نشریه اختلال های عصبی تحولی
سال یکم شماره 2 (تابستان 1401)

childhood injuries, stability. It destroys the child's feelings. The child weakens its value and this feeling often stays with the child until adulthood and affects the person's life and mental health. The present study was conducted with the aim of modeling early life trauma and psychological symptoms with the mediation of psychological flexibility of mothers with children with intellectual disabilities.

The current research was of a modeling type, which was carried out in a cross-sectional and descriptive-analytical manner. The statistical population of this research included all mothers with children with intellectual disabilities, whose children were studying in exceptional schools in Shiraz in the academic year of 2001-2001. The sample of this research includes 300 people who were selected through available sampling and answered the questions of early life trauma, psychological flexibility and depression and post-event stress questionnaire. The collected data were analyzed using SPSS26 and AMOS24 software and Pearson's correlation coefficient tests, regression, structural equation modeling and calculation of fit indices.

The results of the research indicated the fit of the model and the confirmation of the research hypothesis. Therefore, there is a positive and significant relationship between early life trauma and psychological symptoms with the mediation of psychological flexibility (p<0.05).

According to the research results, it seems that the impact of early life trauma on psychological symptoms can be influenced by psychological flexibility.

mothers with children with intellectual disability experience many problems. Failure to pay attention to these problems can lead to undesirable results. The present study was conducted with the aim of investigating the role of metacognitive beliefs in predicting the quality of life of mothers with children with intellectual disabilities.

The statistical population included all mothers with children with intellectual disabilities covered by the welfare departments of the city centers of Khuzestan province, and 200 people were selected as a sample using a simple random method. The participants answered the metacognitive beliefs questionnaires of Wells (1997) and the quality of life of the World Health Organization (1996). Data analysis was done using Pearson correlation and multiple regression and using SPSS26 software package.

The results showed that there is a significant negative relationship between metacognitive beliefs and the quality of life of mothers with children with intellectual disability (P<0.001). The results of the multiple regression test also showed that metacognitive beliefs play a role in predicting the quality of life of mothers with children with intellectual disabilities (P<0.001).

According to the obtained results, it can be concluded that metacognitive beliefs play an important role in the quality of life of mothers with children with intellectual disabilities and there is a need to pay attention to it.

Student social support is the social support that children and adolescents receive from parents, teachers, classmates, and close friends. In this research, the factor structure of the student social support scale has been investigated on the 10th grade students of Shiraz city.

The participants in the research were 200 students (146 girls and 54 boys) who were selected from the 10th grade students of Shiraz city by available sampling method. Participants completed Knowlton's (1994) Student Social Support Scale (SSSS) after translating it into Persian and ensuring the adequacy of the Persian version.

The results of the confirmatory factor analysis showed that the factor model of the student social support scale is approved. Cronbach's alpha coefficient (39) was satisfactory for the whole index and 4 scales were extracted..

 Based on the reliability and validity obtained from the student social support scale, this tool can be used to evaluate students' social support from their parents, teachers, classmates, and close friends

Comparison of normal children with attention deficit/ hyperactivity disorder is important due to the identification of factors affecting the development and sustainability of a disorder in children. Therefore, the purpose of this study was to compare self-management strategies, responsiveness and rejection by peers in children with attention deficit/ hypertensive disorders and normal children. The descriptive study design was causal-comparative. The statistical population of this study included all normal school children and children with attention deficit/ hyperactivity disorder in Damghan city in 2018-2019 academic years. Among them, a sample size of 100 (50 normal children and 50 children with attention deficit/ hyperactivity disorder) were selected using available sampling method. The two groups were matched in terms of age, education, and gender. The tools used included self-management questionnaire (Humphrey, 1982), relationships with peers (Walter W. Hudson, 1992), students' responsibility questionnaire (Kendlo, 1393), and the short-range diagnostic scale for attention deficit/ hyperactivity disorder (Connerss, 1999). The results of multivariate analysis of variance showed that people with attention deficit/ hyperactivity disorder are less self-management and less responsibility compared to normal people, but there was no significant difference between normal and attention deficit/ hyperactivity disorder groups in the peer's rejection. The results of the study indicated that there are difference between two groups in self-management and responsibility. Therefore, attention to these variables is very important in the emergence and continuation of attention deficit/ hyperactivity disorder.

Parental involvement is positively related to behavioral and cognitive involvement, which in turn has an impact on the competence and academic progress of children with intellectual disabilities. The present study was conducted with the aim of investigating the effectiveness of the parent management training program on the participation of mothers of students with intellectual and developmental disabilities.

This research was quasi-experimental in terms of data collection method. The statistical population included all mothers with children with intellectual and developmental disabilities. Among them, 30 people were included in the study using the available sampling method and were randomly divided into two experimental and control groups (each group contains 15 people). The research tool included Anekargan's parent participation questionnaire (2002). The experimental group received parent management training for 10 90-minute sessions, and the control group did not receive any intervention. The research data was analyzed by univariate analysis of covariance and SPSS26 software.

The results showed that the intended intervention had a positive and significant effect on the participation of mothers with intellectual and developmental disabilities (α=0.05).

Therefore, the research results emphasized that parent management training can be a suitable intervention to increase the participation of mothers with intellectual and developmental disabilities.

The aim of this study was to investigate the challenges and needs of parents with Exceptional Children during the Corona virus learning period.

This is a phenomenological study and the statistical population of the study is all parents with exceptional children who are studying in Normal schools in Tehran in the academic year 1401-1401. The sample includes 20 parents with Exceptional children who were selected by sampling. Research data were collected through semi-structured interviews and analyzed by inductive method.

The results showed that these children continued their education through distance education through TV and Shad software and WhatsApp. However, a number of issues of concern are listed below: Exceptional Students are unable to attend classes regularly on television, many do not attend online courses, and their teachers give feedback on their activities. They do not. In addition, none of the Exceptional Students received support services, and there was little communication and cooperation between teachers, families, and students. In addition, the findings showed that children are reluctant and cannot adapt to distance education.

Therefore, it can be concluded that distance education has a negative impact on the education of Exceptional Children attending regular schools and requires the implementation of policies to improve the education of these children.

Considering the many problems that exist among parents of children with autism, this research was conducted with the aim of group education of the concepts of choice theory on the marital satisfaction of parents with children with autism who refer to rehabilitation centers in Tehran. Is.

This research was conducted using a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population includes parents of autistic children in Tehran who visited rehabilitation centers in Tehran. The sample size included 24 couples with autistic children who had referred to rehabilitation centers (Hes Khoob, Zafar, Mehr Clinics, as well as Mehand Zaiba Autism School) for treatment and were selected by purposeful sampling and randomly divided into two groups ( Each group consisted of 12 people including 6 couples. To determine their marital satisfaction, Enrich couple scale was used as pre-test and post-test for both groups. For the experimental group, 8 training sessions were conducted on the concepts of choice theory, while the control group did not receive any training.

Data analysis was done using SPSS21 statistical software and covariance test to check the differences between the two groups. The findings of this study showed that teaching the concepts of choice theory was significantly effective in improving marital satisfaction and communication, as well as reducing conflicts and ideal distortions of couples in the experimental group (P<0.01).

According to the results of this research, it can be said that teaching the concepts of choice theory increases the marital satisfaction of parents with children with autism, so the method used in this research can be considered as a suitable method for psycho-educational, counseling and Treating couples who have marital problems.

Hearing problems often make the social life of hard of hearing children difficult. Therefore, it is important to deal with solutions that help these people.The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional and behavioral disorders of students with hearing problems. For this purpose, from the statistical population of all deaf female students aged 14-17 years in the 20th district of Tehran in 1400-1401, a sample of 24 people was selected in an accessible and purposeful way and randomly divided into three groups (8 people in the group under Storytelling training through visualization, 8 people in the training group were replaced by pantomime and 8 people in the control group. In this research, Achenbach's Child Emotional Behavior Inventory were used. The data from the questionnaires were analyzed by SPSS22 software. The findings showed that storytelling through pantomime reduces law-breaking behaviors (one of the components of emotional and behavioral disorders) (P < 0.05) and storytelling through imagery and pantomime to the same extent reduces aggressive behaviors (one of the components of disorders emotional/behavioral) (P < 0.05). it is affect Therefore, the use of storytelling through visualization and pantomime is recommended to reduce the law-breaking behaviors, and aggressive behaviors in students with hearing problems.