Ravānshināsī-i Afrād-i Istis̠nāyī

Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies. Keywords: Hanen Parent Program, Communication Skills, Early Intervention, Autism Spectrum Disorder. Extended Abstract Introduction Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication skills and restricted and repetitive behaviors in early childhood (American Psychiatric Association, 2022). One of the basic problems observed in children with ASD is a lack of social communication skills (Erbas, Özcebe and Esen, 2020). These children do not have enough communication skills to interact with others in verbal and non-verbal contexts. It should be noted that the problem of these people in communication skills may range from minimal limitation to serious damage (Mohan, Kunnath, Philip, Mohan and Thampi, 2017). The communication deficits of these children may reduce their opportunities to facilitate language development and social interactions. Parents, as the first and most important people related to a child, play an important role in promoting their language and social development (Edmunds, Kover and Stone, 2019). The communication challenges of children with ASD are related to the quantity, quality, and duration of parent-child interactions, and the greater the communication problems of a child with ASD, the less successful the parents are in the child's social upbringing. The more these communication problems are, the interactions between parent and child will be less and of lower quality, and the time will be more limited (Laurent and Gorman, 2017). Therefore, it is necessary to apply parent-mediated based early interventions for children with ASD. In recent years, more emphasis has been placed on the role of parents and their intervention training in improving the skills of children with ASD. Research results indicate the positive effect of parent-based interventions in improving the responsiveness, language, and social skills of children with ASD (Reichow, 2012; Alonso-Esteban and Alcantud-Marín, 2022; Vinen, Clark and Dissanayake, 2022). One intervention that is parent-mediated based is the Hanen more than word program (HMTW). Since HMTW is based on the child's natural environment and family system, it can increase the ability to generalize these skills in children with ASD (Akamoglu and Meadan,2018). Since it seems that the effectiveness of HMTW on the social interactions and language skills of children with ASD has not been systematically investigated, therefore the aim of the current research was the systematic review of researches that show the effectiveness of HMTW on these skills. Literature Review The research findings of Garnett, Davidson & Eadie (2022) showed that HMTW can be effective and reduce time and financial costs. The parents' insight towards the interaction, learning and behavior of themselves and their children was improved. Improvements in communication, interaction responsiveness and play in ASD children were also reported. But it didn't have much effect on parents' stress. Also, Lok, Qi & To (2021) emphasized that HTMW can affect the communication skills of children with ASD whose parents have a higher sense of competence. Erbas et al showed the effect of HTMW on parents' self-efficacy, anxiety, and stress. It also affects the parent-child interaction and language performance of children with ASD. Methodology The current research employed a systematic review method, utilizing the PRISMA model to analyze collected data. Relevant research articles from reputable databases, including ScienceDirect, PubMed, ERIC, PsycINFO, Scopus, Web of Science, Noormags, SID, Magiran, and IranDoc, were searched using keywords such as 'autism spectrum disorder,' 'communication skills,' 'early interventions,' and 'Hanen Parent Program' for the period spanning 1990 to 2022. All relevant sources cited in these articles were also examined. Following an initial search of the research background, articles were screened based on titles and abstracts to remove duplicates and irrelevant studies. Subsequently, the full text of the remaining articles was reviewed and evaluated by two referees according to predefined inclusion and exclusion criteria to identify eligible research. To mitigate the risk of bias in the studies included in this research, we utilized the quantitative studies quality assessment tool from the Effective Public Health Practice Project (EPHPP, 1998). Two evaluators assessed the studies using this tool, and the level of agreement between them was measured using the Kappa coefficient. Results After conducting investigations, we identified 390 studies, with 138 remaining after removing duplicates. Subsequently, we examined the titles and abstracts, eliminating 79 unrelated studies. This left 59 studies for full-text review. Following the application of inclusion and exclusion criteria, 46 studies were removed, resulting in the identification of 13 relevant studies for our analysis. Among the identified studies, 7 were experimental or quasi-experimental (53.85%), with 1 utilizing mixed methods. Additionally, there were 4 case studies (30.77%), 1 single-subject study (7.7%), and 1 longitudinal study (7.7%). The quality of the research was assessed using the Kappa coefficient, yielding a score of 0.92. Thus, 3 articles were deemed to have good quality, 5 had medium quality, and 5 had low quality. Studies receiving a low rating often had limitations in research methodology, sample size, and data collection methods, hindering generalizability to the community. These results are shown in Table 1. Overall, the effectiveness of HMTW in these studies can be categorized into quantitative (with statistical analysis) and qualitative or mixed-method research (descriptive and single-subject). It's important to note that the results of quantitative studies varied. Table 1 Results of quality assessment of studies using the EPHPP Authors, year of publication Selection bias Study design Confounders Blinding Data collection methods Withdrawals and drop-outs Global rating Garnett, Davidson & Eadie (2022) 1 1 1 2 2 2 2 Lok et al (2021) 3 2 3 2 2 2 3 Erbas et al (2020) 4 1 2 2 2 2 2 Sokmum, Singh & Vandort (2017) 4 2 2 2 2 2 2 DeCarlos & Baixauli (2015) 1 1 1 2 1 1 1 Lieberman-Betz et al (2014) 2 2 2 1 2 3 2 Carter et al (2011) 3 3 2 3 2 3 3 Patterson & Smith (2011) 1 1 1 1 1 2 1 Prelock, Calhoun, Morris & Platt (2011) 1 1 1 1 1 2 1 Venker, McDuffie, Weismer & Abbeduto (2011) 2 2 1 1 1 2 2 Girolametto Sussman & Weitzman (2007) 1 1 1 1 1 2 1 McConachie, Randle, Hammal & LeCouteur (2005) 3 3 2 2 3 2 3 Sorensen (1992) 1 1 1 1 1 1 1 Discussion The results of this research indicate that the program is more effective than HMTW for improving the communication skills of children with ASD. However, except for Venkar et al.'s (2011) study, which showed a medium effect size, the rest reported weak effect sizes, attributed to small sample sizes and data collection methods. Active parental involvement in treatment supports the language and communication development of children with ASD (Lok et al., 2021). Conversely, Carter et al (2011) found HMTW to be more effective for children with ASD showing limited interest in objects. Children less interested in specific objects responded better to HMTW, while those more interested required additional support and different strategies. Therefore, attention should be given not only to the communication level but also to the level of interest in subjects. Furthermore, Sokmum et al (2017) concluded that parental intervention can be as effective as a therapist-led intervention. They observed minimal progress in communication skills among the control group subjected to clinical intervention compared to the experimental group undergoing HMTW. Conclusion In general, it can be said that HMTW emphasizes the natural life and daily activities of children with ASD and considers parents' education as the main social and communication base of the child, and considering the positive results that these studies have obtained from its effectiveness, it confirms its usability and training as an early intervention - alone or in combination with other interventions. However, the effectiveness of this intervention in order to ensure its generalizability to the entire society, requires more detailed investigations and a higher sample size.

Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigated effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents White Separation Anxiety Disorder. This study was experimental method with pre-test-post-test design with a control group. The study’s population consisted of all male students of the second High school with separation anxiety disorder from khalkhal city during the academic year 2021-2022. Among these, 30 number of students with separation anxiety disorder based on March et al.'s separation anxiety questionnaire (1997) and the structured clinical interview and other inclusion criteria the research were selected and random assignment and placed in two experimental and control groups (15 people in each group).The experimental group was trained 10 sessions of 60 minutes under a short-term in Dovanlo's short-term Daynamic Psychotrapy. Bell's (1995) thematic relationship questionnaires and Andrews et al.'s (1993) defense mechanisms questionnaires were used for both groups in the pre- and post-test stages. Research data were analyzed by multivariate covariance analysis. The results showed that Dovanlo's short-term Daynamic Psychotrapy can significantly improve the quality of Object relationships and reduce Defense Mechanisms in Adolescents. Based on this, the using of Dovanlo's short-term Daynamic Psychotrapy can help students with separation anxiety disorder in reducing psychological problems and increasing the quality of relationships. Keywords: Dovanlo's short-term Daynamic Psychotrapy, Object Relations, Defense Mechanisms, Separation Anxiety Disorder. Extended Abstract Introduction Separation anxiety disorder is considered to be one of the most common mental disorders in adolescence, which affects 6-20% of children and adolescents in developed countries (Hannesdottir, 2018). Among the factors related to the phenomenon of anxiety, two important cases can be mentioned. One is object relations, which means the person's representations of himself and others and the factors associated with these representations (Handelzalts et al., 2014) or the person's capacity to establish relationships in the early years of life (Kelly, 2014). Another variable is the defense mechanisms that the adolescent with separation anxiety disorder resorts to underdeveloped and maladaptive defense mechanisms in order to control his anxiety due to the experience of rejection from parents and great anxiety in interpersonal situations (Giuseppe et al., 2019; Ciocca, et al., 2017; Abbasi et al., 2014). Findings suggest that Intensive Dovanlo's short-term dynamic psychotherapy is an effective treatment for adolescents with anxiety disorders who did not respond adequately to previous standard treatments (Çitak et al., 2021; Bosh & Miler, 2015; Keefe et al., 2014). In this treatment, it is on the unconscious that by breaking the resistance and by producing mental images and vivid memories of the unconscious content, light shines on the core structure of the unconscious (Glisson et al., 2018). Despite the importance of thematic relationships and defense mechanisms in separation anxiety and the effect of intensive short-term dynamic psychotherapy, researches about these two variables in adolescents with separation anxiety disorder are few, and on the other hand, the effectiveness of this treatment method in the society of men with addiction, borderline personality disorder, Obsessive Compulsive Disorder, Depression, Social Anxiety, Generalized Anxiety and Separation Anxiety. This is while teenagers also suffer from separation anxiety disorder and experience many problems in family relationships, school, social functioning, isolation, and lack of motivation. Research Question Does Intensive Dovanlo's short-term dynamic psychotherapy have an effect on the quality of object relations and defense mechanisms of adolescent boys with separation anxiety disorder? Literature Review Mikaili and Moulai (2019) stated that there is a significant negative relationship between separation anxiety disorder and developed defense mechanisms, and a significant positive relationship between neurotic and underdeveloped defense mechanisms. As a result, underdeveloped defense mechanisms were confirmed as predictors of separation anxiety disorder. The results of Meskarian et al.'s research findings (2015) indicated that through short-term intensive dynamic psychotherapy, with a focus on communication patterns, while improving the quality of thematic relationships, anxiety decreased, which shows the usefulness of this treatment method. Prout et al. (2019), stated that psychodynamic therapy can target maladaptive defense mechanisms and improve self-regulation capacity, increase flexibility, and improve interpersonal relationships. Parisuz et al. (2019), observed that short-term intensive dynamic psychotherapy reduces negative emotions and improves interpersonal processes. Methodology The current research is an experimental study with a pre-test-post-test and control group design in terms of practical purpose and in terms of research design. The statistical population of the research included all male students of the second secondary school with separation anxiety disorder in Khalkhal city in the academic year of 1400-1401. Multi-stage cluster random sampling method was used to collect data after obtaining a code of ethics (IR.GULAN.REC.1401.007) from the University of Guilan. Thus, firstly, all secondary schools of Khalkhal city (8 high schools and conservatories) were selected, and in the next step, 3 classes of 10th, 11th, and 12th grades were randomly selected from each school. Then the members of these classes (480 students) were examined with the Multidimensional Anxiety Scale (March et al., 1997) and 34 people who obtained a cutoff score ≥ 60 were identified, then a structured clinical interview of anxiety symptoms was conducted with them. A structured Clinical Interview for Separation Anxiety Symptoms (Shear et al., 2002) was conducted and among them, 30 teenagers with separation anxiety disorder were randomly placed in two experimental and control groups (15 people in each group) and the experimental group had 10 sessions and each session lasted for 90 minutes one by one and according to a predetermined schedule, they were subjected to Intensive Dovanlo's short-term dynamic psychotherapy. After that, the Bell Object Relations Inventory (1995) and the Defense Style Questionnaire (Andrews et al., 1993) were conducted for both groups. It is necessary to explain that at the beginning, in a briefing meeting and stating the objectives of the research, consent was received from the students and their parents to participate in the research, and the researcher assured the participants that all the materials presented in the therapy sessions and the results of the questionnaires will be confidential. In this research, the treatment program was carried out by the researcher who received the necessary training in this field. Results Table 1. The results of MANCOVA of the sub-scales of object relationship OP Eta P F MS DF SS variables 1 813/0 001/0 21/104 13/139 1 13/139 Egocentricity group 52/0 156/0 046/0 43/4 03/9 1 03/9 Alienation 1 541/0 001/0 24/28 06/41 1 06/41 Insecure Attachment 77/0 246/0 010/0 83/7 44/7 1 44/7 Social Incompetence Table 2. The results of MANCOVA of subscales of defense mechanisms OP Eta P F MS DF SS variables 1 591/0 001/0 05/36 60/1472 1 60/1472 Mature styles group 1 778/0 001/0 69/87 53/1975 1 53/1975 Neurotic styles 1 566/0 001/0 64/32 18/1495 1 18/1495 Immature styles Discussion The results showed that Intensive Dovanlo's short-term dynamic psychotherapycan significantly improve the quality of object relationships and reduce the maladaptive defense mechanisms of adolescents with separation anxiety disorder.The studies of Meskarian et al. (2015), Parisuz et al. (2019), and Prout et al. (2019) are in line with the findings of this research.In explaining this finding, it can be said that in this method, the therapist by establishing a sincere and safe environment, building capacity, and rebuilding primitive defenses, stimulates the unconscious therapeutic alliance, which is an antidote to alienation, insecure attachment, social incompetence, and self-centeredness.Also, in the treatment sessions, with the experience of intimate relationships, the capacity of emotional insight into past problems is acquired, and it reduces self-centeredness and social incompetence caused by previous bitter experiences.Dynamic psychotherapy creates more adaptive defense styles and the patient's pathological symptoms improve due to the change in his defense styles.In this way, in this therapeutic method, the teenager learns to experience his feelings and becomes aware of the defenses and behavior that cause the suppression of feelings, therefore, he does not see the need to use inappropriate defenses in various situations to hide his feelings. Conclusion In general, it can be said that since adolescents with separation anxiety disorder, due to the fear of rejection and loss of loved ones, experience problems in recognizing and describing emotions and communicating emotions according to the conditions, in short-term intensive dynamic psychotherapy, the capacity for insight is acquired regarding past problems and it reduces self-centeredness and improves subject relationships. On the other hand, in this therapeutic approach, people face their feelings and learn more logical ways to cope with their experiences and feelings, which reduces incompatible mechanisms. Due to time limitations, the follow-up period was omitted, which can lead to the generalization of the results with caution, therefore, it is suggested that future researches be conducted with the follow-up period in order to determine the effect of this intervention on the considered variables more precisely. Acknowledgments The authors of the article sincerely thank and appreciate the cooperation and assistance of all education officials of Khalkhal City and especially the patient students participating in this research.

AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.Keywords: Specific Learning Disabilities, Lateral Dominance, Executive Functions, Visual Perception, Children. Extended Abstract IntroductionChildren with Specific Learning Disorder exhibit symptoms that include problems with understanding or using language (spoken or written) that manifest as difficulties in reading, writing, spelling, or performing mathematical calculations. These difficulties are not due to intellectual disabilities, uncorrected sensory problems (such as poor vision or hearing), inadequate educational instruction, or any cultural or economic disadvantage. Instead, they are intrinsic to the individual and are believed to be due to neurological dysfunction in the brain.Specific Learning Disorder can have significant impacts on a child's education and daily life, affecting academic achievement and activities that require reading, writing, or arithmetic skills. Additionally, it can impact job performance and daily activities in adults if not adequately addressed during childhood.The importance of executive functions in academic and daily life activities is well understood in the psychological and educational sciences.Given the profound impact of executive functions on children with Specific Learning Disorders, this study aims to explore the effectiveness of a training package designed to improve these functions. By focusing on enhancing lateral dominance, which is hypothesized to be linked to improvements in executive functions and visual perception, the study seeks to provide empirical evidence supporting specific intervention strategies that could benefit children diagnosed with Specific Learning Disorders. LiteratureAccording to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Specific Learning Disorder is a neurodevelopmental disorder with a biological origin that manifests itself during the years of formal schooling. It is primarily characterized by persistent difficulties in learning and using academic skills, which are not consistent with the individual's chronological age or the opportunities for learning provided. These difficulties are evident in three main areas: reading, writing, and arithmetic, often referred to collectively as 'the three Rs' (reading, writing, and arithmetic).Executive Functions include processes such as planning, organization, strategic thinking, attention to detail, and memory management, which are essential for learning and adapting behaviors. A deficit in these areas can severely affect an individual's ability to function effectively in educational, social, and work environments. MethodologyThe study employed an experimental design with a pretest-posttest setup and a control group. The participants were 30 elementary school children between the ages of 7 and 12 who were diagnosed with specific learning disabilities at psychology clinics in Tehran in the year 2020. These children were randomly divided into two groups: 15 in the experimental group and 15 in the control group.Entry Criteria:Enrolled in elementary school.Diagnosed with specific learning disabilities.No significant neurological or physical health issues aside from specific learning disabilities.Exit Criteria:Withdrawal of consent by the children or their parents.Non-compliance with the training protocols.Instruments Used:Edinburgh Handedness Inventory - Used to assess the preferred hand dominance of the participants.Delacato's Neurodevelopmental Scale - Employed to evaluate sensory integration and neurodevelopmental status.Test of Visual Perceptual Skills (TVPS-R) - A tool to measure visual-perceptual strengths and weaknesses.Behavioral Rating Inventory of Executive Function (BRIEF) - Used to assess the executive functions of the children, which include behavior regulation, emotion control, and task completion.Procedure: The study was conducted over a period of three months. The experimental group underwent a specific training program aimed at enhancing lateral dominance, hypothesized to improve executive functions and visual perception. The control group did not receive any specific intervention but continued with their regular school curriculum. Pretests and posttests using the above instruments were administered to both groups to measure any changes in executive functions and visual perception abilities.Data Analysis: Data were analyzed using ANOVA to compare the pretest and posttest results between the experimental and control groups. Statistical significance was set at p < 0.05. ResultsThe analysis of covariance showed significant improvements in both executive functions and visual perception among children in the experimental group compared to the control group. The findings are as follows:Executive Functions: There was a significant increase in the scores for executive functions in the experimental group (p < 0.01, F = 8.47), suggesting that the training package effectively enhanced these cognitive abilities.Visual Perception: Similarly, visual perception scores improved significantly in the experimental group (F = 10.20, p < 0.01). This indicates that the training not only affected cognitive processes related to planning and execution but also improved the children's ability to interpret visual information.These results confirm the hypothesis that enhancing lateral dominance through specific training can positively impact cognitive abilities that are crucial for academic success in children with specific learning disabilities. DiscussionThe results of this study provide strong support for the effectiveness of the training package aimed at enhancing lateral dominance in improving executive functions and visual perception in children with specific learning disabilities. The significant improvements observed in these areas suggest that targeted interventions can have a marked impact on the cognitive abilities that underpin academic performance and daily functioning.Executive Functions: The improvement in executive functions is particularly notable because these functions are critical for managing thoughts, emotions, and actions. These skills are essential for academic success, as they involve planning, organizing, and prioritizing tasks, which are often challenging for children with learning disabilities. The training seems to have enhanced the brain's executive control systems, likely by strengthening neural pathways that support cognitive processing.Visual Perception: The enhancement in visual perception skills indicates that the training may have facilitated better integration of visual information processing. This is crucial for tasks such as reading and mathematical reasoning, where visual layout and spatial understanding play significant roles. Improved visual perception can lead to better academic performance and more effective interaction with the environment.Theoretical Implications: These findings contribute to the theoretical understanding of how interventions targeting physical and cognitive processes can ameliorate specific cognitive deficits associated with learning disabilities. They support the notion that improving lateral dominance can have broad cognitive benefits, possibly by enhancing the integration of sensory information and executive processing.Practical Implications: Practically, this study offers a feasible approach for educational and clinical settings to implement interventions that can improve critical cognitive functions in children with learning disabilities. Schools and therapists might consider incorporating similar training programs into their standard practices to aid children with specific learning disabilities.Limitations and Future Research: Despite the promising findings, the study has limitations that should be addressed in future research. The sample size was relatively small, and the study was confined to a specific geographic area, which may limit the generalizability of the results. Future studies could expand the sample size and include participants from diverse backgrounds to enhance the robustness and applicability of the findings. ConclusionThe study confirms the effectiveness of a specialized training package designed to enhance lateral dominance in improving the executive functions and visual perception of children with specific learning disabilities. The significant improvements noted in these cognitive areas underscore the potential of tailored interventions to not only enhance the academic performance of these children but also improve their overall daily functioning.The intervention focused on developing lateral dominance, which appears to have a substantial impact on both executive functions and visual perception abilities. These capabilities are crucial for success in educational settings and for managing everyday tasks efficiently. By strengthening these cognitive skills, the training helped participants become more adept at navigating challenges that arise due to their learning disabilities.In summary, this study illustrates the value of integrating specific neurodevelopmental approaches into educational strategies for children with learning disabilities. It highlights the importance of targeted cognitive training that addresses specific deficits to optimize learning outcomes. Future research should continue to explore and expand on these findings with larger sample sizes and diverse populations to fully understand the broader applicability and long-term benefits of such interventions.

AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the qualitative part, the semi-structured interview and database theory have been used. The statistical population of the qualitative section was university professors and experts in the field of school counseling and educational sciences, 15 of whom were selected based on the principle of opinion saturation. The statistical population in the quantitative section was all the primary school teachers of Ardabil City in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. The findings of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological growth and social participation were categorized and fit in terms of validation (p<0.05). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.Keywords: Design, Validation, Attention Deficit, Hyperactivity, Elementary School Students. Extended Abstract IntroductionOne of the most common neurodevelopmental disorders is attention-deficit/hyperactivity disorder (ADHD) which is characterized by the inability to pay sustained attention, impulsivity, hyperactivity inhibition, impulse control, internalizing, and externalizing problems, which has become a growing concern globally. Statistics show that this dysfunction affects 3-7% of children. According to the fifth diagnostic and statistical manual of mental disorders, attention deficit/hyperactivity disorder is a chronic and uncoordinated neurodevelopmental mental disorder characterized by hyperactivity, impulsivity, and reduced attention. Among the treatments that are used to reduce the symptoms of attention-deficit/hyperactivity disorder are drug treatments that also have beneficial effects, which are suitable in the short term; but hyperactive children do not achieve an optimal level of attention by taking these drugs; therefore, along with drug treatments, it is necessary to use other treatments. Therefore, considering the many issues and problems that this disorder has caused in children, families and teachers, and considering that this disorder is often diagnosed in school-aged children, in the current research, it was considered necessary to design and validate the improvement model of attention deficit hyperactivity disorder among primary school students in Ardabil city to introduce and categorize a set of factors that can be the foundation and shaper of attention deficit hyperactivity disorder and also factors that can be effective in improving and treating this disorder, and the set of factors related to this disorder should be discussed. MethodologyThe aim of the current research is to design and validate the model for improving attention deficit and hyperactivity in primary school students. Due to the fact that the results of this research can be directly used, therefore, the current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of the nature of the data. In terms of the implementation method, the research was exploratory. The research method in the qualitative part was a semi-structured interview and the implementation of the foundation data method, and in the quantitative part, the structural equation model method was used. The qualitative statistical population of the research was university professors and experts in the field of school counseling and educational sciences of Ardabil province. In this research, to select the sample of the qualitative part of the work, purposive sampling, which is one of the non-probability sampling methods, was used. The sample size of the qualitative part was 15 university professors in the field of school counseling and educational sciences in Ardabil. Semi-structured interviews were used to collect data. In order to implement the research, a week before the interview, the title and purpose of the research were explained to the professors. Ethical issues in this research include ensuring the informed consent of the participants to participate in the research and recording the content of the interviews, as well as the right to withdraw from the research at all stages of the research. The statistical population in the quantitative section was all primary school teachers in Ardabil city. The total number of primary school teachers in Ardabil city in the academic year 1402-1401 was around 2600 people. Therefore, according to the size of the statistical population and based on Morgan's table, 335 people were selected as the statistical sample size of the quantitative section based on stratified random sampling. In order to analyze the questions in the first stage, the structural codes were collected by three methods of open coding, axial coding and selective coding, and in the second stage, due to checking the fit of the model obtained from the first stage, according to the non-normal distribution of the data using the partial least squares method. PLS and bootstrapping techniques were used in Smart PLS software. ResultsAfter the qualitative analysis that led to the identification of primary codes, these codes were classified into several categories according to the similarity and authenticity of the data, and finally, the categories were placed in special classes. After continuous analysis and open, central and selective coding, the data were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes (causal conditions, central conditions, strategies, intervening conditions, background conditions and consequences). In fact, these data show the criteria for improvement of attention deficit and hyperactivity in primary school students of Ardabil city and a new pattern emerged in this direction. DiscussionThe results of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions. and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological development and social participation were categorized and fit in terms of validation. ConclusionFinally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.AcknowledgmentsWe are grateful to all the teachers of Ardabil City who helped in the implementation of the project with their participation in the

Abstract This research aims to evaluate the effectiveness of Schema Therapy on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The statistical population of the study was mothers of children with learning disabilities in Tehran in the first six months of 1400. The sample consisted of 30 mothers who were selected as the final sample by purposive sampling method and were randomly divided into two groups of experiments and control (each Group 15 mothers). Cognitive Emotion Regulation Questionnaire by Garnefski and Kraaij (2002) and Emotional Behavior Regulation by Garnefski and Kraaij (2019) were used. The experimental group received eight sessions of mindfulness-based cognitive therapy and the control group received no therapy. The results of covariance analysis showed that the Perceived Stress and Emotional Behavior Regulation was significantly different in the experimental group (P0.01). So Schema Therapy can be used effectively on cognitive emotion regulation and Emotional Behavior Regulation in mothers with children with learning disabilities. Keywords: Schema Therapy, Cognitive Emotion Regulation, Emotional Behavior Regulation. Extended Abstract Introduction Learning disability is a neurodevelopmental disorder with biological roots that has three characteristics of reading, writing and mathematics. This disorder affects the normal pattern of learning (American Psychiatric Association, 2013). Research has shown that parents of children with learning disabilities experience more stress and difficulties in dealing with adverse situations compared to other parents (Gupta, 2007; Suzuki, Kobayashi, Moriyama, Kaja, & Enakagi, 2013). Stress is a general reaction to environmental demands and pressures and is associated with the limitation of people's emotional resources to effectively cope with these demands (Emond, Eyck, Kasmerelli, Robinson, Stillar, & Bledrein, 2016; Anioja & Aniojoti, 2016). Therefore, cognitive and behavioral regulation of emotion is necessary for parents with children with learning disabilities. Emotion regulation includes adjusting or maintaining experiences and expressing negative and positive emotions and indicates the type of emotion experienced, its occurrence, intensity, duration, and how to express it (Gross, 1998; Gross and Thompson, 2007). In this research, has been noted to two dimensions of cognitive and behavioral regulation of emotion. Cognitive regulation of emotion is the way of cognitive processing of a person when facing unfortunate and stressful events (Garnefski, Ban and Kraij, 2005). The cognitive regulation of emotion can be defined as the cognitive method of managing emotionally stimulated information (Pathoff, Garnevsky, Miklosi, Domingos-Sánchez et al., 2016). People who have the cognitive skills of emotional regulation can reduce or manage negative emotions well, and there is a significant relationship between emotion regulation by reducing self-harm and reducing emotional problems such as symptoms of depression, anxiety, and stress. There is (Zofari and Khademi Ashkazari, 2019). Behavioral emotion regulation also evaluates the behavioral strategies that people use to regulate their emotions after stressful or negative events. According to the findings of Garnevsky and Kraich (2019) and Tona (2020), distraction, active coping, and seeking social support are more adaptive methods to cope with stressful events, while avoidance and ignoring are less adaptive strategies. There are different approaches to helping mothers with children with learning disabilities, and one of these approaches is schema therapy. Schema therapy was founded by Yang, Klosko, and Vishar (2003) and its main goal is to change and improve the initial maladaptive schemas and it is possible to create a healthy schema (Peters et al., 2021). In the approach of schema therapy, the focus is on increased awareness and insight and the understanding of the role of schemas in maintaining problem-causing situations, as well as adjusting the activation and action of schemas (Heuntjen, Rijkboer and Arntz, 2019). Despite conducting numerous researches on the effect of schema therapy, research findings on the effect of schema therapy on mothers with children with learning disabilities are very limited. Therefore, considering the existing gap and the importance of providing effective interventions in the field of cognitive and behavioral regulation of emotion, the present study aims to investigate the effect of schema therapy on the cognitive and behavioral regulation of emotion in mothers with children with learning disabilities. Research Question Is schema therapy effective on cognitive and behavioral emotion regulation of mothers with children with learning disabilities? Literature Review Hertz and Evans (2021), showed that schema therapy through cognitive, behavioral, interpersonal and experimental interventions has reduced depressive rumination and avoidance behaviors, as well as increased the frequency of positive mood. Dadmo et al. (2018), also showed in research that schema therapy is one of the most important treatments in the treatment of personality disorders, and with schema therapy techniques, emotion regulation can be created in these people. Methodology The current research was semi-experimental and the research design was pre-test-post-test with a control group. The statistical population of this study included mothers of children with learning disabilities in Tehran in the first six months of 1400. The research sample included 30 mothers of children with learning disabilities, whose children attended exceptional elementary schools. Among the volunteer mothers, 30 mothers were randomly selected based on the entry and exit criteria. Then, cognitive and behavioral emotion regulation questionnaires were presented to them. Then these 30 mothers were randomly replaced in the experimental and control groups (15 mothers in the experimental group and 15 mothers in the control group). In the next step, the mothers in the experimental group received schema therapy for two months, while the control group did not benefit from this intervention during the research process. After the end of the intervention period, both groups answered the mentioned questionnaires again and the results of the two groups were analyzed with statistical methods of univariate covariance analysis. Results The mean and standard deviation of the dependent variables of the research in the pre-test and post-test stages, separated by two experimental and control groups, are presented in Table 1. Table 1. The mean and standard deviation of the scores of cognitive emotion regulation and Emotional Behavior Regulation in two stages of measurement according to the experimental and control groups Variable Stage experimental control Mean Standard Deviation Mean Standard Deviation cognitive emotion regulation Pretest 13.55 3.04 17.08 .902 Posttest 18.22 .183 17.02 .712 Emotional Behavior Regulation Pretest 11.61 93.3 68.15 1.98 Posttest 15.37 81.3 .2514 2.04 In order to investigate the effectiveness of schema therapy based on cognitive regulation and emotional behavior, univariate covariance analysis was used. Before conducting this test, the assumptions of the normality of the distribution of scores, the homogeneity of the variance of the variables and the equality of the slope of the regression line were checked and all the assumptions were met. Table 2.The results of covariance analysis to compare the cognitive emotion regulation in the experimental group and the control group MS df F P-value Effect size Pretest 27.37213 1 .34210 0010. 760. group 40.61689 1 28.309 001.0 840. error .5312655 66 total 1174792 69 Table 2 shows the results of covariance analysis to compare the scores of cognitive emotion regulation in the experimental and control groups in the post-test phase. The obtained F value is equal to 309.28 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the cognitive regulation of emotion. In the following, the effectiveness of schema therapy on the behavioral regulation of emotions has been investigated using the covariance analysis test. Table 3. The results of covariance analysis to compare the Emotional Behavior Regulation in the experimental group and the control group MS df F P-value Effect size Pretest 27.27413 1 33289. 001.0 74.0 group 40.48689 1 40.404 001.0 .780 error 53/10655 66 total 7479210 69 Table 3 shows the results of the analysis of covariance to compare the emotional regulation scores in the experimental and control groups in the post-test phase. The obtained F value is equal to 404.4 and its significance level is less than 0.001 (p<0.001). Therefore, the null hypothesis is rejected and the research hypothesis is confirmed. Based on this and considering the higher average scores of the experimental group in the post-test, it can be concluded that schema therapy has been effective in increasing the behavioral regulation of emotion. Discussion The present study was conducted with the aim of investigating the effectiveness of schema therapy on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities. The results showed that schema therapy has a significant effect on increasing the cognitive regulation of emotion and the regulation of emotional behavior in mothers with children with learning disabilities. Conclusion The results of this research showed that schema therapy can lead to the reduction of interpersonal problems and emotional instability and emotion regulation by using cognitive therapy. In schema therapy, substituting adaptive management solutions leads to an increase in the regulation of emotions in the individual. In this treatment, by changing incompatible schemas, a person, in facing life events, replaces ineffective coping strategies with adaptive strategies and withdraws his avoidant and negative evaluation. In other words, schema therapy provides conditions for people to use normal and adaptive strategies. Using adaptive strategies increases the mental capacity of people, which in turn improves the regulation of emotions in people. Acknowledgments In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.

Few studies have investigated how positive psychology can be applied for parents of children with intellectual disabilities. The purpose of this study was to investigate the effect of positive psychological intervention on self-efficacy, resilience and life expectancy mothers of children with intellectual disabilities. The semi-experimental research method was a pre-test-post-test design and follow-up with a control group. A sample of 20 mothers of children with intellectual disabilities were selected in a purposeful way and assigned to two experimental and control groups (10 people each group). The required information was collected through three questionnaires: Sherer General self-efficacy, Hope Schneider et al., and Connor and Davidson's resilience questionnaire. Participants were evaluated before the intervention, then positive psychological intervention was implemented for the experimental group in 6 sessions, and re-evaluated in the post-test and follow-up stage. The data were analyzed by repeated measures analysis of variance. The Results showed that positive psychological intervention improved self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities. Therefore, it is suggested to use this intervention to improve self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities.

The present study was conducted to investigate the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering. The method in terms of purpose, was an application and information-gathering aspect, was a semi-experimental type of pre-test, and post-test with a control group. The statistical population of this study included all primary school students in Shiraz of which 30 were selected by available sampling. The research tool was the Social Anxiety Questionnaire (LSAS-SR) and the academic self-concept questionnaire was administered to both groups, and the experimental group underwent intervention for 10 one-hour sessions. The collected data were analyzed using univariate and multivariate analysis of covariance in SPSS-24. The findings showed that there is a significant difference between the average scores of the compared groups in social anxiety in the post-test, which indicates that the average scores of social anxiety in the experimental group (53.93) compared to the control group (57.06) has significantly decreased. Also, there is a significant difference between the average scores of the compared groups in the academic self-concept in the post-exam, which indicates that the average scores of the academic self-concept in the post-exam in the experimental group (47.66) compared to the control group (43.36) ) has increased significantly. Therefore, the hypothesis of the research based on the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering is confirmed.Keywords: Cognitive-Behavioral Play Therapy, Social Anxiety, Academic Self-Concept, Stuttering. Extended AbstractIntroductionStuttering as a communication disorder can lead to serious problems in interpersonal relationships and affect the quality of a person's life. People with stuttering are prone to anxiety and anxiety disorders, especially social anxiety disorder. People with stuttering gradually use avoidance behaviors due to their bitter experiences of stuttering. These behaviors and fears cause refusal of social communication. Social anxiety in childhood and adolescence is associated with problems in cognitive and emotional dimensions and social adaptation. These children have not made much progress in school due to anxiety, they have weak social relationships and have less adaptability than their peers. Lack of academic success causes these students to become discouraged from studying and weaken their morale or drop out. Therefore, these children can have weak self-concepts. Academic self-concept is a form of self-concept that is formed as a result of mutual actions and learning experiences and academic progress, and this shows that academic self-concept is learnable and acquired. Cognitive-behavioral play therapy training leads to the reduction of students' anxiety, tension, shyness and social isolation and increases their health and psychological ability. Therefore, the present study was designed with the aim of determining the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering.MethodologyThe current research was a semi-experimental study of pre-test-post-test type with a control group. The statistical population of this research was all elementary school students with stuttering referred to speech therapy centers in Shiraz. The study sample was 30 people from the mentioned statistical population who were selected purposefully and available based on the entry and exit criteria and were placed in two experimental and control groups. The data collection tools including the Leibovitz social anxiety scale questionnaire, and academic self-concept scale were implemented in both groups, and the experimental group underwent cognitive-behavioral play therapy intervention for 10 sessions of 60 minutes with the plan suggested by Rivier (2006). And it was placed in a group. The data were analyzed using univariate and multivariate analysis of covariance in SPSS-24.ResultsTo check the presuppositions of covariance analysis, the results of the Shapiro-Wilk test showed that the data distribution is normal (p < 0.05), in order to check the homogeneity of the error variance of the research variable in the three groups, Levin's test was used, which level the significance of the F statistic was greater than 0.05, and in examining the slope of the regression line and the interaction between the groups and the pre-test of the variables, the results showed that the significance level of F is greater than the critical value of 0.05. The results of the covariance analysis and the table of averages show that the average scores of social anxiety in the post-test in the experimental group (53.93) compared to the control group (57.06) have decreased significantly. Also, the discriminant chi-square analysis indicates that cognitive-behavioral play therapy explains 37% of the variance of social anxiety in children with stuttering. Also, the results of the analysis of covariance showed that there is a significant difference between the average scores of the compared groups of academic self-concept in the post-test [P = 0.001, F = 13.25]. Examining the mean table shows that the mean scores of academic self-concept in the post-test in the experimental group (47.66) compared to the control group (43.26) have increased significantly. Also, the discriminant square root analysis indicates that cognitive-behavioral play therapy explains 32% of the variance of academic self-concept in children with stuttering.Discussion and ConclusionThe findings of the present study showed that cognitive-behavioral play therapy was effective on social anxiety and academic self-concept of elementary school students with stuttering. In cognitive-behavioral play therapy, the therapist accepts children's behavior unconditionally without surprising them, arguing with them, or pointing out the incorrectness of their work. During these games, the child understands the phenomena, understands the relationships and feels comfortable, and uses it as a tool to establish communication, exchange and test and master the external realities. In a way, it can be said that during this course of cognitive-behavioral play therapy in a safe environment, anxious children test the external reality without fear of evaluation. Academic self-concept is influenced by a person's educational experiences and the interpretation of the educational environment, and it expresses knowledge and perceptions in different academic fields. Stuttering can damage the student's perceptions, attitudes and beliefs about his ability. In cognitive-behavioral play therapy, encouragement is one of the main elements, encouragement helps the child to recognize which of his behaviors are approved by the therapist and which are not appropriate, and also helps the child to feel good about to earn.Ethical considerationsThis research is taken from the Master's thesis of Zahra Ezabadi, Department of General Psychology, Ardakan University, Yazd, code 2475187, dated 8/1/2018. Ethical considerations such as confidentiality, informed consent of the participants' parents and confidentiality of identity information have been fully observed in this study.AcknowledgmentsFrom all the officials of the speech therapy centers in Shiraz and the students of the sample group who cooperated in this research; thanks and appreciation is given.

The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. The needed data were collected through a search of keywords of socio-emotional learning, specific learning disability, a neuro-developmental disorder in the library resources, theses, and the articles existing in the databases of ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, Irandoc during 1990-2021. In order to search for the information in the Iranian and foreign databases was used both in separation and in combination. The theoretical bases and the main and combination concepts were extracted, and the concept was analyzed and classified. The results of the examination and analysis of the studies and research showed that the intervention program of the third kind of socio-emotional learning was effective in the fields of psychological problems and disorders. The findings of this research by identifying the nature of the intervention program of the third kind of socio-emotional learning show that regarding the existing theoretical and experimental, this idea could be proposed as an instructional package for the students with a specific learning disability. Keywords: Response to Intervention Program of Third Type of Social-Emotional Learning, Behavioral Problems, Alexithymia, School Bounding, Emotional Regulation. Extended Abstract Introduction A specific learning disability is a neuro-developmental disorder that continuously involves learning and a much wider range of cognitive problems that are often ignored in school (Jabarzadeh et al., 1402). These disorders are identified based on the data obtained from different sources about the emotional or behavioral functions of the person and must appear in at least two different situations, one of which is school (Manuel, 2020). Among the challenges faced by children with specific learning disabilities is alexia (Cerutti et al., 2020), which is used to describe people who cannot identify and express their emotions (Auerbach et al., 2008). Also, they have fewer social skills, and compared to their brothers and sisters, they experience more physical and behavioral problems, they cannot understand and identify their emotions, and instead, they look for their emotional arousal to grow up. and they misinterpret their physical problems (Porcelli et al, 2013). Another concept that is raised in the relationship between the child and the school is the connection with the school, which refers to the relationship that a person has with the school and other aspects of academic life (McDoniel & Bierman, 2022). Different approaches have been made to help this group of children in the field of special learning disorders, but in the new assessment model called the response-based intervention model, the effort is to emphasize the role of the educational environment in the assessment and interventions of education. This model is based on the identification and determination of shortcomings and inabilities and includes a set of decisions that guide interventions at 3 levels as follows: Interventions aimed at the progress of all students (first level). These interventions are deeper and are used for students who are at risk of academic failure (second level) and then more intensive. It is suitable for students for whom second-level interventions are not enough (third level). The level of progress of these students is tracked and finally, students who have special learning needs and should be examined with diagnostic methods beyond the usual psychological tests are identified (Shojaei and Rostami, 2016). Therefore, considering the existence of many psychological problems such as behavioral problems, alexia, school connection, and emotional regulation in children with specific learning disabilities, in the present study, the results of research that has been conducted in the field of social-emotional learning approach are examined. By analyzing and combining the results of this research, we can design a framework and an intervention program based on a qualitative study of the research synthesis type. The findings of the present research lead to the expansion and adjustment of the views related to the social-emotional learning approach and specific learning disabilities, and it is a training package for educational psychologists and therapists of specific learning disabilities. Therefore, the main question of this research is raised as follows: What are the components of the social-emotional learning program for students with specific learning disabilities? Methodology This qualitative study employed a meta-combination synthesis approach to gather data on socio-emotional learning and specific learning disabilities. Information was collected from various library resources and databases such as ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, and Irandoc spanning from 1990 to 2021. Theoretical bases and key concepts were extracted, analyzed, and classified to form the foundation of the study. Results Through the application of research synthesis methodology and the categorization of data from 14 internal and external sources selected based on their alignment with the research's title, purpose, questions, and methodology, this study has identified 16 subcategories and 8 primary articles. The examination of these sources reveals a notable focus by researchers on the educational framework of social-emotional learning that corresponds with the principles and strategies of social-emotional learning. Consequently, an initiative was taken to construct a comprehensive package by integrating elements such as self-awareness, emotional recognition, regulation strategies, empathy narratives, problem-solving skills, stress-coping mechanisms, decision-making processes, and SMART goal-setting. This holistic approach facilitates a thorough exploration of each foundational aspect of social-emotional learning. Discussion The findings of this study shed light on the crucial role of social and emotional learning training for individuals with special learning disorders, advocating for the integration of such interventions by therapists alongside other treatments. This approach not only fosters social integration and enhances interpersonal relationships among peers but also empowers individuals to gain self-awareness, facilitating improved interactions with peers, teachers, family, and society. The research identified limitations related to emotional expression and regulation influenced by educational and cultural factors, as well as interpersonal and social challenges. Future qualitative research could benefit from incorporating the key concepts derived from this study and exploring their application among the parents of these children. Given the robust theoretical and empirical foundation of the educational package designed for students with special learning disabilities, it stands as a valuable tool to support this demographic.

The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.

The present study was conducted with the aim of comparing the effectiveness of acceptance and commitment therapy and cognitive behavioral therapy on the personality traits of mothers having children with autism spectrum disorder. This study was semi-experimental with a pre-test-post-test design and a control group. 45 mothers having children with autism spectrum disorder were selected by available sampling method and were equally and randomly placed in two experimental groups and one control group (15 people in each group). The experimental groups received separate training in acceptance and commitment therapy and cognitive behavioral therapy, while the members of the control group did not participate in these programs. Subjects were evaluated using the five major personality factors questionnaire (1987). The data was analyzed using univariate and multivariate analysis of covariance. The research findings indicated that acceptance and commitment therapy was effective on extroversion and cognitive-behavioral therapy was effective on the responsibility of this group of people (P<0.01). Also, examining the difference between the effectiveness of acceptance and commitment therapy and cognitive-behavioral therapy showed that there was a significant difference between the effectiveness of these two treatment methods on extroversion and responsibility (P<0.05). From this research, it can be concluded that acceptance and commitment therapy and cognitive behavioral therapy can play an important role in modulating the personality traits of mothers having children with autism spectrum disorder.

Abstract The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems. Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems. Extended Abstract Introduction Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems. Research Question Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems? Literature Review Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data. Methodology The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2. Results The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data. Table 1. All fit indices of BRIEF-2 confirmatory factor analysis. Fitness indices Values RMSEA 0.098 NFI 0.96 NNFI 0.95 CFI 0.97 GFI 0.94 AGFI 0.89 Fig. 1. Estimation of standardized coefficients Discussion The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019). One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems. Conclusion The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems. Acknowledgments The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.

Abstract The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subjects (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the developed drama-therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve sustained attention in children with attention deficit/hyperactivity disorder. Keywords: drama therapy, mentalization, emotion regulation, attention deficit/hyperactivity disorder. Extended Abstract Introduction Attention-deficit/hyperactivity disorder is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Sustained attention deficit is one of the major cognitive deficits of attention deficit/hyperactivity disorder that continues into adulthood (Ge et al., 2013). Sustained attention is a key cognitive ability that enables people to maintain their focus, control stimuli, not be easily distracted, and it improves significantly during the development of a person (Gallen et al., 2023). Sustained attention functions are a necessary condition for other abilities; without sustained attention, critical information for a subsequent behavior cannot be represented in the mind and will not be processed, therefore, deficits in sustained attention hinder cognitive performance, such as learning and memory (Fortenbaugh et al., 2017). Therefore, in order to solve attention deficits in this group of people, it is felt necessary to use multidimensional treatments, which are usually a combination of drug therapy, psychological counseling, school-oriented intervention, behavioral therapy, family therapy, and social sufficiency training. It is used according to the needs of the individual and the family (Biyati et al., 2012). In recent years, one of the new methods of therapy that has received attention in this regard is drama therapy (Frydman and Mayor, 2023). Drama-based intervention is a creative form of psychotherapy that promotes psychological growth and transformation through the systematic and deliberate use of drama and theater techniques (Jiang et al., 2023). Another therapeutic intervention that has been used in recent years to improve children's problems is the Mentalization based treatment (Darabi et al., 2022). The main focus of this approach is to help the client to bring his mental experiences to the level of consciousness and to perceive himself as an integrated whole, therefore the goal of the treatment is to grow and strengthen the capacity of mentalization through the therapeutic relationship and increase the capacity of the person to recognize thoughts and feelings. It is what experiences (Choi-Kain, 2022). Considering the research findings and the negative impact of sustained attention deficit on the lives of children with attention deficit/hyperactivity disorder, the use of appropriate interventions can lead to the improvement of these people's problems and significant changes in the way rehabilitation of people with attention deficit/hyperactivity disorder and on the other hand, looking at what has been reviewed, it can be said that play therapy and Mentalization based treatment solely on cognitive, emotional and behavioral components They are effective, but since adopting integrated and combined approaches is more efficient than single-factor approaches; Therefore, it seems that drama-therapy intervention based on mentalization can be more effective on children with attention deficit/hyperactivity disorder. Therefore, the current research was conducted with the aim of the effectiveness of drama-therapy intervention based on mentalization on the sustained attention of children with attention deficit/hyperactivity disorder. Methodology The research method was semi-experimental with a pre-test-post-test design and follow-up with the control group. The statistical population of the research is students aged 9 to 11 years old with attention deficit/hyperactivity disorder who were studying in Zanjan schools in the school year of 2023. Education consultants have received a diagnosis of attention deficit/hyperactivity disorder. For more accurate diagnosis, attention deficit/hyperactivity disorder questionnaire was completed and a semi-structured clinical interview was conducted with children. Finally, among these children, a sample of 30 people was selected based on the entry criteria and then they were replaced in two experimental and control groups (15 experimental people, 15 control people). For the experimental group, the drama-therapy intervention based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire and integrated visual and auditory continuous performance test. Results In Table 1, the descriptive statistics of the variable scores of the research are reported by groups. Table 1. Descriptive statistics of research variables by groups Variable Group Pre-test Post-test Follow-up M SD M SD M SD visual attention experimental 52.53 4.45 58.40 3.66 57.26 3.75 Control 53.40 3.83 52.27 3.88 53.47 3.37 auditory attention experimental 48.13 4.62 53.86 3.75 52.73 3.93 Control 48.86 3.80 47.80 3.82 48.73 4.45 According to the average scores of the pre-test, post-test and follow-up, the average scores of the stable attention components of children in the experimental group have increased. But in the control group, the scores in all three courses are not significantly different. In order to analyze the data, the analysis of variance test with repeated measurements was used. Table 2. Variance analysis with repeated measures to Tests of Within-Subjects and Between-Subjects effects Variable Source of changes SS df MS F P Eta visual attention Time 113.62 1.31 86.57 16.83 0.01 0.69 Time × group 190.55 1.31 145.19 105.67 0.01 0.79 Group 205.51 1 205.51 4.84 0.03 0.14 auditory attention Time 104.42 1.60 65.26 42.60 0.01 0.60 Group 182.28 1.60 113.93 74.38 0.01 0.72 Time × group 217.77 1 217.77 4.98 0.03 0.15 The results of Table 2 show that the F level of the interaction effect of stages and group is significant (P<0.001). Also, examining the results of the Bonferroni test showed that, in the components of sustained attention, the average of the experimental group in the post-test and follow-up is significantly higher than the pre-test stage (P<0.01), while the difference between the post- The test and the follow-up phase are not significant (P>0.01); But in the control group, there is no difference between pre-test, post-test and follow-up (P>0.01). This finding means that the drama-therapy intervention based on mentalization not only led to the improvement of the components of sustained attention in the experimental group, but this effect was also stable in the follow-up phase. Discussion The results showed that the drama-therapy intervention based on mentalization on sustained attention of children with attention deficit/hyperactivity disorder is effective. In explaining this finding, it can be said that drama therapy uses the child's natural tendencies to perform activities, so it can easily examine the child's activities, behavior and feelings, a child who Having problems in expressing and correct tone of words, refuses to pay attention and answer, shows more enthusiasm and willingness to pay attention by using the show and in some cases volunteers for this work (Biyati et al., 2012). On the other hand, in most drama therapy activities, such as activities that put children in different situations and ask them to display their reactions, the child actually faces some kind of problem and investigates it. There are different ways to deal with it by using intellectual skills. Also, during the performance, children should recognize the plan of the play, re-express and adjust the dialogues and scenes of the play, evaluate and criticize their own and each other's scenes, analyze the components that comprise the whole work. think again about their scenes, practice them and perform them again according to the changes and rewrites. All these factors lead to the creation of decision-making skills, reasoning, thinking and, accordingly, attention capacity (Sabouri et al., 2015). Conclusion Considering the effectiveness of the drama-therapy intervention based on mentalization on the sustained attention of children with attention-deficit/hyperactivity disorder, specialists and therapists should use this therapy package to improve the cognitive problems of children with attention-deficit/hyperactivity disorder.

Abstract Teachers' ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. The aim of the present study was to analyze the lived educational experiences of the teachers of elementary and middle school students with hearing impairment, the challenges faced by the teachers of these students and the solutions. In this research, qualitative approach and descriptive phenomenological method were used. The field of research included the teachers of the school for children with special needs in Sanandaj city in 1401-1402 with the purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the saturation level with 8 teachers at the primary level and 3 teachers at the secondary level. The findings of the research were presented in two sections: teachers' educational challenges and suggested solutions. The challenges section was presented in three parts: 1. Challenges related to books, facilities, methods and educational tools, 2. Challenges related to teachers' conditions, and 3. Challenges caused by the characteristics and conditions of hearing impaired children and their families. The solutions section was divided into two parts: 1. Solutions implemented by teachers and 2. Suggestions. The results showed that teachers are faced with diverse, complex, multidimensional and beyond educational challenges of normal students during education. Therefore, it is suggested to use methods and solutions that are different from normal students and appropriate to the special conditions of these students when teaching students with hearing impairment. Keywords: Educational Challenges, Hearing Impaired Students, Teachers' Lived Experiences. Extended Abstract Introduction The sense of hearing is one of the most important tools of human perception, and its damage can affect many human abilities. In hearing-impaired children, the development of language skills is different from that of normal children, therefore, incomplete reception of sound stimuli affects the ability of hearing-impaired children to understand language concepts and communication purposes, and makes the person face many limitations. Students with hearing impairment have different characteristics and educational conditions than normal students. Considering the differences of these students from ordinary people, it is expected that the learning and teaching style of these people will be different from others; Therefore, the teachers of these students also face different challenges in the process of teaching them than the teachers of normal students. Identifying educational challenges and solutions used by teachers of students with hearing impairment, in addition to helping to increase the ability and experiences of teachers, will improve the quality of education and as a result, students with hearing impairment will have appropriate education. Therefore, the aim of the present study is to analyze the lived experiences of teachers of students with hearing impairment in primary and first secondary level of the injuries they face and to express the solutions to face these challenges. Research Question(s) Based on the lived experiences of teachers with students with hearing impairment in elementary and first secondary school in Kurdistan province, what challenges do teachers of these education levels face in educational affairs? How can we analyze the ways out of these challenges based on the lived experiences of this group of teachers? Literature Review Vygotsky believes that between the ages of 2 and 7, language has both the role of guiding and directing thinking and the role of transmitting the results of thinking to others (Seif, 2013); Since language is an important factor in cognitive development and learning, a child with hearing loss will have learning problems in the future, especially academics (Kazem Targhee et al., 2011); Children with hearing loss have lower perceptual-cognitive skills compared to children without hearing loss (Garmabi et al., 2016), the negative effect of hearing loss in the academic areas of reading and writing is much more pronounced than math skills (Kakujoybari and Sharifi, 2012). Children with hearing impairment have delays in phoneme recognition, rhyme matching, grammar test and word expression (Ramazani et al., 2021); Therefore, hearing impaired students, only if they have appropriate cognitive training, will be able to achieve some acquired levels of executive functions and emotional intelligence and increase motivational learning strategies like their normal peers (Agha Ziarati et al, 2021). Methodology According to the purpose and questions of the research, the qualitative approach and descriptive phenomenological research method of Van Manen's four-stage type were used. The field of research included the teachers of the deaf school in the academic year 1402-1401. The selection of teachers was based on the purposeful sampling method. The criteria for choosing teachers was their willingness to participate in the interview and having experience working with this group of students. The data collection tool was a researcher-made semi-structured interview. The process of interviews continued based on the principle of stopping data saturation. In total, 8 primary school teachers and 3 first secondary school teachers were interviewed. Open and then axial coding was used for data analysis. To increase the coherence and validity of the findings, the following things were also done: 1. The accuracy of the researchers' opinions and sensitivities in the implementation, implementation, classification and coding of the interviews, review and rethinking of the documents in the research by the researchers. The researchers spent a lot of time reviewing the documents and the text of the interviews and analyzing the content of the answers presented in this research, and tried to control the researchers' bias and prejudice as much as possible. 2. Implementation by the members: in explaining some parts of the work process, after implementing and categorizing the questioning factors and solutions, the final report of the analysis process and the obtained categories was sent to a number of participants, or they were informed about the contents in person. 3. Peer review: using the opinions of several expert colleagues in this field. For this purpose, the points of view of three professors of the Department of Educational Sciences in the field of exceptional children in Farhangian University of Kurdistan and Qom were taken into consideration. Results The research findings were presented in two parts. The challenges facing teachers in three areas: 1-challenges related to books, facilities, methods and educational tools (8 cases), 2-challenges related to the field of teachers (4 cases) and 3-specific challenges caused by the characteristics and conditions of children with Hearing impairment and their families (9 cases) were presented, which analyzed the lived experiences of teachers with students with hearing impairment, and the second part was presented in the two areas of used solutions (23 cases) and suggestions (13 cases). Discussion and Conclusion The results showed that the teachers considered textbooks to be the most important challenge in classroom teaching. However, the teachers did not see the challenges in only one dimension; Rather, they believed that the challenges of children with hearing loss are multidimensional and in several fields. Therefore, in addition to books and special educational materials and tools for this group of students, the conditions of teachers who teach students with hearing impairment in schools and the unique characteristics of students with hearing impairment, as well as the expectations of the families of these students were influential in creating challenges. Also, the results showed that teachers use various strategies to reduce challenges; However, they believe that changes should be made at higher levels of the class, in the way of teaching this group of students. Most of the solutions used and suggested are related to students' eyesight and their practical abilities. In addition, teachers consider the increase of students' motivation to be important in achieving educational goals, and they pay attention to the special emotional needs of this group in relation to the teaching methods they use. A significant part of the solutions is also related to informing and empowering students' families, and this shows that awareness and cooperation of families is a factor for improving the quality and educational process. Acknowledgments The researchers from all the teachers, assistants and the honorable director of Tawakkol Special Education School in Sanandaj, for participating in the interview, as well as three respected professors of Farhangian University (Dr. Arkan Khoshkalam, Dr. Ali Asaadi and Dr. Masoumeh Tawakli) who studied and reviewed the findings of the article. , they expressed some suggestions, they express gratitude.

AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.Keywords: task-oriented teaching, reading skill, writing skill, learning disability. Extended AbstractIntroductionReading disability is the most common learning disability that affects 7 to 17 percent of children worldwide and is characterized by normal intelligence, poor reading performance despite adequate education, and poor spelling (Peters et al, 2021). Dyslexic children have cognitive deficits in visual processing, selective and sustained attention, and executive functions. They have problems in phonological processing, recognizing sounds in words and recognizing rhymes (Abdollahzadeh Rafi and Rahimzadeh, 2020). Difficulty in writing is determined by the disorder and weakness in the skills that are important in the writing process, such as writing speed, legibility of letters, and fine motor coordination, and weakness in any of these skills can make learning difficult. The prevalence of both learning disabilities is higher in boys than in girls (Romanovska et al, 2021).One of the relatively new methods of teaching is task-oriented teaching, which is one of the active teaching approaches. In this approach, due to the continuous interaction of students with each other and their active participation in learning, social skills will increase and they will have high self-confidence. They can easily apply what they have learned in the real environment (Neto et al, 2021). From the point of view of Ellis (2009), Ellis (2009) the task-oriented method is a kind of communicative teaching method that emphasizes meaningful learning through doing tasks in the educational environment of learners. In simpler terms, it refers to a method in which assignments are used as the core of education (Roh and Kwag, 2018).In general, the conducted research shows that the education of children with learning disorders requires special education, and also considering the background and prevalence of about 10 to 20 percent of learning disorders in children and the need of these children for special education methods, and the lack of research on the task-oriented teaching method in the field of learning disorders in the country, the present research seeks to examine the question of whether task-oriented teaching has an effect on the reading and writing skills of students with reading and writing disorders.MethodThe current research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was male students in the third grade of elementary school with dyslexia and dysgraphia who were studying in the schools of West Islamabad city in 2018. Among the examined children, a sample of 34 subjects was selected according to the entry criteria and then assigned to two experimental and control groups (17 experimental, 17 control). In order to collect the data, the reading test of Karami Nouri and Moradi (2004) and the writing test developed by the researcher were used. In this research, the task-oriented method was used based on the book "Read and Write" in the third grade of elementary school. The content and educational materials were prepared completely based on the textbook in 11 sessions of 40 minutes. In this way, the experimental group was trained in the task-oriented method and the control group was trained in the usual way. At the end of the intervention, a post-test was taken from both groups. In this research, to analyze the collected data, the mean and standard deviation of the variables were checked using descriptive statistics, and multivariate covariance analysis was used to investigate the research question. All statistical analyses were performed using SPSS software version 27.ResultsTable 1 reporting the results of the analysis of covariance shows that after obtaining basic assumptions, there is a significant difference between the experimental and control groups on reading and writing (P<0. 01). Based on the results, after the intervention, the mean score of reading and writing have increased in the experimental group compared to the control group. ConclusionIn explaining these findings, according to Baldi et al.'s (2015) point of view, it can be mentioned that educational experts believe that the use of process-oriented teaching methods, such as the task-oriented method, is a way to solve problems and eliminate the shortcomings of traditional reading teaching methods. Collaborative and two-way learning is superior to common one-way educational models, and it is emphasized to use two-way educational processes more than one-way transfer processes to improve reading. In fact, the general goal of task-oriented education is to create motivation for learning through activities based on meaning and form. In this method, all three dimensions of structure, performance and interaction are given importance (Operto et al., 2020). According to Ellis (2009), in this method, the use of things like asking, answering, explaining, searching, analyzing, creating and evaluating provides the possibility of interaction for the learner. In task-based education, attention, accuracy, evaluation, practice and coordination between different letters and words are emphasized in the process of checking and doing the task, and the students are fully involved in the exercises and with more motivation and self-efficacy while doing the exercises. In this way, their reading skills are strengthened.According to Joshi and Bouck (2017), it is possible that children in a task-oriented approach perform various exercises to improve concentration and strengthen visual and auditory memory according to their ability level, which promotes effective writing. It seems that choosing and arranging appropriate words and vocabulary and understanding short phrases requires the process of word recognition, and this recognition is one of the complex activities of the nervous system of the brain (Wicki and Lichtsteiner, 2018). The fact that the child can find the right word to complete the sentence in the empty space and can determine the role of each word in the sentence is not an easy process for children with learning disabilities and it requires a lot of practice and homework, so the task-oriented approach can play an effective role in improving children's writing ability by using multi-sensory intervention such as auditory, visual and tactile senses and providing different assignments. One of the limitations of the present study was the limited sample of male students; another limitation was the impossibility of a completely random selection of the participants, and a follow-up stage was not possible. Therefore, it is suggested to conduct this issue in future research by randomly selecting a sample consisting of male and female students and by conducting a follow-up test.Ethical ConsiderationsCompliance with ethical guidelinesThis article was extracted from the Master thesis of the first author in the field of educational sciences of Bu-Ali Sina University. The principle of confidentiality and ethical considerations were observed in the research.AcknowledgmentWe express our gratitude to the officials of the Department of Education and the school principals and students who cooperated in the implementation of this project.Conflict of interestThe authors declare no conflict of interest for this study.

Abstract The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems. Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems. Extended Abstract Introduction Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems. Research Question Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems? Literature Review Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data. Methodology The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2. Results The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data. Table 1. All fit indices of BRIEF-2 confirmatory factor analysis. Fitness indices Values RMSEA 0.098 NFI 0.96 NNFI 0.95 CFI 0.97 GFI 0.94 AGFI 0.89 Fig. 1. Estimation of standardized coefficients Discussion The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019). One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems. Conclusion The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems. Acknowledgments The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.

AbstractThe aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing pre-mentalization about children with disorders and thus increases the stress of parenting.Keywords: attention deficit/hyperactivity disorder, parenting stress, Parental reflective functioning, insecure attachment style. Extended Abstract IntroductionAttention deficit hyperactivity disorder (ADHD) is one of the most common developmental neurodevelopmental disorders in childhood. Children with ADHD show more and more vigorousness, hyperactivity, neglect and sudden behaviors than normal children, and parents of these children often report high hopelessness in trying to manage their behavior. The researchers found that parents with children with attention deficit hyperactivity disorder experienced significantly more parental stress than parents with a child with normal development. In addition to these factors, parental attachment style affects their ability to cope with stress, and consequently these styles may also affect the stress of parents.At the same time, one of the important variables that can play a role in the relationship between parental attachment style and parenting stress is reflective functioning. It combines the concept of psychoanalysis of mind-set and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires.In general, the research question is whether the dimensions of reflective functioning can play the mediating role in the relationship between insecure attachment styles and parental stress in parents of children with attention deficit hyperactivity disorder? Literature Research The dominant model of parental stress identifies two main components: the child's domain, which originates directly from the child's characteristics, and the parent domain, which is most influenced by the parents' own performance. Overall stress is a combination of parent and child stress. Studies on families of children with ADHD show that parental stress increases in both areas. Parents who experience extreme levels of parental stress may be less able to take steps to help their child.Attachment theory holds that people's attachment systems are activated in stressful situations, such as when a child is afraid, or in pain, seeks to be close to his or her parent and feels relaxed in this way. Adult attachment can be described by two dimensions, anxious attachment and avoidance attachment. According to research, low maternal score in avoidant and anxious attachment styles is associated with higher resiliency against children with attention deficit hyperactivity disorder.The concept of reflective functioning combines the concept of psychoanalytic mentalization and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires. The three key dimensions of parental reflective functioning include: methods of pre-mentalization, confidence in state of mind and interest and curiosity.The first dimension, the state of pre-mentalization, refers to a non-subjective position that is often characteristic of parents with severe impairments in parental reflective functioning. The second dimension, certainty of mental states , refers to parents' ability to recognize that mental states are inherently ambiguous. The third dimension refers to the parents' curiosity and interest in the child's state of mind, i.e., the parents' willingness to understand the child. Studies that have evaluated parents' reflective capacity indicate that parents' ability to mentalize can be an important factor for tolerance of neonatal distress, reinforcement of more positive discipline strategies and less parental stress perception. Regarding the difference between parents and mothers, in some studies, mothers were more likely than fathers to believe that their children with attention deficit hyperactivity disorder were stressful. MethodologyThe present study was conducted by correlation-structural equation modeling. The statistical population consisted of mothers and fathers of children with attention deficit hyperactivity disorder living in Yazd city in 1401 and the sample consisted of 295 parents who were selected using convenient method. After collecting the questionnaires, AMOS-24 and SPSS-24 software were used for data analysis. In addition, descriptive statistics (mean, standard deviation), correlation coefficients, multi-group analysis and index of fit were used to investigate the research question. The research instruments included the Experiences of Close Relationships, Parental Reflective Functioning Questionnaire and Parents Stress Questionnaire. ResultsThe results showed that in both groups of mothers and fathers, only the correlation coefficients of pre-mentalization scale with parenting stress (r=0.55 and fathers: r=0.50) were significant. Also, the correlation coefficient of insecure attachment anxiety with parenting stress was significant for both groups (r=0.56 and fathers: r=0.40) while insecure avoidance attachment correlation coefficient (mothers: r=0.22) was significant only for mothers. Therefore, for better fit, non-significant pathways were removed from the model and without these two subscales the models were fitted. Then, in the form of mediation model, pre-mentalization was shown in relation between the variables of the research.Mediation Model of Parental Pre-Mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Fathers' Parenting Stress According to the form of avoidance, attachment pathway to parental stress (β =-0.04) and pre-mentalization (β =-0.09) is non-significant. On the other hand, the attachment pathways of anxiety to pre-mentalization (β=0.47), anxiety attachment to parenting stress (β=0.26) and pre-mentalization to parenting stress (β=0.38) are significant.Mediation Model of Parental Pre-mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Parental Stress of Mothers According to mothers' model, avoidance attachment to pre-mentalization (β=0.05) is not significant. On the other hand, avoidant attachment pathways to parenting stress (β=0.17), anxiety attachment to pre-mentalization (β=0.53), anxiety attachment to parenting stress (β=0.37) and pre-mentalization to parenting stress (β=0.36) are significant. In order to improve the overall fitness of two models of parents and mothers, the model was modified by applying the covariance between avoidant attachment and anxious attachment and the results of fitting the model before and after the modification were brought. According to the results of fit, it seems that regression weights make a difference in at least some pathways between the fit of mothers and fathers. Therefore, the role of parents' gender in the research model was confirmed. DiscussionIn explaining this finding, it can be said that considering that reflective functioning is the operationalization of mental processes that reinforces the capacity of mentalization. When parents are able to understand the meaning and purpose of their child's signals, it gives a more appropriate response, thus forming a reflective functioning or ability to perceive oneself and others in mental states such as thoughts, feelings, and intentions. So parents who reflect are able to understand their child's behaviors according to mental states. Similarly, in dealing with children, they experience less stress caused by confusion in behavior and dealing with the child. Parents who are not able to build capacity in this area will have more stress. ConclusionInsecure attachment (especially anxious attachment) seems to cause serious disorders in parental pre-mentalization and because parents with this style cannot understand a child with attention deficit hyperactivity disorder, they experience high stress. AcknowledgementWe need to thank all the people who helped us in this study, especially parents of children with ADHD and also members of Dr. Tahereh Sadeghiye Psychiatric Clinic. * Corresponding Author: zahra.naderi@yazd.ac.irHow to Cite: Saeed, M., Saeed, M., Saeed, M. ‌(2024). The Mediating Role of Parental Reflective Functioning Dimensions in the Relationship Between Parental Insecure Attachment Styles and Parenting Stress in Parents of Children With Attention Deficit-Hyperactivity Disorder, Journal of Psychology of Exceptional Individuals, 13(52), 1-29. DOI: 10.22054/jpe.2023.74893.2602

Abstract The background conditions in each country require that they have a unique history of special education, which has led to different educational systems and services for students with special needs. This study aimed to conduct a comparative analysis of the education laws for students with special needs in the United States and Iran, focusing on the field of learning disabilities and their implementation procedures, and examining their strengths and weaknesses. The research employed a document analysis method, gathering necessary information through extensive search in reputable scientific databases, reports, and published government documents. The special education laws in the United States (up to 2022) and Iran (up to 2023) were compared and analyzed in terms of the changes over time and the implementation processes concerning learning disabilities. Prominent features of the U.S. special education law include individualized education programs, enforcement guarantees, and parental and student decision-making rights in educational matters. However, there is greater emphasis on research project development and scientific investigations in Iranian law. Regarding the implementation procedures and attention to students with learning disabilities, in Iran, support is mainly provided during the early years of education, whereas in the United States, such support continues until the completion of higher education. Additionally, the evaluation of students with disabilities are carried out with greater precision in the United States. Achieving the goals of the law on the rights of individuals with special needs requires not only the completion and approval of legislation but also proper implementation of the laws and structural reforms. Keywords: Comparative Study, Education Law for Children with Special Needs in Iran and the United States, Implementation Procedures, Learning Disabilities. Extended Abstract Introduction The contextual conditions in each country require that they have a unique history of special education. The Individuals with Disabilities Education Act (IDEA) is a part of the education rule in the US that has approved the legal process to receive special services for children. In Iran, the law on the education of exceptional children was approved in 1991 by the parliament. Given that learning disabilities is a global issue, it seems necessary to consider it because these children have natural intelligence, but they have severe problems in learning language, reading, writing or solving math problems (Afrozeh et al., 2022) and if diagnosis and reforms are not performed on time, these students will have more problems in higher courses (Shayan, Akhavan Tafti and Ashayeri, 2010). The significance of the study indicates that a few researches have compared the law of education of children with special needs and its implementation procedure in Iran and the US. In this research, the United States has been selected due to its history and progress about children with special needs. Research Question Is the low progress of Iran in the fields related to students with special needs, is due to defects in the laws or is it related to the executive procedure in this country? Literature Review Historically, special education in the US began in the early 1800s with the efforts of Howe and Gallaudet and has developed considerably since then (Friend, 2013). It is estimated that about 15% of children in the US (Pew Research Center, 2023) have disabilities that are supported by the government under IDEA. Key requirements in IDEA are: - Free and suitable public education - Identification and evaluation - Individual training program - Minimum environmental restrictions - Guarantees related to the proceedings - Participation of parents and students and joint decision-making (Apling and Jones, 2008). In 1921, the first activities in the field of education of children with special needs started in Iran. But officially in 1991 with the establishment of exceptional education, the institutions started their activities. The goals of the special education organization include: 1) Design the education and rehabilitation system as the mental and physical disabilities of exceptional children are compensated. 2) Continuous reform of exceptional education according to the new methods of education around the world. 3) Considering different groups of exceptional students at different levels. 4) Helping to prevent the occurrence of physical and mental disabilities (Education and Development Organization Charter, 1991). Methodology One of the research method types is document analysis and review. The use of documentary research methods includes exploring documents that are related to the subject under study (Creswell, 2012). Documents about a specific subject are one of the data collection methods in the qualitative method (Monadi, 2006). In this research, special education laws in America are related to 1954 until now and in Iran are related to 1920 until now. Descriptive-comparative method is another methodology that was used in this research to adapt and compare the process of changes in special education rules in Iran and America and based on its implementation procedure, it focused on its strengths and weaknesses. Most of the data has been obtained by reviewing the literature and using scientific databases, authentic domestic and foreign magazines and books, and published government reports and documents. Results The goal of the researcher regarding the mentioned comparative study is to identify the possible defects of the current laws of Iran and improve their efficiency. The comparative analysis of current laws and procedures in both educational systems is as follows: Legal commonality: - Continuous assessment of the work of teachers and trainers - Implementation of identification and selection plans - Helping to avoid the occurrence of physical and mental disabilities - Attention to education in all courses Strengths of IDEA: - Considering the details and stages of the educational system, the individual education program, the existence of guarantees related to the legal process, the participation of parents and students in educational affairs and having the decision right, the existence of related services and attention to the issue of student transfer. The strengths of the law on the education of exceptional children in Iran: - Paying attention to the development of research projects and performing scientific research, emphasizing the preparation of textbooks and teaching aids. Executive procedure in the field of learning disabilities: All the following items exist in the US, but they have not been taken into consideration in Iran, and this indicates the difference in the implementation process of the two countries: - Provide services in post-primary courses - Existence of learning disability centers in universities - The existence of universities for students with learning disabilities - Considering the monitoring and identification of students with special needs in terms of quantity and quality Discussion Considering the large number of students with special needs, namely learning disabilities, it is expected that there is significant progress and research in this field. They need special support and intervention besides traditional classroom experiences to be successful in school. Paying attention to individual student needs, low student-to-teacher ratio, more opportunities for personal counseling, and the use of individual and diverse educational strategies are among the programs that the educational system in America has taken into consideration (Velog et al., 1989). Therefore, it is important to have effective prevention, monitoring and treatment systems with the participation of specialists from different fields (Grigorenko et al., 2020). Conclusion Achieving the goals of the law on the rights of individuals with special needs, not only requires the completion and approval of the law, but also depends on the correct implementation of the laws and the reform of the structures so that it works together with the environmental issues, adaptation of programs and educational management, because ​ only approving the law without executive guarantee does not solve the problem of disabled people. Acknowledgments This paper is taken from a doctoral thesis and the authors express their gratitude to all those who collaborated in this research.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.

The purpose of the present study was to investigate the effect of the Square Stepping Exercise on working memory and balance of children with autism. The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 6 to 12 with mild autism in Urmia city, 30 of them were randomly selected and tested in two groups of 15 (average age: 12.8±1.56) and control (mean age: 7.78 ± 1.58). Stork test is used to measure static balance, the heel-to-toe walking test to measure dynamic balance, and the parent executive functions questionnaire of Balster et al. (2000) in pre-test and post-test similarly. The experimental group performed square stepping exercises for 12 weeks, three sessions a week, and each session lasted 70 minutes. The data were analyzed through a one-way analysis of covariance in SPSS software version 24. The results showed that by controlling the pre-test score, there is a significant difference between the scores of the static and dynamic balance test and working memory of the two experimental and control groups in the post-test (p=0.001). Therefore, performing these exercises can be an effective strategy for improving balance and working memory in children with mild autism.

Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism Spectrum Disorders. The present study was an experiment with a pretest-posttest design with a control group. The statistical population of the research was made up of all mothers of children with autism in Sari City in 2021-2022, from which a sample of 30 people was selected using the available sampling method and randomly divided into two groups (15 people in the experimental group and 15 people were placed in the control group. The people in the experimental group received reality therapy intervention based on unconditional positive acceptance for two months in 8 sessions of 60 minutes. The questionnaire used in this research included Soderberg et al.'s (2013) attitude scale towards fertility and childbearing. The results of the test showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. Based on the findings of the present research, it can be concluded that reality therapy training based on unconditional positive self-acceptance, with the benefit of teaching appropriate methods for accepting reality and making moral and responsible choices, can be used as an efficient method to improve the attitude towards fertility and childbearing.