PURPOSE:Communication differences in autistic children may challenge parent-child interactions and social development. This study investigated the feasibility of implementing Hanen's More Than Words (HMTW) among Iranian families and its impact on social communication in autistic children. METHODS:A sequential explanatory mixed-methods design was employed. In the quantitative phase, 22 autistic children were assigned to a controlled trial within a pretest, posttest, and follow-up framework, divided into an intervention and a control group. Parents in the intervention group received HMTW training for three months. After the follow-up, parents from the intervention group participated in semi-structured interviews analyzed using thematic analysis. RESULTS:Quantitative data demonstrated observable changes in the social communication of autistic children, characterized by an increase in mutually engaging behaviors and a decrease in behaviors that typically disrupted social interactions. Qualitative findings revealed four main themes: change in parental attitude and increased awareness, parent-perceived utility of HMTW Strategies for facilitating communication, psycho-emotional challenges of parents and personal issues, and the HMTW limitations in addressing behavior problems. These results suggest the potential usefulness of HMTW strategies in supporting social interactions, while also highlighting the gap in attention to the psychosocial needs of parents and strategies for managing challenging behaviors. CONCLUSION:In general, following cultural adaptation, the HMTW can be utilized as a feasible and acceptable parent-mediated early intervention to change the social skills of Iranian autistic children. However, integrating psychosocial support for parents in addition to complementary behavioral interventions, may enhance the implementation and potential impact of the program.

Background Adolescence is an important time for girls and boys with mild intellectual disability. Increasing sexual knowledge and strengthening social skills requires special attention. Deficiencies in social skills and not receiving training can have a negative effect on interacting with others, gaining sexual knowledge, and presenting correct behaviour in girls and boys with mild intellectual disabilities. Purpose The current research aimed to investigate the effectiveness of educational program for mothers and adolescents with mild intellectual disabilities on social skills and sexual knowledge. Design and methods The present study is experimental with a pretest-posttest design. 30 boys and 30 girls were selected and randomly assigned to experimental and control groups each consisting of 15 boys and 15 girls along with their mothers. The average age of the adolescents was 13.75 ± 0.84. Both groups completed the Social Skills Improvement System (SSIS) and Sexual Knowledge (SKQ) questionnaires. The educational program was administered to the experimental group. The intervention program duration was 38 sessions for the adolescents and 12 sessions for the mothers. The obtained data to analyze through multivariate covariance analysis. Results Findings revealed that the educational program for adolescents and their mothers had a significant effect on increasing the sexual knowledge (Boys: p < 0.05, η2 = 0.987, Girls: p < 0.05, η2 = 0.984) and social skills (Boys: p < 0.05, η2 = 0.574, Girls: p < 0.05, η2 = 0.565) of girls and boys with mild intellectual disability. Conclusion Education of mothers and adolescents has a positive effect on improving interpersonal relationships and sexual health. In the present study, offering training sessions for mothers accompanied by the training for the adolescents has been effective in improving both social skills and sexual knowledge. Implications to practice In the present study, offering educational program for mothers and adolescents with mild intellectual disabilities has been effective in improving both social skills and sexual knowledge.

The study aimed to investigate the effectiveness of parental efficacy training on the academic engagement and performance of Afghan immigrant students with specific learning disorders living in Isfahan. The research method was quasi-experimental, utilizing a pre-test-post-test design with a control group. For this purpose, 30 students with specific learning disorders and their parents in Isfahan, studying in elementary school during the 2023-2024 academic year, were selected using a purposive method based on the inclusion criteria. They were randomly assigned to two groups: an experimental group (15 participants) and a control group (15 participants). The instruments used included the Academic Engagement and Academic Performance Scale, and interventions related to parental efficacy training following Gordon's (2000) approach were implemented for the experimental group over two months in eight 90-minute sessions. A post-test was administered upon completion of the training program. Data were analyzed using analysis of covariance (ANCOVA). Results indicated a significant difference (p<0.01) between the experimental and control groups in the variables of academic engagement and academic performance in the post-test phase. This suggests that parental efficacy training effectively improves students' academic engagement and academic performance supporting its inclusion in educational programs. The training program is recommended for therapists, educators, psychologists, and counselors.IntroductionA specific learning disorder is a neurodevelopmental condition characterized by persistent difficulties in one of the three key areas of learning skills: reading, writing, and mathematics, which are essential for the learning process (Scaria et al., 2023). This disorder affects a significant percentage of school-aged children, with estimates suggesting that 5 to 15 percent of children in different languages and cultures have a specific learning disorder (Chieffo et al., 2023). One influencing factor that leads to educational progress for students with learning disorders is "academic engagement," which is considered an important harbinger of learning (Zyngier, 2008). Students with high levels of engagement tend to show great perseverance and effort in all areas, especially in academics (Nejatifar et al., 2023).Academic performance is another variable examined in children with learning disorders, serving as a fundamental criterion for evaluating students' educational achievements (Werang et al., 2024). Therefore, academic performance has always been important for teachers, students, parents, and educational researchers (Palardy et al., 2015). Research evidence suggests that academic engagement and performance are influenced by various factors, including parental involvement (Kushwaha & Ahmad, 2024). Therefore, it appears that parental efficacy training helps improve the academic performance of students. However, no research has been conducted in Iran to examine the impact of parental efficacy training on Afghan immigrant students with specific learning disorders. Based on this, the present research question is whether parental efficacy training affects the academic engagement and performance of Afghan immigrant students with specific learning disorders residing in Isfahan.MethodThis research used a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all Afghan immigrant students with specific learning disorders in Isfahan and their parents during the 2023-2024 academic year. Schools specifically for these students were identified for sampling. Using a diagnostic checklist (2022), Raven's Progressive Matrices test (1981), and clinical interviews, 30 students from third, fifth, and sixth grades were purposefully selected and randomly assigned to two groups: experimental and control (15 participants each). The Academic Engagement Scale and descriptive report cards were used to assess academic performance in both the pre-test and post-test phases. Parental efficacy training, based on Gordon's (2000) approach, was conducted over two months in eight 90-minute sessions for the experimental group. The data were analyzed using statistical indicators such as percentage, mean, standard deviation, and the analysis of covariance (ANCOVA). Results The following table shows the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance. In the following sections, the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance are presented.Table: The mean standard deviation of the experimental and control groupsScales ExperimentalControl MeanStd. DevMeanStd. DevAcademic EngagementPre-test32.466.3433.606.98Post-test47.805.6436.205.77Academic PerformancePre-test6.001.885.601.72Post-test10.801.145.801.47 The results of Table 1 indicated that the mean scores of academic engagement and performance in the experimental group increased in the post-test compared to the pre-test. This difference was significant both when compared to the pre-test and when compared to the control group. This means that the parental efficacy training successfully enhanced the students' academic engagement and performance in the post-test phase.DiscussionAs observed, the results of this study showed that parental efficacy training increased academic engagement scores in the post-test phase and that there was a significant difference between the groups in all dimensions of academic engagement (behavioral, emotional, and cognitive). Additionally, the results for the academic performance variable showed that the mean academic performance scores of the experimental group increased in the post-test compared to the pre-test, and this difference was significant in comparison with the pre-test and the control group.Therefore, it appears that parental efficacy training, by altering learning methods between parents and children, correcting incorrect parental behaviors, teaching proper parenting techniques, problem-solving, increasing flexibility and acceptance, empathetic listening, and using more encouraging feedback, has led to an increase in academic engagement and improvement in the academic performance of the students.Although the research was conducted exclusively in special schools for immigrants in Isfahan, which limits the generalizability of the results, these findings can be useful for educators and education policymakers, especially the staff and teachers in special schools for immigrants, to make macro-educational decisions and plans.

BACKGROUND:Parent-mediated early interventions (PMEIs) benefit children with autism spectrum disorder (ASD) by improving social communication skills and enhancing parent-child interactions. However, the characteristics of a comprehensive intervention have not yet been established, and further research is necessary to identify its essential components. Therefore, the current study aimed to identify the pivotal factors of parent-mediated early intervention for children with ASD. METHODS:This qualitative study employs thematic analysis method to analyse the data collected from semistructured interviews. The participants included 14 parents and eight educators of children aged 2-7 with ASD, who were interviewed in focus groups. RESULTS:Overall, four themes were identified that need to be included in parent-based programmes to improve the communication skills of children with ASD. These themes include child-related factors, parents-related factors, environment-related factors and the use of appropriate communication strategies. These results underscore the importance of adopting a multifaceted approach to early interventions for children with ASD. CONCLUSION:Effective PMEIs strategies must be tailored to the unique characteristics of the child, the temperament of the parents and the specific characteristics of their living environment. By considering these multiple dimensions, interventions can be optimized to support the developmental needs of children with ASD.

The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized.

Objective: This study aimed to investigate the structural model of children’s behavioral problems based on mothers’ adverse childhood experiences (ACEs), with maternal mentalization as a mediating factor. Methods and Materials: A correlational design using structural equation modeling (SEM) was employed. The sample consisted of 323 mothers with children aged 6 to 12 years in Isfahan, selected through convenience sampling during 2023–2024. Data were collected using the World Health Organization’s Adverse Childhood Experiences International Questionnaire (ACE-IQ), the Achenbach Child Behavior Checklist (CBCL) parent version, and the Persian version of the Reflective Functioning Questionnaire (Mentalization Questionnaire). Data analysis was conducted using SPSS-24 and AMOS-24, applying confirmatory factor analysis, maximum likelihood estimation, and bootstrapping with 2,000 resamples to test direct and indirect pathways. Findings: The results revealed that maternal ACEs were positively and significantly associated with children’s internalizing and externalizing behavioral problems. Maternal ACEs were also negatively and significantly related to maternal mentalization. In turn, maternal mentalization showed a significant negative relationship with children’s behavioral problems. Structural modeling confirmed that maternal mentalization partially mediated the relationship between maternal ACEs and children’s behavioral outcomes. Bootstrapping results demonstrated that the indirect effects of maternal ACEs on both internalizing and externalizing problems through maternal mentalization were statistically significant. Model fit indices indicated acceptable to excellent fit across all parameters, supporting the robustness of the structural model. Conclusion: The findings highlight the intergenerational transmission of adversity, demonstrating that mothers’ adverse childhood experiences contribute to children’s behavioral problems both directly and indirectly through diminished maternal mentalization. Strengthening maternal reflective functioning may serve as a critical intervention target to reduce the negative impact of maternal trauma histories on child behavioral outcomes. These results emphasize the importance of trauma-informed, family-centered interventions to disrupt cycles of adversity and promote healthier socioemotional development in children.

Objective: The purpose of this study is comparing the effect of Social-Emotional Aspects of Learning (SEAL) package with Parent Effectiveness Training (PET) package on the improvement of attention deficit hyperactivity disorder (ADHD) symptoms in children aged 6-12 years with ADHD. Methods and Materials: This research was semi-experimental and a pre-test-post-test design was used with a control group (2 experimental groups and one control group). The statistical population of this research was all male and female students aged 6-12 years old with ADHD in Isfahan who were studying in the academic year of 2021-2022. The research sample was 48 parents and students with ADHD who were purposefully selected and randomly placed in groups. Students were selected according to the criteria for entering the research. Each training package included 8 sessions for children and parents, that SEAL package for children and PET package for parents. The Child Symptom Inventory-4 (CSI-4) questionnaire (Mohammed Ismail & Alipour, 2002) was used to collect data. To analyze the data, after checking the assumptions of the parametric tests, ANCOVA and MANCOVA analysis were used using SPSS-23. Findings: The findings showed that there is a significant difference between the average scores before the intervention and after that. But after the intervention, a significant difference observed in the average scores of the experimental and control groups. (P>0/05) Conclusion: It can be concluded that the improvement of symptoms of ADHD after the training programs in the experimental group is different from the control group. So, the programs improved the symptoms of ADHD.

The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test design, including a control group. For this purpose, 30 Afghan students living in Isfahan and their parents who were studying in the second year of primary school and in grades four to six in the academic year 2023-2024 were selected using a multi-stage sampling method and according to the criteria for entering the study and were randomly assigned to two experimental groups (15 people) and control (15 people). Parents in the experimental group underwent performance program training for two months, in eight 90-minute sessions. The control group did not receive any intervention during this period. To collect data, valid and standard instruments were used, including the Abdin Parenting Stress Questionnaire (1990), the Dehghanizadeh and Hosseinchari Academic Vitality Questionnaire (2012), and Raven's Progressive Matrices. The data were examined and analyzed using the analysis of covariance statistical method.The results showed that there was a significant difference between the performance of the two experimental and control groups in the variables of parenting stress and academic vitality in the post-test phase.In summary, it can be concluded that parenting effectiveness training was effective in reducing parenting stress and improving students' academic vitality, and its use is recommended to therapists, educators, psychologists, and counselors.

The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance in students with specific learning disabilities in mathematics. This study employed a quasi-experimental pre-test/post-test design with a control group and an experimental group. The statistical population included all students with specific learning disabilities in mathematics in the fourth to sixth grades in Isfahan city. A sample of 28 participants was selected through convenience sampling and was randomly assigned to either the experimental group or the control group (14 participants per group). To collect data, the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the Key-Math Diagnostic Arithmetic Test, and the N-back Working Memory Test were used. The experimental group participated in 10 sessions of perceptual enrichment intervention, each lasting 45–60 minutes, held twice a week. The data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA). The results indicated the effectiveness of perceptual enrichment in improving working memory (p <.001) and mathematical performance (p <.001) in the experimental group. The results of this study demonstrate that perceptual enrichment can be effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics.Keywords: Mathematical Performance, Perceptual Enrichment, Specific Learning Disability in Mathematics, Working Memory Extended AbstractIntroductionSpecific learning disability in mathematics is characterized by deficits in numerical and mathematical skills, where an individual's mathematical ability is significantly below that of their peers, despite access to adequate education and normal intelligence. Students with this disability often exhibit deficits in working memory and mathematical performance. Furthermore, they generally have visual perception deficits. In fact, one of the underlying causes of a specific learning disability in mathematics is a weakness in visual perception, and improving visual perception skills can help reduce associated difficulties. Therefore, based on research highlighting the importance of visual perception and its role in mitigating mathematical learning difficulties, various interventions have been designed to enhance perceptual skills—particularly visual perception—among which perceptual enrichment is one of the most significant.Perceptual enrichment is a program designed to develop and improve visual perception skills. It includes games, exercises, and targeted activities that focus on the six main skills of visual perception: visual discrimination, visual memory, visual-spatial relationships, visual form constancy, visual figure-ground perception, and visual closure. However, a review of the relevant literature shows that little research has investigated the effectiveness of perceptual enrichment in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. Therefore, the present study addresses this gap.Research QuestionIs perceptual enrichment effective in improving the working memory and mathematical performance of students with a specific learning disability in mathematics?Literature ReviewMotamedi Borujeni et al. (2023) demonstrated the effectiveness of visual perception training in reducing mathematical learning difficulties in elementary school students. Asiaei et al. (2018) also found that a perceptual skills rehabilitation program improved perceptual reasoning, working memory, and mathematical performance in students with mathematical learning disabilities.MethodologyThis study employed a quasi-experimental design with a pre-test/post-test control group structure. The statistical population consisted of all fourth- to sixth-grade students with specific learning disabilities in mathematics in Esfahan. A sample of 28 students was selected through convenience sampling and randomly assigned to either an experimental group (n = 14) or a control group (n = 14). The Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the KeyMath Diagnostic Arithmetic Test, and the N-back Working Memory Test were administered. The experimental group received ten 45- to 60-minute sessions of perceptual enrichment intervention twice weekly, while the control group received no intervention. Data were analyzed using SPSS software (version 27) and univariate and multivariate analysis of covariance.Results (Times New Roman 12 bold)To compare the experimental and control groups based on post-test scores after controlling for the effect of the pre-test, univariate analysis of covariance (ANCOVA) was used. The results are reported in Table 1.Table 1. The results of univariate covariance analysis by dependent variablesVariableSum of SquaresdfMean of SquaresFsigEffect SizeKeymath Test4291/7514291/75393/296<0/0010/945N-back Test4210/16814210/16887/963<0/0010/793 Table 1 shows a significant difference between the experimental and control groups on all measures (p <.001), indicating that mathematical performance and working memory scores differed significantly between the groups. The effect size was greater than 0.2, demonstrating that the perceptual enrichment program was effective in improving the mathematical performance and working memory of students with mathematics learning disabilities. The analysis of covariance for the KeyMath Test, with mathematical performance separated by subscales, is presented in Table 2.Table 2. The results of multivariate covariance analysis for subscales of the Keymath TestVariableSum of SquaresdfMean of SquaresFsigEffect SizeBasic concepts2865/28612865/286153/287<0/0010/87Operation2613/14812613/148142/078<0/0010/86Applications1974/30611974/306233/614<0/0010/91 Table 2 shows that the perceptual enrichment intervention had a significant effect on all subscales of the KeyMath Test—basic concepts, operations, and applications—at a significance level of p <.001.DiscussionThe results of the study demonstrate that the perceptual enrichment intervention was effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. In explaining these findings, the importance of visual-spatial working memory in specific learning disabilities in mathematics can be emphasized. Since visual memory and visual-spatial relationships are two key visual perception skills, perceptual enrichment and the training of these skills can help improve working memory in children with specific learning disabilities in mathematics.Another explanation is that one of the primary reasons for a specific learning disability in mathematics involves deficits in visual perception. Visual perception forms the basis of number processing and mathematical performance and is also related to computational fluency. In fact, impairments in the approximate number system can stem from deficits in visual perception. Therefore, visual perception is a cognitive mechanism that underlies mathematical performance in children with mathematical learning disabilities, and interventions targeting visual perception help improve their mathematical performance.ConclusionIt can be concluded that perceptual enrichment has a positive effect on improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. By strengthening the six main skills of visual perception, it helps students address their challenges in working memory and mathematics learning. Considering the limitations of this study—including the use of convenience sampling, a small sample size, the absence of a follow-up phase, and the lack of control for gender as a variable—it is suggested that future studies select a larger sample through random sampling with gender stratification and evaluate participant performance in a follow-up phase. Furthermore, the effectiveness of the perceptual enrichment intervention should be investigated for other groups of children with special educational needs.AcknowledgmentsThe authors sincerely thank all the schools, students, and their families who participated in and supported this research.

Objective: This study aimed to investigate the effectiveness of parenting effectiveness training on the parent-child relationship in children aged 6 to 12 with attention-deficit/hyperactivity disorder (ADHD). Method: The research employed a quasi-experimental design using a pretest-posttest framework with a control group (one experimental group and one control group). The statistical population comprised male and female students aged 6 to 12 years with ADHD in Isfahan during the 2022-2023 academic year. The research sample consisted of 32 parents and students with ADHD, who were purposefully selected and randomly assigned to the experimental and control groups. Participants were chosen based on research inclusion criteria. The Parent Effectiveness Training (PET) program included 8 training sessions for parents. Descriptive and inferential statistics were used to analyze the data. At the descriptive level, frequency tables, percentage distributions, mean, and standard deviation were calculated. At the inferential level, after verifying the assumptions for parametric testing, univariate and multivariate analysis of covariance (ANCOVA and MANCOVA) were performed. Findings: The results indicated that parenting effectiveness training had a significant effect on the parent-child relationship at the p < .05 level. Conclusion: The findings suggest that parenting effectiveness training positively influences the parent-child relationship in children aged 6 to 12 with ADHD and is an effective intervention method.

AbstractThe aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.Keywords: Multimedia Learning Environment Model, Learning Disabilities, Academic Engagement and Academic Incivility. Extended AbstractIntroductionIt is well-established that each year, a substantial number of students encounter difficulties in maintaining the same academic pace as their peers due to inadequate special education. This issue is especially prevalent amongst students with specific learning disabilities, which can seriously impact their ability to process, analyze, and store information efficiently. Specific learning disabilities, which encompass difficulties in areas such as reading and math (dyslexia, dyscalculia), as well as writing (dysgraphia), spelling, auditory and processing, significantly impact a substantial number of individuals. It's noteworthy that the age range of individuals affected by specific learning disorders typically falls between 10 to 15 years. Research in the field of special education encompasses a range of topics, with some researchers focusing on identifying the challenges faced by children with learning disabilities, while other researchers explore plans, interventions, and methods aimed at facilitating and enhancing their learning abilities. The study's objective was to explore the potential of multimedia learning technology and its applications in supporting the learning process of students with specific learning disorders, particularly in the field of mathematics. Through the utilization of this innovative technology, the goal was to identify effective methods for addressing the unique needs of these learners and ultimately contribute to their academic success.This study represents the first attempt in the country to examine the impact of a model based on multimedia educational design principles on academic engagement and norm avoidance in individuals with specific math-related learning disorders (specifically, specific learning disorders related to mathematics). While there has been some research into developing various educational programs aimed at enhancing academic engagement and minimizing academic norm avoidance in students, there has been no study specifically focused on developing a multimedia program in the area of special learning disabilities in math to assess its effectiveness (as a teaching technique). Given these circumstances, the proposed study holds significant potential to positively impact academic engagement and academic norm avoidance for individuals with specific learning disabilities, and it aims to explore the effectiveness of the educational package based on the multimedia learning environment model in enhancing academic engagement and minimizing academic norm avoidance among this group of learners.MethodThe current study was conducted as a pre-test, follow-up test experimental design with a control group. The statistical population consisted of boys' primary schools in district 1 in Isfahan city during the academic year 1401-1402. Students from the third and fourth grades of the schools were selected as participants for further analysis. In experimental research, the recommended sample size for each group is 10 to 15 individuals, although the use of at least 5 participants per group in cases of limited access to clinical samples is acceptable while considering certain factors. For the purpose of selecting participants for the study, a comprehensive evaluation process was employed, encompassing math tests, the Raven's IQ test, an assessment of academic records, and teachers' reports. Consequently, a total of 30 students with math disorders were identified and randomly divided into two groups (experimental and control) consisting of 15 individuals each. Apart from the Norm Avoidance Questionnaire, revised by Clark et al. (2015), the study also incorporated Riveh's Academic Conflict Questionnaire (2013). This multi-item scale, comprised of 13 questions, assesses academic conflict across three dimensions: Cognitive Conflict, Behavioral Conflict, and Agent Conflict. The training package under focus was an educational technique known as the multimedia learning environment model. This model comprised a total of 8 face-to-face sessions, each lasting between 45 to 60 minutes. This model covered three distinct categories of cognitive conflict, behavioral conflict, and agent conflict.FindingsAnalyzing the demographic information of the individuals included in this study reveals that the participants were 30 male elementary school students diagnosed with specific mathematic learning disorders in the third and fourth grades, within the age range of 9 to 10 years. Notably, the average age was recorded to be 9.53 years, with a standard deviation of 0.24. The results of the analysis revealed statistically significant differences within and between the groups for both the academic involvement and academic norm avoidance variables (p<0.001). Furthermore, the significance of the interaction effects indicates a pronounced divergence in the changes observed in academic engagement and academic norm avoidance scores between the control group and the multimedia learning environment group across the testing stages (p<0.001).The analysis of the study results demonstrated that the educational package type had a significant impact on both academic engagement and academic norm avoidance variables at various assessment stages, as substantiated by the significant level less than 0.001 and the corresponding eta square value. The analysis of the effectiveness of the educational multimedia environment model package revealed a statistically significant difference in mean scores for academic engagement (specifically cognitive engagement, behavioral engagement, and agent engagement) and academic norm avoidance (both mild and severe behaviors) from the pre-test to the follow-up stages (P<0.001). Moreover, the data analysis demonstrated a significant decrease in the academic norm avoidance variable (both mild and severe behaviors) from the pre-test phase to the follow-up phase in students with specific disorders. Furthermore, the comparative analysis of the mean scores among the conflict variables (cognitive conflict, behavioral conflict, and agent conflict) revealed no statistically significant differences (P<0.05) between the pre-test and follow-up phases.Discussion and conclusionIn this study, the repeated measures Analysis of Variance (ANOVA), a statistical technique for analyzing repeated measurements within the same group, was utilized to assess the influence of the multimedia learning environment on academic norm avoidance manifested by students with specific math learning disorders. The results of the analysis revealed that there was a significant difference in the average scores obtained between the pre-test, final test, and follow-up phases within the group exposed to the multimedia learning environment (significant level < 0.001). A comparison of average scores across the three stages (pre-test, final exam, and follow-up stages) demonstrated a significant decline in academic norm avoidance scores, as evidenced by the significant level of <0.001 found in the statistical analysis. Despite the existence of significant differences in the pre-test and final exam phases, there was no significant difference observed between the pre-test and follow-up phases of the test scores. Studies suggest that children with specific mathematical learning Disabilities often encounter challenges in processing social information, which can lead to underdeveloped interpersonal skills, increased social rejection, feelings of isolation, and heightened aggression in children with specific mathematical learning Disability.The educational multimedia program incorporates elements such as modeling and providing feedback to promote interactive learning and skill development. To this end, individuals are engaged in group play sessions that simulate real-life scenarios, facilitating practice in handling social challenges. This investigation emphasized the significance of modern technologies in the field of education. The educational multimedia program highlights the utilization of multiple senses and visual examples to support the learning process, allowing students to engage in repeated practice and adapt to individual differences. Given the increase in demand for educational media in teaching methodologies, computers and other educational tools have become increasingly significant. The findings of the present study, in conjunction with previous research, indicate that the use of educational multimedia holds significant potential to positively influence children's behavioral responses in social and academic contexts. This can lead to the formation of healthy relationships and foster an active and dynamic learning environment within the school setting, thereby supporting a more well-rounded individual development. It is crucial to recognize the benefits of educational multimedia while also emphasizing the importance of establishing a correct culture of technology utilization and providing appropriate platforms to ensure effective and efficient application towards children’s academic advancement.In-line with the findings of this study, there was a significant disparity between the mean scores acquired at the pre-test, final examination, and follow-up phases within the multimedia learning environment group. A close analysis of the average scores across the three stages revealed a marked increase in academic involvement from the pre-test to the final examination and follow-up phases. These findings highlight the advantages of modern educational technologies, particularly multimedia, in creating an environment conducive to effective learning. The use of these technologies, with their unique benefits such as increased listening comprehension rates and accurate answers, simplifies the evaluation processes. Furthermore, they contribute to a calm and favorable learning environment, fostering a deeper understanding of concepts. The advantages of educational technologies, particularly multimedia, extend far beyond merely increasing the accuracy of answers. They provide comprehensive learning experiences by eliminating unnecessary cognitive overload and increasing efficiency through the effective integration of text, images, and other visual aids. The integration of new information with prior knowledge not only fosters improved academic performance overall, but also serves to increase academic engagement across a wide range of subjects. Effective academic engagement, as a result, becomes indispensable for the student's academic success. Active participation in academic activities fosters both success and achievement, while passivity in academic pursuits leads to difficulties and failure.

Background and Objectives: The purpose of this study is comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effective Training (PET) on Parenting-Stress, in 6-12-Year-old Children with Attention Deficit Hyperactivity Disorder (ADHD). Materials and Methods: The research method was semi-experimental and a pre-test-post-test design was used with a control-group. The statistical population of this research was all male and female students aged 6-12 with ADHD in Isfahan who were studying in the academic year of 2021-2022.The research sample consisted of 48 parents and students with ADHD who were purposefully selected and randomly assigned to experimental and control groups. Each package consisted of 8 treatment sessions for children and parents, which was package (SEAL) for children and package‌ (PET) for parents. To analyze the data at the descriptive level, frequency tables and graphs and percentages of frequency, average and standard-deviation were calculated, and at the inferential level, univariate and multivariate analysis of covariance tests were used. Results: The findings showed that there is a significant difference between the average scores of the experimental and control groups before and after the intervention at the P<0.05 level. The parenting-stress scores in the experimental-group of the SEAL training-package were lower than the PET-group and the control-group. There is no significant difference between the parenting-stress scores of the two packages in the post-test and follow-up stages. Conclusion: The results showed that the parenting-stress after the intervention in the experimental-group is lower than in the control-group, and the educational programs reduced the parenting-stress.

The present study aimed to explore the effect of the PERMA (Positive emotion, Engagement, Relationship, Meaning, and Accomplishment) flourishing intervention on basic psychological needs satisfaction in hard-of-hearing adolescents. This research was a quasi-randomised controlled trial design. Twenty-eight hard-of-hearing adolescents aged 14-17 years were randomly selected from the Deaf Center and Baghcheban Deaf School in Kashan, Iran. They were randomly replaced to experimental (n = 13) or control (n = 15) groups. The experimental group participated in the 10-session intervention, while the control group did not participate in this programme. Both groups completed the Basic Needs Satisfaction in General Scale (BNSG-S before and after intervention. The results showed that after intervention, scores on the subscales of basic psychological needs (competence, autonomy, and relatedness) in hard-of-hearing adolescents significantly and positively increased (p < 0.001). Therefore, the PERMA flourishing intervention was feasible and acceptable to these adolescents.

Background and Objectives: Language is one of the most important components of growth in children. Therefore, this study aimed to develop a language skills improvement package based on cognitive rehabilitation and determine its effectiveness on the expressive language performance of children with specific language impairment (SLI). Materials and Methods: The method of the current research was of mixed exploratory type. The statistical population in the qualitative section were scientific articles and the opinions of university professors and experts. In the qualitative phase, data were collected through deductive thematic analysis, and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative part of the research was a clinical trial, and its statistical population included all children aged 5-7 years with a specific language disorder who were referred to private speech therapy clinics in Borujerd, Iran, among which 30 children with an average age of 6.31 ± 0.92 were selected by purposive sampling method and randomly replaced in two experimental and control groups. The instruments used in this study were the fourth version of the Wechsler Intelligence Scale for Children, a semi-structured clinical interview, and the Newcomer and Hammill language development test. Finally, the data were analyzed using SPSS software (version 24) with analysis of variance with repeated measurements. Results: Based on the obtained results, there was a significant difference between the mean expressive language scores in the pre-test, post-test, and follow-up stages (P<0.01). Conclusion: In general, it can be said that the language skills promotion package based on cognitive rehabilitation is effective in improving the expressive language of children with SLI, and therefore, this package can be used as an intervention method to improve the expressive language of children with SLI.

Aim: The aim of the present study was to investigate the Effectiveness of Dweck’s Mindset intervention on negative orientation towards problem and hopelessness in high school students. Method: The present study is an applied type and the project’s plan was a quasi-experimental study(pretest-posttest) and a control group. The statistical population consisted high school students (female) in Isfahan who were selected using multi-stage random sampling method. Negative Orientation Towards Problem questionnaire(NPOQ) and The Beck Hopelessness Scale(BHS) were research tools. 183 students completed the questionnaires. In the first screening step, 50 students were selected by purposive sampling. 30 students were randomly placed in the second step into experimental(n=15) and control groups(n=15). The experimental group received 8 sessions. Data were analyzed using MANCOVA by SPSS-23. Findings: There was a significant difference between experimental and control groups in the negative orientation towards problem(P<0.01) and Dweck’s Mind Set reduced that. But in the hopelessness Scale, it has only been effective on the dimensions of despair in achieving desires and negative expectations of the future. Conclusion: Based on the results the motivational Dweck’s MindSet intervention has been affected on diminish negative orientation to the problem, negative expectations of the future and hope in achieving the desires.

Aim and Background: Research indicates that parents on the verge of separation experience psychological issues, including difficulties in emotion regulation. Therefore, the present study aimed to examine the effectiveness of a lived-experience-based educational package on improving emotion regulation difficulties in mothers on the verge of separation. Methods and Materials: The research method was experimental, utilizing a pre-test, post-test, and follow-up design with a control group. From among mothers on the verge of separation, referred by the court to counseling centers affiliated with the Judiciary of Isfahan in the first half of 2022, a total of 30 mothers were selected using convenience sampling based on the study's inclusion criteria and were randomly assigned to experimental and control groups. The experimental group received 10 sessions of 90-minute training, while the control group was placed on a waiting list. The tools used in the present study included the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). Data were analyzed using covariance analysis. Findings: The results indicated a statistically significant difference between the experimental and control groups in the post-test phase (P < 0.05). Additionally, the follow-up results demonstrated that the lived-experience-based educational package had a positive impact on improving emotion regulation difficulties in mothers on the verge of separation (P < 0.05). Conclusions: The results of the study suggest that the lived-experience-based educational package was effective in improving emotion regulation difficulties in mothers on the verge of separation. Therefore, utilizing this educational and therapeutic approach is recommended to enhance the psychological health and well-being of individuals on the brink of separation (divorce).

Background: Children with intellectual disabilities reduce the happiness of their parents, especially their mothers, due to their developmental, intelligence, cognitive, emotional, and behavioral disabilities. Relationships of parenting styles have been confirmed with various variables, but its relationships with happiness mediated by life satisfaction and quality of life in mothers with Children with intellectual disabilities have been neglected. Aims: Structural relationships between parenting styles and happiness mediated by life satisfaction and quality of life in mothers of Children with intellectual disabilities. Method: The method of this study is correlational and structural equation modeling. The statistical population of the present study included all mothers with children with mental disabilities from vocational training centers under 14 years of age in South Khorasan, from which 153 people were selected by random sampling. To collect information from the Oxford Happiness Scales (Argyle, Martin, & Crossland, 1989); Quality of Life (SF-36); Diner Life Satisfaction (1985) and Bamrind (1973) Parenting Styles Questionnaire were used. Data analysis was performed by structural equation modeling approach using partial least squares method. Results: Among parenting styles, only the effect of authoritative parenting style on happiness (path coefficient 0.216 and t-test 2.643) is positive and significant (P<0.01). The effect of authoritarian parenting style on happiness is negative and significant (P<0.01) and the effect of permissive style on happiness is not significant. Regarding the indirect effect, authoritative parenting style has a significant effect (P<0.01) on happiness through the mediating variable of life satisfaction at the level (P<0.05) and through the mediating variable of quality of life. While permissive and authoritarian parenting styles do not have a significant effect on happiness through mediating variables of quality of life and life satisfaction. Conclusion: It seems that parenting style through satisfaction and quality of life can protect mothers with Children with intellectual disabilities against stress and help their happiness and well-being.

The Application of the Nurtured Heart Approach in Parenting of Children with Special Needs: A Systematic Review