise to 2 billion by 2050. One of the most debilitating and prevalent diseases in the elderly is blood pressure, which imposes enormous costs on the government. High blood pressure is one of the most common chronic diseases that afflicts a large population and is one of the most serious Psycho-physiological disorders which has attracted a lot of thoughts. In several studies, psychological factors such as depression and anxiety were introduced as risk factors for blood pressure. Depression is one of the most common psychiatry diagnoses that has created a major problem for mental health with its growing trend and prevalence. Among the effective therapies for depression and anxiety due to physical illnesses, stress management via cognitive-behavioral approach has been successfully applied to combine anxiety reduction methods such as muscle relaxation, cognitive rehabilitation, effective coping training, exerting training and anger management to treat emotional and physical problems such as anxiety and depression, insomnia, diabetes, high blood pressure, heart disease, arthritis, AIDS and cancer. Therefore, this study was conducted to evaluate the effectiveness of training cognitive-behavioral stress management techniques on anxiety, depression and blood pressure in elderly people.
The design of this study was quasi-experimental with pre-test and post-test and control group. The study population consisted of all the elderly people living in the nursing home of district 5 in Tehran, that were in the elderly group list in the year 1395. The sample consisted of 30 people from nursing home living in Mehrban Nursing Home, who were selected by simple random sampling method. In other words, after accessing the centers, due to the extensive aging centers of Tehran, one of the elderly centers of District 5 of Tehran (the Mehrban nursing Center) was selected, which was also the place of study. The following tools were used to collect data: Beck Depression Inventory (BDI-II) and Cattel's Anxiety Scale. The experimental group was trained in cognitive-behavioral stress management approach, and the control group received no intervention. The duration of the treatment sessions consisted of 10 sessions of 60 minutes, performed as a group once a week in the Mehrban nursing home. Single Variable-Covariance Analysis (ANCOVA) was used to test the research hypotheses.
Based on the results of the Ancova test, after neutralizing the pre-test scores, stress management training has a meaningful effect on the anxiety (p A series of training courses presented in form of stress management in a cognitive-behavioral approach have significant positive effects on the reduction of anxiety and depression in the elderly and thereby protecting them from the numerous side-effects of anxiety and depression. Therefore, it can be used as a useful intervention to reduce the components of depression and anxiety and benefit from it in educational and health centers.

Factors such as frustration toward continuing education, lack of self-confidence, lack of making efforts to compensate for failures, and lack of insistence on achieving success are thought to affect academic achievement. Therefore, this study aims at investigating the impact of teaching hope, as a construct in positive psychology upon the cognitive engagement and academic achievement among high school exceptional female students (with intellectual disability) in Khorramabad, Iran.
This is a two group pretest-post quasi-experimental study. The study population consisted of all exceptional high school female students in Khorramabad in the school year of 2014-2015. The research sample consisted of 30 Exceptional high school female students. The participants were randomly assigned to experimental and control groups in equal numbers. The research instrument was Smart Cognitive engagement Questionnaire (2012). The questionnaire, adopted from the theoretical model of Linen Brink and Pintrich (2003), measures aspects of cognitive engagement through 19 statements. The reliability of the tool was 0.88 in this study. To measure the academic achievement of the students, the students’ final GP of the second semester was used. After selecting the test group as well as the control group, in the same conditions and simultaneously and before any intervention, each questionnaire of cognitive learning questionnaires was read out for the students of the groups to complete the questionnaire as a pre-test. The experiment groups received 9 sessions 60 minute hope training in accordance with Snyder's Hope Theory and Magyar Moe’s positive psychology. The instruction was carried out in an operational and illustrative manner in forms of presentation, stories and of PowerPoint files. The control group did not receive any training. Afterwards, post-tests were administered to the students of both groups.. Descriptive statistics indices (mean and standard deviation) were used for describing the data. Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used to test the research hypotheses.
The results of multivariate and single-variable covariance analysis showed that, by controlling the pre-test scores, there was a significant difference between the average scores of the cognitive engagement and academic achievement variables in the experimental and control groups in the post-test phase( (p Based on the results of this study, the positive and significant effects of teaching was thoroughly vivid. Hence educational affairs authorities should seek to apply and promote educational practices that increase the ability to progress and awaken hope among the students with intellectual disabilities and prepare them to face classroom challenges. This practice gradually resulted in improving the students’ academic skills, cognitive engagement and ultimately academic achievement.

Reading disorder is most common learning disability to which most of special education services and specialized intervention programs are allocated. Dyslexia represents one of the most common problems affecting children and adults; the prevalence in the United States is estimated to be 5% to 17% of school-age children, Dyslexia is believed to be caused by both genetic and environmental factors. Some cases run in families. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of tests of memory, spelling, vision, and reading skills. Dyslexia can result in low self-esteem, stress, behavioral problems, and underachievement. Yet, with appropriate support, children and adults with dyslexia can reach their potential. The aim of this research was to investigate the effect of educational interventions through cognitive plays on reading performance of dyslexic students.
The study employed a two group pretest-posttest quasi-experimental design with follow up tests. Convenience sampling was used to recruit 30 male students with dyslexia. The participants were assigned to experiment and control groups in equal numbers. The participants in the control group received 25 sessions of 1.5 hour instruction. The measurement tools were Wechsler Intelligence Scale for children, fourth edition and reading and dyslexia test (NEMA), the Wechsler Intelligence Scale for Children (WISC). Repeated Measures Analysis of Variance (ANCOVA) was used to test the research hypotheses.
The analysis of data showed that training of the cognitive plays packages had an effective role in the improvement of reading performance of the dyslexic students. (p Children need to have a few skills to be able to read fluently. These skills are neuro-psychological in nature and are obtained by children through experience, education and learning. Most children learn these skills automatically but children diagnosed with LD face many difficulties and need to be educated. The educational interventions through cognitive plays can be considered the effective therapeutic approach in the improvement of reading performance of the dyslexic students.

Low birth weight is a major cause of infant mortality. As parents’ satisfaction is the underlying issues in couples’ relationship, the aim of this research was to investigate the relationship between marital satisfaction of the pregnant women in pregnancy period and infant birth weight in Karaj-Iran.
The study employed a descriptive correlational design. The study population consisted of all mothers who had given birth (Bahonar hospital) from October 2015 to September 2016 in Karaj-Iran. Convenient sampling was used to recruit 60 pregnant women who had given birth to babies. The research instruments was Afrooz Marital Satisfaction Scale (AMSS). Multiple Linear Regression was used to test the research hypotheses. The significance level was set at 0.01.
A total of 3.9% of infants born in Bahonar hospital in Karaj weighed less than 2500 grams. A Relationship was found between subscales of marital satisfaction, namely, good husbands thinking, parenting methods, methods of problem solving, interaction, emotional, financial and economic activities and social and communication behaviors and infant birth weight (p Emotional and mental health of the population depends on family health , which, in turn, depends on the health and continuation of relations between the husband and the wife in the family. Psychologists consider marital satisfaction as the main cause of mental peace and satisfaction. The results showed that there is a significant association between the birth weight and marital satisfaction during pregnancy. It means that the weight of the children whose mothers were satisfied during their pregnancy and who had a good relationship with their husband, were more than the weight of the children whose mothers were not satisfied during pregnancy and who had not a good relationship with their husband. In other words, the more satisfied the mother, the heavier the infant. So in the family, we can say that marital satisfaction and emotional interactions with financial indicators have an important role in the evolution of mental relaxation and family members, and lack of marital satisfaction is closely associated with low birth weight.

Substance use disorders are serious, common and highly disabling mental disorders in men and women, which can cause substantial distress and impairment in individuals and place an enormous burden on society. Furthermore, they are associated with significant health related consequences including changes in brain circuits, increased depressive disorders, anxiety disorders, sleep disorders, neurocognitive disorders, sexual dysfunction and decreased life satisfaction. Various pharmacological and psychological treatments such as detoxification, methadone maintenance therapy, neurofeedback, analytical psychotherapy, behavioral therapy, cognitive behavioral therapy and rational emotive behavior therapy are used to treat substance use disorders and their health related consequences. Nonetheless, recently, Acceptance and Commitment Therapy has been increasingly gaining momentum among therapists as well as academicians. As a behavioral and cognitive intervention, this therapeutic approach uses acceptance and mindfulness processes as well as commitment and behavior change processes to produce psychological flexibility. Therefore, the aim of present study was to investigate the effect of Acceptance and Commitment Therapy on the sexual function and life satisfaction in women with substance use disorders.

This is a two-group pretest-posttest quasi-experimental research. The population of the study was all women with substance use disorders in Ghoochan- Iran. Thirty women with substance use disorder were selected through convenience Sampling. The participants (N=30) were assigned to the experimental and control groups in equal numbers. The participants in each group were matched for demographic characteristics with the comparison group. The participants were administered Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen & Griffin, 1985) and Female Sexual Function Indices (FSFI; Rosen et al., 2000). Following pre-test administration, the experimental group participated in 8 sessions of Acceptance and Commitment Therapy, while the control group did not receive any treatment. The post-test was administered at the conclusion of the treatment. Inclusion criteria were having substance use disorder, non-participation in other treatment programs during the study and informed consent. Exclusion criteria were absenteeism of more than one session, participation in the other psychotherapies and unwillingness to continue cooperating with the research project. Multivariate analysis of covariance was used to analyze the data through SPSS software version 22.

The age average of participants in the experimental and control groups were 39.21±7.41 and 41.66±6.99 years, respectively. There were no significant differences between the two groups in the demographic characteristics, namely, age average, education and employment status. Results of multivariate covariance analysis showed that sexual function (P

It can be concluded that Acceptance and Commitment Therapy is useful for the improvement of sexual function. In addition, it increases life satisfaction in women with substance use disorders. As such, it is suggested that therapists should use this therapeutic approach for improving sexual function and life satisfaction among women with substance use disorder.

One of the most common disorders of childhood and adolescence is attention deficit / hyperactivity disorder. The prevalence of this disorder in childhood is 4 to 6 percent. This disorder has a great effect on the child and his environment. The effects of this disorder on children include difficulty in behavioral inhibition, executive functions, problem in sustained targeted behavior and impaired adaptive skills. In addition, the presence of children with attention deficit/hyperactivity disorder in the family imposes an additional task and increases psychological pressure on parents, often causing a variety of psychological problems such as depression and negative mood. Various treatment methods such as medication therapy and cognitive behavioral therapy are used to treat this disorder. Saunders has proposed positive parenting program training. The aim of this study is to determine the effect of positive parenting training in mothers of children with ADHD on reducing the symptoms of the disorder.
This is a quasi-experimental study with pretest and posttest with the control group. The target population of this study is all of children with Attention Deficit / Hyperactivity disorder in city of Mashhad. The sample consisted of 20 children aged 8-12 years who were admitted to the psychiatric clinic of Ebne-Sina hospital. The children in this study were selected through Purposive sampling. In this study was used CSI-4 questionnaire for assesses of symptoms of attention deficit / hyperactivity disorder. In this study were used from descriptive and analytic statically method. After implementing the pre-test determined children that had criteria for this study and randomly divided into two groups (control and experimental groups). Mothers of experimental group are presented 8 sessions of positive parenting program training (according to package) and they take necessary education about parenting. But for mothers in the control group was not considered a particular program and they were doing their everyday activities. After implementing the post test, data have been analyzed for operations research. The collected data were analyzed using SPSS software. To analyze the data, descriptive and inferential statistical methods were used. To describe the data was used mean and standard deviation and to infer the data was used ANCOVA.
Significant improvements were observed in the experimental group compared to base line and the control group with respect to the symptoms of ADHD in their children (p>0.01).
The finding of the study can be recommended as a therapeutic method to reduce the symptoms of ADHD in children.

The main goal of the present study was to compare the effects of Davis method with an eclectic combination of Davis and Sina methods on reading fluency and comprehension of Iranian female dyslexic students. Dyslexic children may know many words and some of them easily use them in conversation, but they are unable to identify and understand them in writing or print. Some even can read the words but cannot understand their meanings. There are several methods for training and rehabilitation of children with special learning disorders. Davis method, the latest and the most comprehensive one, is a multi-sensory method which is used to treat people with dyslexia in the form of a combinational approach. On the other hand, Sina is a means to teach reading and spelling, using multi-sensory Fernald approach. The main purpose of this device is to teach reading, spelling, and finally writing to children who have learning difficulties.

This is a two-group pretest-posttest quasi-experimental research. The population of the study was all dyslexic students in grades two and three in elementary schools in district one in Kerman-Iran in 2015-2016 school year. Convenience sampling was used to recruit 30 participants. After the administration of Wechsler Intelligence Scale for Children (Wechsler, 1974) and Reading and Dyslexia Test (Korminori and Moradi), the participants were assigned to the experimental group and control groups in equal numbers. Group one received training in Davis method, while group two was instructed through an eclectic combination of Davis and Sinai methods. After the intervention, the Reading and Dyslexia tests were administered to both groups. The research instruments were Karami Nuri and Moradi reading and dyslexia test and the fourth edition of the Wechsler intelligence scale.

Varianve-covariance analysis revealed a statistically significant difference in reading test obtained in posttest in favor of the students who had received trading through eclectic combination of Davis and Sina methods.

Although Davis method opened the way to serous treatment of dyslexia among children, it is now high time to consider other alternatives.

A review of texts in the field of recognition of learning disabilities shows that the traditional model of learning disability diagnosis is confronted with ambiguities and contradictions. It is difficult to determine precisely the incidence of learning disability due to differences in assessment approaches, as there is no explicit agreement on this. The purpose of this study was to develop a reading reinforcement program based on the response pattern of the intervention and its effect on the performance of boys and girls with special reading disabilities in the second-grade elementary schools in Shiraz-Iran.
The research method was a combination of a qualitative component of the form of compilation and validation of the reading comprehension-training package and a small part of the quasi-experimental type. To develop and validate the educational package, first, a collection of skills needed to strengthen reading was extracted and compiled from authoritative books and sources. Then, five professors from the psychology department reviewed the validity of the study package. The population of the study consisted of all second-grade elementary students of Shiraz, who were studying in the school year 2016-2017. Sixty dyslexic students were identified in a screening of 900 students. The study sample consisted of 30 second -grade elementary students (15 girls and 15 boys) who were selected from among 60 dyslexic students randomly. They participated in three-stages of instruction. The first stage consisted of two groups of 15 participants participating in 9 sessions of 30-minute response to intervention program. The second phase consisted of six groups of five participants participating in 9 sessions of 45-minute instruction. The third phase consisted of 12 sessions of one-hour solitary educational intervention based on the response pattern to the intervention. The participants were trained according to the elaborated curriculum. The measurement tools consisted of the following: a- reading and dyslexic tests of Kormi-Nouri & Moradi, whose validity calculated through Cronbach's alpha was reported to be between 0.76 and 0.87 for each sub-test, b-Raven's intelligence test the validity of which was reported to be between 0.15 and 0.87 for each sub-test, and c- the Bender Gestalt visual-motor development test whose reliability was reported through Pearson correlation to be 0.947. Data were described using descriptive statistics such as mean and standard deviation. Analysis of Covariance (ANCOVA) and comparison of paired mean values in two independent groups were used to test the research hypotheses. The significance level was considered p≤0.05.
According to the results, the package had a good reputation for implementation. Data showed that the average subscales of naming images, understanding the text, and understanding the words in the second stage did not have a significant statistical change compared to the first stage. While the mean of other subscales of dyslexia in the second stage increased significantly compared to the first stage of education (p The results showed that the educational method based on the response to intervention improved reading skills (reading, comprehension and vocabulary), as well as a training package and a designed program for this purpose.

Movement is the cause of all actions. Movement is the column of human learning. This study aims to study the effects of selected physical activities and perceptual motor ability on learning math conception in pre-school children with neuropsychological learning disabilities.
This study is an experimental survey conducted with pre-test and post -test and using control group. The subjects of this study included all 5-6 year-old children of kindergartens and pre-school centers of Babol, in 2013. Accordingly, 45 patients were (by sampling) selected in three groups of 15 subjects in the control and experimental groups. The children in three groups (15 people) and control (group exercise and perceptual motor skills) were randomly selected .Group exercise program selected physical activities perceptual skills to run for 15 sessions. At this time, the control group began their usual activities. At the end of the 15th session, both groups were assessed. Perceptual-motor movement skills program consists of 45 minutes per session. Measuring tool in the study of keyment mathematics test and Conner’s neuropsychological test. In order to analyze the data, descriptive statistics, statistical indicators descriptive and inferential statistics, the reliability of the data distribution and homogeneity of variance groups as well as analysis of covariance was used .The data obtained were analyzed using SPSS-19.
The average age of participants in the experimental group (move app) was 6.6, the experimental (perceptual-motor skills) 6.8 and 6.9 the control group. The mean pre-test and post-test, significant differences were found in children learning math concepts (p=0.004). The educational interventions (perceptual-motor skills and physical exercise selected) the cause of a significant difference on Learning math concepts between the control and experimental groups (p =0.006). The average scores show that perceptual motor skills exercise greater influence than the elected. The statistical power of 97.0 units, respectively, indicating the sample size is sufficient. The average score on the posttest learning mathematical concepts experimental groups increased. Also, before doing statistical analysis and compared with the groups using ANOVA showed a significant difference between the groups was not significant between the pre-test learning mathematical concepts (p=0.128).
These findings suggest that the perceptual-motor skills exercises have greater influence than the physical ones do on the development of the mathematical concepts in children and they can be used as an important factor in the development of mathematical concepts. The results of this study showed that the application of the selected motor and perceptual-motor skills as a non-medical method to improve math learning in children with neurological disorders - are very effective psychological and mathematical concepts for children learning more enjoyable and comfortable.

Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.Students diagnosed with intellectual disability, who receive special education services, should be provided with access to the general education curriculum, so they can interact with and learn from and alongside typical classmates. Special attention should be paid to the development of functional academic skills for these students. Functional academics refer to reading and mathematics skills that are used frequently in everyday life. In general, people with intellectual disability are less efficient at learning than are other people. This impairment in learning efficiency is roughly consistent with overall IQ level. Specific cognitive deficits often exist in such areas as memory, attention, or language. IDEA entitles every child with intellectual disability from age 3 through 21 to a free appropriate public education through an individualized education program (IEP). Cognitive flexibility has played essential roles in all of life aspects of people, typically in adolescents with intellectual and developmental disability. Therefore, the training cognitive flexibility programs led to improvement of cognitive flexibility. Executive functions included the most prominent aspects of the cognitive operations that are coherent and purposeful behavior which plays a complex role. The prefrontal cortex links with executive function processes. In the current research, the effect of cognitive flexibility training on cognitive problems in adolescents with intellectual disability was investigated.
The study employed a pretest-posttest control group quasi-experimental design. The participants in the study were 24 adolescents with intellectual and developmental disability recruited from among students in the career training centers for adolescents with special needs in Kermanshah-Iran. The experimental group received cognitive flexibility training program consisting of 15 sessions of 45-minutes, two times a week. The Wisconsin Card Sorting Test was used to evaluate two group’s symptoms. Multivariate Analysis of Covariance (MANCOVA) was used to test the research hypotheses.
The results of this study showed that the cognitive flexibility training program have a significant effect on cognitive problems in adolescents with intellectual disability in addition, the results of this study (P The findings reveled improving cognitive flexibility can be used as intervention to decrease cognitive problems in adolescent with intellectual and developmental disability. In cognitive flexibility theory, mental health is considered to be an acceptance of self’s internal and external environments, self- acceptance and commitment to activities which are consistent in terms of value. Since cognitive training is one of the common methods of training, introducing effective techniques to increase the cognitive flexibility and optimizing patient education may offer new perspectives in the management of cognitive problems.

The purpose of this study was to investigate the effectiveness of group cognitive-behavioral training in reducing the psychological problems and irrational beliefs of mothers of children with intellectual disabilities. One of the experiences for each family is the management of a child with a disability or chronic illness. Among the developmental disabilities, intellectual disability is the most common psychiatric disorder in children and adolescents. The birth and presence of a child with an intellectual disability in any family can be considered as an undesirable and challenging event that can lead to stress, frustration, sadness, and despair. Excessive roles that are imposed on the parents due to the birth of a child with disability create a lot of stress for them. Mothers can be at increased risk of these problems, placing them at great risk of mental disorders compared to mothers of normal children. On the other hand, researchers find that many of the problems of mothers with children with intellectual disabilities are the result of their irrational beliefs. Irrational beliefs are negative thoughts that dominate the individual's mind and are a determinant factor in how to interpret events and regulate the quality and quantity of behaviors and emotions. The irrational beliefs of these mothers have an effect on their behavior and cognitive dissonance and can change their interaction with their children.
The present study is of the applied type regarding purpose. The research method was quasi-experimental, with a pretest, posttest, and a control group. The population of this study included all mothers of children with severe intellectual disabilities under the auspices of Abarkouh Welfare organization. Purposeful sampling was used to select the subjects. After clinical interviews, 40 mothers of children with severe intellectual disabilities who had low psychological health were selected and randomly divided into two groups of experimental and control (20 in each group). In the pretest, Goldberg General Health Questionnaire and Jones irrational belief's questionnaire were performed individually on the two groups of experimental and control. Reliability and validity of the Goldberg General Health Questionnaire using Cronbach's alpha and the coefficient of internal consistency of the questionnaire were 0.90 and 0.88, respectively. Reliability and validity of Jones irrational belief's questionnaire using Cronbach's alpha coefficient and internal consistency validity were 0.88 and 0.87, respectively. Therefore, the questionnaires used in the research had acceptable reliability and validity. The experimental group participated in cognitive–behavioral training sessions 2 times per week for 8 weeks. Control group was placed on the waiting list for receiving training. After the end of the training sessions, both the experimental and control groups completed the Goldberg General Health Questionnaire and Jones's irrational beliefs again. Data were analyzed using descriptive statistics (mean and standard deviation) and ANOVA by SPSS software.
The results of covariance analysis showed that participants in the experimental group of cognitive behavior training had significantly lower scores on psychological problems and irrational beliefs than the control group in the posttest (P With the help of group cognitive-behavioral training, mothers of children with intellectual disability can benefit from their abilities and become more resistant to life stresses which ultimately leads to increased psychological health and reduction of their irrational beliefs.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most important and frequent behavioral-psychological disorders in children. A meta-analysis on 175 studies has reported that the prevalence rate of this disorder is 2.7%. The behavior of children with ADHD has a bad effect on their performance in their family, community, and school, and causes the negative reaction of relatives, family members, school staffs, and peers. Due to the same reason, treatment of this group of children is highly important. Recent studies indicate that through intervention and training in their cognitive ability of the task, shifting (set-shifting) the degree of the disorder can be affected, and ADHD symptoms can be reduced. Set-shifting is one of the brain’s executive functions indicating that in typical tasks, participants subjectively (mentally) maintain two response sets simultaneously and move between these response's sets according to a predetermined criterion (or in any other effort or activity), or monitor their performance and change their responses based on the feedback received from their performances. Therefore, the purpose of this study was to investigate the effectiveness of the intervention in set-shifting in reducing ADHD symptoms. The current research was performed by an experimental method with a control group. The statistical population of this research included all the elementary students with ADHD in the city of Semnan during the academic year 2016-2017. The sample of this study consisted of 24 students with ADHD who were randomly assigned to a control and an experimental group. The students within each group were controlled to meet the following factors: they should have a normal intelligence. They should not take any medicines for reducing the symptoms. They should not participate in any other therapeutic intervention, and they should have the symptoms of both hyperactivity and attention deficit. Ten 45-minute training sessions were held for the experimental group. The research instruments included the revised version of Caner’s Parents Rating Scale for ADHD symptoms and Raven’s Colored Progressive Matrix Test to ensure the normal intelligence level of children. The findings showed that there was a significant difference between the experimental and control group in post-test results in all three components of attention deficit, hyperactivity, and its combined mode (p<0.001) so that the experimental group showed a significant reduction in ADHD symptoms after receiving the intervention and set-shifting training. It can be argued that intervening in set-shifting can result in reduced ADHD symptoms, and the reason for this is that to perform the tasks and their behaviors (where children with ADHD show some impairment) it is necessary that children pay attention to the stimuli, and they must focus on them, while at the same time they must ignore the irreverent stimuli; the responsibility for this function is held by set-shifting. The set-shifting involves the strategic ability of focus and attention as well as getting attention away while resisting against interference and distraction, and these are among the main reasons for impairment in children with ADHD. Therefore, a training and intervention which reinforce the set-shifting can reduce the degree of disorder in children. Thus, a set-shifting training and an intervention based on set-shifting can be used to decrease the severity and symptoms of ADHD.

Infertility as a biological phenomenon has personal and interpersonal psychological effects. Thus, expressing the psychological and marital consequences would be expectable after diagnose of infertility. The aim of current study was to investigate the effect of positive thinking training on psychological well- being and marital relationship quality of infertile Couple. This study is a pre-test and post-test control group quasi-experimental one. The population of the study was all infertile couples received in the Obstetricians and Gynaecologists clinics in Ardebil-Iran. Convenience sampling was used to recruit 20 participants. The research instruments were Perceived Relationship Quality and Reef Psychological Well-being Questionnaire. Univariate analysis of variance (ANCOVA) was used to analyse the data. The results showed significant differences pre-test post-test differences among infertile Couple receiving positive thinking training on psychological well-being and the quality of the marital relationship (p<0.001). It can be concluded that positive thinking has a significant effect on psychological well-being and the quality of the marital relationship. Therefore, it is suggested that infertile couples receive special training.

Autism spectrum disorder (ASD) with impairment in communication skills, stereotypes and significant impairment in social interactions. Stereotypes have be seen associated with different degrees of behavioral problems in children with autism spectrum disorder. The aim of this study was the effectiveness Combination of sensory integration training and behavior modification to improvement of stereotyped behavior in children with autism spectrum disorder. The research procedure was single subject design (A-B-A with baseline, treatment and follow up steps). The sample group was included 4 subjects that were selected by purposeful sampling method. Autism children boys participated in 20 sessions of combination of sensory integration training and behavior modification. Assessment instrument was Gilliam Autism Rating Scale (GARS). The analysis of the results was performed using the visual inspection and Cohen's d effect size. The result of visual inspection indicates that the effectiveness of combination of sensory integration training and behavior modification on improvement of stereotypic behaviors in in ASD children. The result of Cohen's d effect size indicates that is large effect size combination of sensory integration training and behavior modification on stereotypic behaviors in treatment-follow. Only effect size sensory-motor integration training in treatment-follow up was low and medium. This information can be used in therapeutic schematization and Clinical Interventions to to improvement of stereotypic behaviors in ASD children.

Due to the increase among the elderly, according to the issues of the elderly is one of the most important social policies and without the knowledge of the basic needs among the elderly and cannot be organized on a socio-psychological well-being in order to pay these people. Because of increasing life expectancy, the importance of improving the health and quality of life also increases day by day, given the challenges of the new century "Living with superior quality" is the increasing elderly population quantity. Quality of life should also be considered. So it seems review and increases the use of quality indicators, particularly in the elderly, day centers and cares about these people is essential. This study reviews the available literature on aging and quality of life of the four indicators achieved in increasing the quality of life and tries in this article introduces the features of the four indicators discussed. The indicators include community involvement, sports, leisure activities, reminiscence. The most important factors affecting the physical and mental health of older people, social participation taking into consideration the rights of the elderly in maintaining social order and improve their quality of life can also be useful. Leisure activities: Leisure as a cultural phenomenon affecting social, economic, political and social issues are shared by all segments of society. Unfortunately, the elderly and pensioners in this regard have been forgotten. In many seniors, age, physical fitness is associated with loss of power and energy that all these factors are considered lowering the quality of life seniors can through coherent and effective programs to improve the ability of Prevents a reduction in their physical performance or reduces it to delay its onset or increase. In general, exercise and movement more effective methods in preventing aging disorders are and thereby delays the aging processes. Elderly people who exercise, enjoy greater health and vitality. Reminiscence: The goal of therapy is in the elderly provide support, reduce anxiety and increase socialization. A type of psychotherapy effective and almost no adverse effect on the company's reminiscence is an organized group. The proposed day-care centers for the elderly as a place capable of maintaining elderly people's quality of life indicators, there are four factors to enhance the quality of life in terms of activities and land right in the center will introduce seniors.

There is a relatively small body of research on the assessment of the motor performance of children with intellectual disabilities. Adequate levels of motor skills may contribute to the lifelong enjoyment of physical activity, participation in sports and healthy lifestyles. The aim of this study was to evaluate the motor performance of intellectual disability children, to determine the relationship between their motor function with intelligence level, the number of siblings and the socioeconomic status and Level of Education of the family, and also to compare motor performance between Both sexes boy and girl and between the students of the city and the village. The present study was descriptive and correlational. 124 intellectual disability children (58 girls and 66 boys) aged 7-10 years were selected as a target group. The Movement Assessment Battery for Children-Second Edition (MABC-2) test was used to assessing motor skills. Independent t-test, as well as the Spearman correlation coefficient, were used to test the hypotheses. There was a positive and significant correlation between IQ level and Manual dexterity sub-scales (r=0.504, p<0.01). There was a positive and significant correlation between IQ level and Aiming and catching sub-scales (r=0.44, p<0.01). There was a positive and significant correlation between IQ level and balance sub-scales (r=0.55, p<0.01). Also, there was a positive and significant correlation between IQ level and a total score of MABC-2 (r=0.55, p<0.01). There was a negative and significant correlation between family income level and manual dexterity subscale (r=-0.30; p<0.01). There was a negative and significant correlation between the income level of the family and Aiming and catching sub-scales (r=-0.32, p<0.01). There was a negative and significant correlation between the family income level and balance sub-scales (r=-0.66, p<0.01). Also, there was a negative and significant correlation between family income level and a total score of MABC-2 (r=-0.46, p<0.01). There was a negative and significant correlation between a father's level of education and manual dexterity subscale scale (r=-0.28; p<0.01). There was a significant negative correlation between a father's level of education and aiming and catching sub-scales. (r=-0.24, p<0.01). There was a negative and significant correlation between a father's level of education and balance subscale (r=-0.26, p<0.01). Also, there was a negative and significant correlation between a father's level of education and a total score of the MABC-2 test (r =-0.29, p<0.01). There was a negative and significant correlation between the mother's level of education and manual dexterity subscale scale (r=-0.31; p<0.01). There was a significant negative correlation between the mother's level of education and aiming and catching sub-scales. (r=-0.33, p<0.01). There was a negative and significant correlation between the mother's level of education and balance subscale (r =-0.43, p<0.01). Also, there was a negative and significant correlation between a father's level of education and a total score of the MABC-2 test (r=-0.44, p<0.01). The results of this study supported the notion that children with intellectual disabilities have a poor motor function that motor and cognitive functioning of them are related.

Deafness is a major cause of psychological and cognitive problems. Because deaf children develop without exposure to external and environmental acoustic stimuli, some aspects of their psychomotor activities are, at times, less developed than children without hearing impairments. Previous studies have shown that deaf and children hard of hearing achieve lower results on the visual–motor integration test than children of typical development. It has also been shown that early deafness can be reflected in the slower development of visual–motor skills. Computer games are thought to stimulate visual–motor integration. Through the use of the mouse and keyboard, a child tries to co-ordinate a movement with the visual perception that is being received, in this case, from the screen. Deaf children are initially uncertain when using the mouse and keyboard. They, however, become more confident and more dexterous with repetition of these activities in the course of time. Although numerous studies have investigated the effects of computers on the academic achievements of pupils, there are only a small number of studies investigating the effects of specialized computer software designed to stimulate visual–motor skills in deaf children. This study was carried out to investigate the effect of specialized computer games on the visual-motor skills of deaf students. This is a two-group pretest-posttest quasi-experimental research. A total of 30 deaf children aged 7 to 10 years old were selected using convenient sampling. The participants were selected from among the clients of a hospital and State Welfare Organization of Tehran-Iran. Attempts were made to make sure that all the participants were the students of deaf schools, they have all received cochlear implants and they did not have any other disability or incapability. The information related to their education level, physical health, possible disabilities and the amount of hearing loss was obtained from the participants’ rehabilitation files in the relevant center. The participants were assigned to the experimental and control group in equal numbers (7 girls and 8 boys). Test of Visual-Motor Skills-Revised was administered to the participants. This test includes following subscales visual-spatial skills, visual analysis skills and visual-motor integration skills. The experimental group was taught by specialized computer games in 20 individual sessions of 50 minutes twice a week. ANCOVA procedures were used to analyze the data through SPSS-21. The findings showed that training by the use of specialized computer games has a significant effect on the improving the visual-motor skills of deaf students (p<0.05) in the areas of visual-spatial skills, visual analysis skills and visual-motor integration skills (p<0.05). The results confirm the positive effect of specialized computer games, when they are carefully selected and are applied in appropriate doses, on the development of the visual–motor skills in deaf students. The eye-hand coordination computer games used in this study certainly can enhance the development of visual-spatial skills, visual analysis skills and visual-motor integration as well. This training method can be suggested to the scientific community of education and rehabilitation for deaf children as an effective and efficient method to improve visual-motor skills.

Parents of children with special needs require highly adaptive and supportive patterns due to the problems they face because of their children. The purpose of this study was examining the relationship between cognitive-emotional regulation and resiliency in families who have exceptional children with mindfulness playing the role of mediator. This study was correlational. The participants were 264 students' parents (105 boys and 159 girls) who were selected via cluster random sampling from different schools. The research instruments were family resiliency scale (Sikbi, 2005), cognitive emotional scale (Garanfski, 2001), and mindfulness scale (Baer, 2006). Statistical Package for Social Sciences software (SPSS) version 21 was used to analyze the data. Results of this study showed that cognitive emotional regulation could predict resiliency. Moreover, there was a significantly positive correlation between cognitive emotional regulation at and(r= 0.36, p<0.01 and resiliency. Additionally, a significant correlation was found between resiliency and mindfulness (r=0.42, p<0.01). Moreover, it was found that the negative predictors of resiliency were as follows: emotion regulation, self- blaming, making disasters, blaming others, adopting views and obsessing the mind negatively. The positive predictors of resiliency were as follows: acceptance, reconcentration on the planning and positive revaluation. Resiliency can explain 18 percent of cognitive regulation variance. Together resiliency and mindfulness can predict 26 percent of variance on the same scale. Thus, entering mindfulness into the regression equation increased coefficient of determination by 8%. It is concluded that cognitive emotional regulation could predict resiliency. Furthermore, mindfulness is not essential as mediator variable for the perception of relation between cognitive regulation and resiliency.

In recent years, with the advances of technology, educating exceptional learners has been influenced by the use of assistive technologies. Assistive technology is defined as an “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve functional capabilities of a children with special educational needs”. These assistive technologies were used to teach Exceptional Learners who have significant differences with peers in mental characteristics, sensory abilities, communication, emotional-behavior development and physical characteristics. The aim of the current research was to study the role of assistive technology in improving the quality of learning in people with special educational needs. A systematic review study method was employed using the following key search words includes: Assistive technology, Instructional Technology, Learning Technology about exceptional learners, Intellectual and Developmental Disabilities, Specific Learning Disabilities, Attention Deficit/ Hyperactivity Disorder, Autism Spectrum Disorders, Emotional-Behavior Disorder, Communication, Language, and Speech Disorders, Deaf or Hard of Hearing, Visual Impairments or Blindness, Children with Physical Disabilities, Health Impairments and Multiple Disabilities from. Dada were collected from the following data bases: PubMed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, between1993-2017. Among 83 selected research papers about applying assistive technology in special educational needs areas, 38 papers addressed specific learning disabilities. No research was found about applying assistive technology in emotional-behavior disorders. In the same vein, the majority of papers (57%) were experimental studies. A great number of studies focused on instructional software used to teach individuals with Intellectual and Developmental Disabilities, Specific Learning Disabilities, Attention Deficit/ Hyperactivity Disorder, Autism Spectrum Disorders, Communication, Language, and Speech Disorders, Hearing and Visual Impairments, Physical and Multiple Disabilities. The results of most studies indicated that there is a positive effect of assistive technology on a most of disorders in special educational needs or exceptional children areas. It seems that most of researches found evidence supporting the positive effects of assistive technology and its effects on children with special education needs. Application and using technology can help students with special educational needs to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. The use of assistive technology in educating people with special educational needs is inevitable, the evidence-based researches support the conclusion that assistive technologies have the potential to contribute to a better quality of life for students with developmental disabilities, which are more than just a matter of conveniences. In special educational needs area, it is very important to ensure that people with disabilities are prepared to meet the challenges of life. Many technological tools such as assistive technology could increase, as much as possible, the possibilities for people with disabilities to overcome these challenges with fewer difficulties. In Iran developing assistive technology programs in developmental disabilities areas and studying its effect on these groups is needed.

The process of child birth is pleasant for parents though it might be accompanied by difficulties and hardships. It should be noted that hope and desire to have a healthy normal baby gives parents a feeling of confidence to accept their own baby. But as soon as they are informed of their baby’s disability, all hopes and wishes are gone and problems begin to appear, putting the mental health of parents at risk. The aim of this study is to examine the metal health condition of fathers of exceptional children, namely children with intellectual disability, multiple disabilities, physical- motor disorder, visual of impairment and hearing impairment and fathers of normal children. This study employed a causal- comparative design. Convenience sampling was used to recruit 530 parents of children with exceptional children and 65 fathers of normal children as the participants in the study. The research tool was General Health Questionnaire (GHQ). Multiple Variable Analysis of Variance (MANOVA) was used to test the research hypotheses. Bonferroni test was used for pairwise comparison of groups and variance-covariance matrix equality assumption was studied using Mbox test. There was no significant difference between five groups under study, namely, fathers of children with intellectual disability, multiple disabilities, physical- motor disorder, visual impairment and hearing impairment) with respect to metal health components (physical symptoms, anxiety and insomnia, social performance, and depression). However, there was a significant difference between fathers of normal children and fathers of children with multiple disabilities regarding physical symptoms component (p<0.001). As to physical anxiety and insomnia components, there was a significant difference between fathers of normal children and fathers of children with disabilities (p<0.001). There wasn’t a significant statistical difference between fathers of normal children and fathers of children with visual impairment regarding physical symptoms and anxiety. With respect to social performance component, there was significant difference between fathers of normal children and fathers of children with intellectual disability, motor-physical disorder, and hearing impairment (P<0.001). This is while there wasn’t a significant statistical difference between fathers of normal children and fathers of children with multiple disabilities, and visual impairment. With respect to depression component, there was a significant difference between fathers of normal children and fathers of children with intellectual disability, motor-physical disorder, and hearing impairment (P<0.001), while difference was not significant between fathers of normal children and fathers of children with multiple disabilities, and visual impairment in this component. Based on the results obtained for this study, mental health was a feature distinguishing fathers of exceptional children and fathers of normal children. Fathers of exceptional children experience and go through more physical disorders, anxiety, social problems and depression, which threaten their mental health.

Learning Walls are a method to model and share children's thinking processes. Children use these as a prompt for their thinking and you will find teachers and children regularly adding and referring to them during learning time. The present research investigated the role of learning walls in teaching students with learning disabilities for the purpose of improving the learning process. This study employed a descriptive-correlative design. The study population was all students enrolled in in special schools the school year 2015 in Isfahan-Iran. Four schools were selected through cluster sampling, from which 48 participants including children with learning disabilities were selected. The participants were assigned to experiment and control groups. The research instruments were Wechsler memory scale and Marian Frastyk Test. One way Analysis of Variance (ANOVA) was used to test the research hypotheses. There are significant differences among the two groups of participants in terms of variables of communication skills (P˂0.001), language skills (P˂0.001), verbal and written language skills (P˂0.001), and reading skills (P˂0.001). Learning walls help children with learning disability to improve their communication skills, language skills, verbal and written language skills and reading skills.

  Recently, there has been much interest in the relationship between audition and cognition. The new field of cognitive hearing science has highlighted the critical role of domain-general cognitive processes in supporting oral language comprehension and production. A lack of auditory stimulation negatively impacts the cognitive processes required to support spoken language. Two such methods that have been demonstrated to play a role in audio-visual speech comprehension are selective attention and visual processing speed. The studies show that deaf and hard of hearing children achieve lower results on the selective attention and visual processing speed tests when compared to children of normal development and early deafness can be reflected in the slower development of these skills. One of the methods for improving these skills is through the use of computer games. Here we consider the case of computer games as a tool to promote training-induced learning. Different computer games can enhance various aspects of cognition. The characteristics of the game itself are directly related to the types of processes that modified by playing the game (e.g., ability to effectively ignore distractors, speed of processing, monitoring of the periphery, tracking multiple moving objects, etc.). In this study, we used eye-hand coordination computer games to improve these skills. The child tries to use the mouse and keyboard to interact between the visual perception received from the screen and the motion of coordination. The children are initially uncertain and slow when using the mouse and keyboard; later, however, with repetition of these activities, they become faster and more dexterous. Although numerous studies have researched the effects of computers on the academic achievements of pupils, there are only a small number of studies examining the impact of computer game on visual processing speed and selective attention in deaf children. The study was performed to investigate the effectiveness of computer games on the visual processing speed and selective attention in deaf students. This study was a quasi-experimental study with pretest-posttest design and with the control group. Thirty deaf children aged 7 to 10 years old were selected using convenient sampling method; these children selected among the clients of Loghman hospital and State Welfare Organization of Tehran. The criteria for those who entered the research were that they should all be the students of deaf schools, they have all received cochlear implants, and they should not have any other disability or incapability. The information related to their education level, physical health, and not having another disability and the amount of hearing loss extracted from the subjects rehabilitation files in the relevant center. The selected children divided randomly into two groups of experimental and control; every group included 15 children (7 girls and eight boys). All children in pretest and posttest evaluated via Continuous Performance Test. This test measures Visual processing speed and selective attention. The experimental group was taught by specialized computer games in 20 individual sessions of 50 minutes twice a week. Gathered data were analyzed using SPSS-21 software via ANCOVA. The findings showed that training by the use of specialized computer games has a significant effect on the improving selective attention of deaf students (p<0.001) and also on the Visual processing speed (p=0.006). These results confirm the positive effect of computer games, in carefully selected and applied doses, on the development of the Visual processing speed and selective attention in deaf students. This training method can be suggested to the scientific community of education and rehabilitation for deaf children.

Given that among family members of children with hearing impairment, most mothers are responsible for raising their children. Thus, they can be expected to experience various psychological problems, one of which is a low or lack of meaning in life. However, if mothers, as the heart of the family, experience higher psychological well-being with a grasp of the meaning of life, they can provide their children with rich experiences. Different approaches have been developed to deal with this problem, one of the most recent of which is training based on gratitude. Training based on gratitude interventions is expected to result in more positive psychological adjustment and functioning of persons with different clinical problems such as adaptation, health, positive relationships, well-being and psychological and humanistic functions Accordingly, this study investigated the effect of training based on gratitude on meaning of life of mothers of children with hearing impairment between 13-7 years old in Isfahan-Iran. The study employed a pretest-posttest control group quasi-experimental design the study population included all mothers of children with hearing impairment in special education schools in the city of Isfahan. Convenience sampling was used to recruit 22 mothers of children with hearing impairment aged 13-7 years old. The participants were assigned to experimental and control groups in equal numbers. The experimental group received training in gratitude based training in 90 minute sessions for 8 weeks. The control group received no training. The Meaning of Life Questionnaire (Astgr et al., 2006) was used as a measure for evaluating the existence of meaning and the search for meaning in life, for the pre-, post- and follow-up tests. Repeated measures Analysis of Variance (ANOVA) was used to test the research hypotheses. The results of repeated measures analysis of variance showed significant differences between experimental group and the control group in terms of total scores of the meaning of life, existing meaning in life and the search for meaning in life (p<0.05). Follow-up paired was comparison revealed no difference in the scores (p<0.05). It may be concluded that appreciating that education based on gratitude can be effective in the sense of the life of mothers of children with hearing impairment. In other words, the people whose lives are more meaningful are able to withstand adverse conditions, which makes them the psychologically well-being.