نشریه تعلیم و تربیت استثنایی
سال هفدهم شماره 146 (امرداد و شهریور 1396)

Conduct disorder is one of the most common psychiatric disorders among students so the purpose of the present research was to determine the effect of cognitive-behavior anger management training on response inhibition in students with conduct disorder.
This study is a quasi-experimental with pre-test/post-test and a control group. The sample of study consists of 24 high school students with conduct disorder in Rasht city in the school year 2016-2017 that were selected by in access sampling method and assigned to two experimental and control groups. To collect the data, Stroop test (1935) were used before and after training. The 8 sessions of cognitive-behavior anger management training were implemented for experimental group.
The results of multivariate analysis of covariance showed that cognitive-behavior anger management training were significantly improved response inhibition in the students with conduct disorder (P According to the findings of the research, cognitive-behavior anger management training is one of the most effective treatments to reduce impulsivity, anxiety and physical aggression in children with conduct disorder.

The aim of this study was to evaluate the relationship between perceived social support and resilience with psychological distress in mothers of exceptional children in Khoram Abad City.
The research was the correlation method. The population consisted of all mothers of exceptional children in Khoram Abad City and sample consisted of 204 mothers of exceptional children who were selected using proposed sampling. To measure the variables of questionnaire psychological distress (Lavbond, 1995), multi dimensional scale of perceived social support (Zimet, 1988), resiliency scale (Conner and Davidson, 2003) were used. To analyze the data, Pearson's correlation and multiple regressions were used.
The results showed a significant relationship between perceived social support and resilience with psychological distress in mother's exceptional children. The regression results perceived social support and resilience 17% of stress, 60% of depression, and 50% of anxiety in mothers of exceptional children.
Based on these findings, through the consultation can help mothers of exceptional children to have social support and can cope with psychological stress.

Feedback is the effective variable on performing skills and leaning the motion and it has an important role in motion control and acquisition of motion skills. The purpose of this study was to consider the impact of awareness from different frequencies on acquisition of an aimed skill in children with Down syndrome.
This study is a semi-experimental research. Participants were 18 children with Down syndrome from 7 to 10 years that selected by in access sampling and were divided equally into three groups with feedback (0%, 50%, and 100%) after pre-test performing. The participants performed over hand throwing task to the target drawn on the floor. Before the acquisition phase, participants throw 10 times as pre-test. In the acquisition phase, participants throw 60 trials. Participants received no feedback in zero percent group, in the half of trials received feedback in 50 percent group and in the whole of trials received feedback in 100 percent group.
Finding of this study showed that there was significant difference between the three groups in the acquisition of skills (P According to the better performance in children with Down syndrome with 100% feedback, it is recommended that we can use feedback with high frequencies in training motor skills.

The cochlear implant has the potential to give an individual access to the frequencies important to access spoken language. The factors that influence outcome are complex and some factors, such as intelligence, working memory ability, and elements within the auditory periphery, are known to be inherent to the patient and not highly amenable to change. However, several factors that affect performance are controllable and can be modified to improve the likelihood of higher levels of success. Twelve guiding premises underlie the rehabilitation for prelingually deaf children with CIs. These premises are a synthesis of research findings and clinical experience with a broad range of implanted children. This article provides an overview of these points.
Listening and speech skills do not emerge immediately after implants in children. Organized rehabilitation is needed for training the electrical messages to children.

Digital Nanning is a style of care that digital devices replaced by child active relationship with environment and child are exposed to permanent digital devices. Children who had been exposed to direct digital nanning for several hours from a very young age, losing the opportunity to interact with the mother or caregiver and do not get rich environment that are necessary for normal growth of the nervous system. That one group of these children are young people who are in the autism spectrum.
Based on the principle of neuroplasticity and the findings of previous studies, exposure to digital devices in sensitive periods development distort the restructuring structure and function neuroconnectivity in young children and as a consequence deficit in social interaction and language, repetitive and stereotype behaviors occur that continuation of this status child may be push to the neurodevelopment disorders.
In this article review after a brief introduction, definition of Autism Spectrum Disorder and digital nanning and possible mechanisms of digital Nanning effects on the ASD symptoms and the end conclusion is expressed.

Emotional-behavioral problems of students associated with high rates of social problems and create many problems for teachers, parents and children. So requires special attention of authorities and stakeholders in education and training. In this regard, a positive behavioral intervention and support approach can be useful for reducing and eliminating emotional-behavioral problems of students. Positive behavioral intervention and support is an approach to increase social behavior, improving the long-term consequences of living in the future and reduce challenging behaviors that could be alternative to punitive traditional approaches.
In general, it can be said that the positive behavioral intervention and support approach have increased a sense of motivation in students with emotional-behavioral problems and have a positive impact in reducing problematic behaviors, emotional adjustment and academic achievement of the students with emotional-behavioral problems. In fact positive behavioral intervention and support approach can change dysfunctional ways in schools and provide positive and predictable environment for students with emotional-behavioral problems. In this review paper, after a brief introduction, definition of positive behavioral intervention and support approach is given. Then the history of positive behavioral intervention and support approach has been defined. Following the importance and necessities of positive behavioral intervention and support approach, levels of positive behavioral intervention and support approach, implementation and application of positive behavioral intervention and support approach for students with emotional-behavioral problems in Iran is provided and finally conclusion is expressed.

Traditional intelligence tests and assessing methods to predict the future academic achievement of students with special needs have not been sufficient. Thus, recently, many researchers are looking for ways that they can contribute more effectively to academic achievement of students with special needs and predict their future success. One of the newest alternative methods for achieving this goal is the response to intervention model. Response to intervention model is a model to guide teaching (or intervention) based on the student's progress which has been developed based on the prevention idea.
The findings indicate that the response to intervention model is benefit for prevention of learning problems in students with special needs and improve their progress. In this review paper, after a brief introduction, history of response to intervention model is given. Then the definition of response to intervention model has been defined. Following the types of response to intervention, implementation and application of response to intervention model for students with special needs in Iran is provided and finally conclusion is expressed.

The revision of the diagnostic criteria for ASD has been widely anticipated and is expected to be an important contribution to the refinement of the definition of ASD. In the upcoming DSM-5, several changes have been made compared to the previous diagnostic criteria. They include no emphasis on language delay and age of onset except that ASD is defined as a neurodevelopmental disorder with symptoms in early childhood although the disorder may first be diagnosed later in life. The three areas of impairments in ASD are reduced to two areas, namely a social-communication domain and a behavioral domain including fixated interests and repetitive behaviors.
In addition, the clinical presentation of ASD in the individual is described in more detail in terms of clinical specifiers. In addition to reporting these changes in the classification, the major international guidelines are introduced and a brief description of good clinical practice of assessment and the overall principles of intervention is provided.