فهرست مطالب دکترعلی اکبر ارجمندنیا

The purpose of this study was to examine the impact of emotion-focused therapy on executive functions in individuals who have experienced sexual trauma. The target population was all sexually assaulted individuals who visited the Iran Trauma Institute in Mashhad in 2021. The research method was practical in nature, and the data collection was quantitative and experimental. Three of the ten individuals selected as samples were women, as determined by the entry criteria. Childhood trauma questionnaires (CTQ), Emotional visual working memory capacity (EVWMC) were implemented in this investigation. Visual analysis of the graphs depicting the changes in the research variables and the effect size of each variable on the clients, as well as the percentage of improvement and the percentage of reduction in their score changes, were employed to conduct the data analysis using the appropriate formulas in the SPSS-26 software. The effect sizes of emotion-focused therapy of trauma (EFTT) on the working memory capacity of individuals with sexual trauma were relatively high in all three participants during both the intervention and follow-up periods. The results indicated that EFTT enhanced the executive function of working memory capacity in sexually traumatized individuals from a clinical perspective, thereby preventing sexual revictimization.

The present study aimed to compare the two executive functions of attention shifting and response inhibition in children with separation anxiety disorder and test anxiety. The current research was of a causal-comparative type. The statistical population of this study consisted of all female elementary school students in Sari City, who were diagnosed with separation anxiety disorder and test anxiety in the years 1402-1403. From the entire population, 150 individuals were selected using purposeful sampling. 75 individuals were placed in the separation anxiety group and 75 individuals in the test anxiety group. Data collection was done using the Spence Children's Anxiety Scale (SCAS; 1997), Sarason Test Anxiety Questionnaire (1958), Stroop Color-Word Computerized Test (SWCT; 1935), and Wisconsin Card Sorting Test (WCST; 1948). Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results showed a significant difference in the attention-shifting component (P=0.001) between individuals with separation anxiety and individuals with test anxiety (P< 0.05). However, no significant difference was observed in the response inhibition component (P= 0.225) between the two sample groups (P> 0.05). Therefore, it can be concluded that there is a difference in attention shifting in individuals with separation anxiety and individuals with test anxiety.

The present study was conducted to investigate the effectiveness of teaching the Picture Exchange Communication System (PECS) on mothers’ stress and its effectiveness on the child-parent relationship, communication and social skills of slow-paced non-speaking children. The current study was a single-subject quasi-experimental type with an A-B design. The statistical population of the present study was made up of all slow-paced non-speaking students in Shahrood city studying in the academic year 2021-2022 which was obtained using available sampling method, and finally 3 children were selected (one male and two female students). The sample group was subjected to the educational program of the Picture Exchange Communication System (PECS) for 18 sessions. The tools of this research included Age and Stages Questionnaire (ASQ-3), Gilliam Autism Rating Scale (GARS-3), Child-Parent Relationship Questionnaire (CPRQ) and Parental Stress Questionnaire (PSS). The data were presented in the form of tables, graphs and descriptive reports. The findings showed that in the stages of post-test 1, post-test 2 and follow-up (one month apart), the educational program was effective on the child-parent relationship, communication and social skills of slow-paced non-speaking children and their mothers’ stress level. It can be concluded that the educational program of the Picture exchange communication system is effective on social and communication skills, so it is necessary that the educational program of the Picture exchange communication system receives the attention of therapists and researchers.

This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.

Challenges caused by continuous care, maintenance and support of a child with autism spectrum disorder affect the social relationships of these mothers and these mothers feel inferior and powerless, self-blame because of their child's inappropriate behavior and the society misunderstands these children. They have resistance to negative experiences. Therefore, this research was conducted with the aim of determining the effectiveness of mindfulness self-compassion training on feelings of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder.

This research was a semi-experimental method with pre-test and post-test with experimental and control groups. The statistical population of the present study included mothers with children with autism spectrum disorder who attended one of the psychological clinics in Yazd. Thirty qualified people were selected by purposeful sampling based on the entry and exit criteria and were randomly replaced in the control group (15 people) and the experimental group (15 people). The experimental group received ten mindfulness selfcompassion sessions as a group, and the control group did not receive any intervention. The research tools included Russell, Curtona & Peplau (1993) loneliness scale, Cook's internalized shame (1993), experiential avoidance and Greco, Lambert & Baer (2008) cognitive fusion scale. The research data was analyzed through multivariate and univariate analysis of covariance with spss 24 software.

The results of the research data showed that conscious self-compassion is effective in improving the feeling of loneliness, internalized shame and its components such as self-esteem and shyness, experiential avoidance and cognitive fusion. (p<0.001).

Based on the findings, it can be said that conscious self-compassion is an efficient method in improving the feeling of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder. Therefore, this method can be considered as one of the useful and practical treatments for these mothers.

About %20 of all babies in their first year of life show signs of severe crying, sleep problems, and nutrition, often referred to as regulatory problems. The purpose of this study was to identify the nature and strength of the relationship between primary adjustment disorder during infancy and behavioral problems in childhood and preschool.

Data Sources:

 According to the specialized keywords in internal databases, i.e. Academic Jihad Scientific Database and Noor Specialized Magazines Website between 1390 and 1401 and Islamic world and foreign databases Google Scholar, PubMed, PsycINFO between 2000 and 2022. The findings and information considered to achieve the research goal were reviewed.

In this regard, through a systematic review study, all selected articles were reviewed by two of the research authors, and duplicate articles were removed. 76 published articles were reviewed by considering the inclusion criteria and quality assessment using the PRISMA pattern. Then, based on the final qualitative evaluation, 17 articles were selected and examined to answer the research questions. Inclusion criteria included the existence of regulatory problems in the first year of life, the specificity of the scale of measurement used, the expression of statistically accurate measurements, prospective and longitudinal studies with at least one follow-up assessment.

Out of 76 articles, 17 articles were related to the input criteria of this study, each of which considered one, two or more variables of regulatory disorder. In this regard, out of 17selected research papers, nine articles were reviewed and the relationship between sleep disorders and behavioral problems, 13 articles on severe crying problems, six articles on nutritional disorders, and five articles on combined regulatory disorders. 13 articles reported a significant relationship between neonatal adjustment problems and behavioral problems in childhood.

Regulatory problems in infancy can increase behavioral problems during childhood. Parents with multiple risk factors show more negative outcomes than other children in outbreaks and hyperactivity, especially if they have multiple regulatory problems in infancy.

The prevalence of low birth weight is one of the important sanitary indices in evaluating the prenatal care all over the world. So, recognition of risky factor related to low birth weight can help prevent the occurrence of being low birth weight. Therefore, the aim of this study was to investigate the effect of positive intervention on reducing depression, anxiety and stress in mothers with Infant’s low birth weight.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all mothers with Infant’s low birth weight in the city of Dezful. From among these mothers, 30 mothers were randomly selected and put into the experimental and control groups of 15 persons each. The DASS-22 Scale was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session training of group schema therapy these sessions were weekly held in group. At the end, the post-test was applied on both groups. One-way analysis of variance was used for intergroup changes using SPSS version 25 software and a significance level of P<0.05.

The results of univariate covariance analysis showed that the positive intervention reduced depression, anxiety and stress of mothers with low-birth-weight babies (P<0.001).

According to the obtained results, it can be concluded that positive intervention is an effective treatment for reducing depression, anxiety and stress of mothers with low-birth-weight babies and generally improving people's mental health

The purpose of this study was to assess the efficacy of a family-centered sensory and motor interactive activities program in enhancing the motor and developmental abilities of infants between the ages of 12 and 24 months who have a medical history of low birth weight. The design of the study was combined methods (qualitative and quantitative). The statistical population comprised infants between the ages of 12 and 24 months who had a documented history of low birth weight in Tehran in 2022. The study sample comprised twenty-eight infants, ranging in age from twelve to twenty-four months, whose mothers were selected using a readily available sampling method. The participants were allocated into two groups—experimental and control—at random. The Children's Developmental Screening Scale, third edition of Ages and Stages Questionnaires (ASQ3TM) was utilized in both cohorts. Two sessions of the family-centered program for mothers and sixteen sessions for children in the experimental group were taken into account. The statistical analysis software SPSS version 26 was utilized to analyze the data. Initially, the descriptive analysis of the variables, the normality of the assumptions, and the equality of the variance of the variables in the groups were examined. Subsequently, univariate analysis of covariance was employed to examine the research hypotheses. The results of the covariance analysis demonstrated that the family-centered interactive activities program for sensory and motor development was effective. A significant difference has been observed between the experimental and control groups with regard to developmental skills between the pre-test and post-test (P<0.005). Motor and developmental skills among children aged 12 to 24 months with a history of low birth weight can be enhanced through entertainment programs that incorporate suitable structure, according to the findings of this study. It is recommended that future research investigate the efficacy of this program on children of average weight and conduct longitudinal studies.

 This study aimed to investigate the applicability of assistive technology in the education and treatment of children with autism spectrum disorders, which was done in a systematic review.

By searching keywords such as autism spectrum disorder, treatment, education, and assistive technology in foreign databases, including Science Direct, Sage Pop, Eric's Information Base, Wiley Online Library, Springer, National Center for Biotechnology Information (PubMed), ProQuest Global Information Center, all articles between 2010 and 2021 were reviewed. A total of 280 English-language articles with the mentioned keywords were found. After applying the inclusion and exclusion criteria, 12 articles were fully and carefully examined.

The results of these studies show that assistive technology is effective in the education and treatment of children with autism and can be used as an aid in the education and treatment of these children.

Therefore, it is suggested that new technologies be used as an educational aid in therapeutic and educational settings for the autism spectrum.

The present study aimed to determine the effectiveness of self-regulation executive function training on the working memory of anxious students.

This research has used a semi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study included anxious students of Shahid Kazemi Elementary School in Tehran City (Iran). Thirty qualified people were selected by purposive sampling method and were randomly divided into two experimental and control groups (each group 15 people). Spence's Anxiety Scale (1997) and Arjamandania's Working Memory Test (2016) were used. The experimental group received ten sessions of self-regulation executive function (each session for 60 minutes), and the control group did not receive any intervention. After completing the course, a post-test was conducted for both groups.

The results of covariance analysis showed that the executive function of self-regulation had a significant effect in improving the working memory components such as phonological loop, visual-spatial screen and central executive of anxious students (p≤0.01).

The research results showed that the executive function of self-regulation can help the components of working memory such as the phonological loop, the visual-spatial screen, and the central executive of anxious students.

The aim of the present study was to investigate the effectiveness of the rehabilitation program on processing speed and attention of children with autism spectrum disorder. This research was semi-experimental with a pre-test, post-test, control group and follow-up design. The statistical population included all autistic students in the academic year 2022-2023 in Tehran. A sample of 20 students were selected by purposive sampling and randomly divided into control and experimental groups. The experimental group received 20 sessions of 30 mins cognitive rehabilitation intervention, twice per week while the control group did not receive any intervention. Integrated Visual and Auditory Continues Performance was used to collect data in three stages (before, after and two months later after the implementation of the cognitive rehabilitation program). The data analyses were done by repeated measurement test. The result showed that the cognitive rehabilitation program had effect on the processing speed and attention of students with autism spectrum disorder. Based on this finding, it is suggested that this program can be used to strengthen and improve executive functions of children with autism spectrum.

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

The present study aims to investigate the effectiveness of a family-based play therapy program on parent-child relationships in children with Attention Deficit Disorder (ADD). The research method was quasi-experimental with a pretest, posttest, control group design, and follow-up. The statistical population of this study included all children in Tehran. Among them, 24 people were selected by purposive sampling and assigned to the experimental and control groups. The Child Parent Relationship Scale (CPRS) (Pianta,1997) was used to collect data. Family-based play therapy was performed on the experimental group for ten 2-hour weekly sessions, While the control group did not receive any intervention. Data was analyzed by multivariate analysis of covariance (MANCOVA) and Multivariate Analysis of Variance with Repeated Measures. The results showed that family-based play therapy improved the parent-child relationship's Conflict, Closeness, and Dependency (p<0.05). The findings of this study showed that applying family-based play therapy is significantly effective in improving the Closeness and Dependency in the parent-child relationship of children with Attention Deficit Disorder.

The purpose of this study was to evaluate the effectiveness of Therapeutic storytelling on social anxiety and cognitive emotion regulation of blind students.

This research is a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study includes students of Narjes blind educational complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (fifteen) and experimental group (fifteen). The Labiotz scale of social anxiety and the cognitive regulation of Garnefsky and Craig's emotion were used. The experimental group received ten sessions of story therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups.

The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive regulation of emotion (total) and its components such as positive re-attention, focused on planning, review and positive re-evaluation, self-blame, rumination, under Commenting, considering it catastrophic and blaming others in the experimental group compared to the control group.

In general, the results of this study showed that Therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in blind students.

This study aimed to assess the efficacy of a schema-based parenting program on the resilience of adolescents with behavioral problems. In terms of purpose, the current study is part of applied research, and in terms of data collection method, it is a quasi-experimental research with a two-group design, random assignment, and pre- and post-tests. This study’s statistical population comprises adolescents with behavioral problems in Bojnourd’s first year of high school in 2020-2021. Participants with the highest behavioral problem scores among pupils from two boys’ schools and one girls’ school in CBCL were then randomly divided into two groups of 15 individuals. Before and after the intervention program, participants were given CD-RIS pre- and post-tests to complete. SPSS version 24 was used to analyze the data using a one-way statistical model of analysis of covariance. F=59.27 obtained at the level of P=0.01 is significant, indicating that the schema-based parenting program is effective on the “resilience” component. The intensity of the effect is 0.69, indicating a high level of efficacy.  Parenting based on schemas can increase resilience and equip individuals with behavioral problems to contend with adversity.

The study aimed to design and investigate the effectiveness of family-centered problem-solving interventions on communication interactions in slow-paced students with Down syndrome. This quasi-experimental study was a pretest-posttest-follow-up with a control group. The statistical population included 67 slow-paced female and male students with Down syndrome in Kermanshah. Thirty slow-paced students with Down syndrome (15 girls and 15 boys) in the academic year 2021-2022 were selected using the purposive sampling method and randomly assigned to two experimental groups (n=15) and controls (n=15). The experimental group participated in fifteen one-hour sessions of the “I Can Problem Solve” (ICPS) workshops, while the control group did not receive any training. The Matson Social Skills Scale (MESSY) (1983) was used to collect the data. Data analysis was performed using SPSS version 24 with repeated measures. The experimental group’s results showed a significant difference between pre-test-post-test scores in social skills, antisocial behavior, aggression, impulsive behavior, and peer relationship (P=0/001). There was no significant difference between post-test-follow-up scores, indicating the stability of the effect. Despite increasing the mean score, there was no significant difference in the high self-confidence and superiority components. Due to the impact of the family-centered problem-solving intervention, this educational program at home and school is of great importance for parents, educators, and students with Down syndrome

Students with intellectual disability have less adaptation in the school and home environment than normal students, and the behavioral problems of these students are more compared to normal students. Also, these students have defects in executive functions such as attention, inhibition, and active memory, which has a negative effect on their cognitive, behavioral, and academic performance. Therefore, the aim of the current research was the effect of parenting training for mothers with children with intellectual disabilities was on increasing executive functions (attention, inhibition and working memory) and reducing the behavioral problems of these children.

The current research was conducted using a semi-experimental method with a pre-test and posttest with a control group. The statistical population of the study included mothers of children with intellectual disability in exceptional schools in Shiraz in 2021-2022. 20 qualified mothers were determined by the purposeful sampling method. Rutter's behavioral problems scale (1967) and Gioia et al.'s (2000) behavioral rating scale of executive functions were used as pre-test and post-test in this research, and using random assignment, they were divided into two experimental and control groups (15 people for each group). they got. The experimental group received 11 sessions of parenting training (attention, inhibition and active memory) as a group, and the control group did not receive any intervention. SPSS 21 software was used for data analysis and multivariate covariance analysis test was used for data analysis. Probability values less than 0.05 were considered statistically significant.

The results of this research showed that parenting training increased the attention, inhibition and active memory of these students (p<0.001). Also, parenting training reduced behavioral problems and dimensions of aggression, depression and anxiety, social incompatibility, antisocial behaviors and lack of attention of children with intellectual disabilities (p<0.001).

The results of the research showed that the behavioral problems of children with intellectual disabilities in a group of mothers who received parenting training, compared to the group that did not receive any training, were reduced and the executive functions of these children were also improved.

The present study aimed to investigate the effectiveness of schema-based family education programs in emotion management in maladapted adolescents. The present study is applied research regarding the purpose and quasi-experimental regarding the data collection method, with a randomly selected two-group design and pre-test and post-test. The statistical population of this study consisted of adolescents with behavioral problems of Bojnord city. Participants were the students who received the highest scores in the Achenbach system of empirically-based assessment (CBCL) among the students of three schools. They were then randomly divided into two groups of control and experiment, with 15 people in each group. The cohabitation of parents, general health of participating parents, and exclusion criteria, including acute or chronic physical illness or any other medical illness that precluded attendance in meetings, receiving other psychological interventions, undergoing a similar program, and receiving medication. Participants in both groups received CERQ and BERQ questionnaires as pre-test and post-tests to complete before and after the intervention program. The experimental group was trained in schema-based family education for 13 sessions. The control group did not receive any intervention during this period. The results of research on behavioral emotion regulation showed that schema-based family education program was significantly effective at p= 0.01 on the components of “withdrawal” and “seeking social support” and, at p= 0.05, did not affect the components of “seeking distraction,” “actively approaching,” and “ignoring.” Findings also showed a significant effect on the components of cognitive emotion regulation, “adapted strategies,” and “non-adapted strategies” at p= 0.01. Schema-based family education programs can sometimes enhance the components of emotion management in adolescents with behavioral problems and can be effective in prevention and rehabilitation. The results showed that the schema-based family education programs were effective in both components of cognitive emotion regulation and some components of behavioral emotion regulation (withdrawal and actively approaching).

The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program on the promotion of the mother-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children with level 1 autistic spectrum disorder (Requiring support) that referred to the Autism Charity Center of Tehran. Sixteen boys with autistic spectrum disorder and their mothers were conveniently selected and randomly divided into experimental and control groups (N=8). ATEC, GARS-2, and MCRE questionnaires were used to diagnose autism disorder and the effectiveness of the intervention program. The results of one-way ANOVA (between groups) showed that there was a significant difference between the study’s groups in Overprotection (F28,1=13/26, p=0/001, η^2=0/32 ) and Acceptance, F28,1=9/38, p= 0/01, η^2=0/25 ). Indeed, the average of the intervention group in the Overprotection and Acceptance subscales were lower and greater than the control groups respectively. Conclusion The results showed that the music-based developmental relation therapy program significantly increased the mother-child relationship of children with an autistic spectrum disorder.

 Attention Deficit Disorder (ADD) is the most prevalent disorder among the subgroups of Attention–Deficit Hyperactivity Disorder. The most important problem of children with ADD is deficits in executive function (EF) skills, which result in adverse outcomes and issues for these children and their families. The most effective programs for EF skills are those that directly challenge it and support it indirectly through joyful activities that children love. Therefore, play can provide an appropriate context for children to improve their EF skills. In addition, involving parents in the treatment process is considered one of the most essential treatment approaches for children with ADD, so family–based play therapy can produce positive results in the field of training EF skills in these children. In this regard, the present study aims to investigate the effectiveness of executive function training based on family–based play therapy in children with ADD.

 The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The sample consisted of 24 elementary students living in Tehran City, Iran, with their parents in the summer of 2021. They were selected by convenience sampling method. The inclusion criteria were as follows: children's age range of 6–10 years, minimum education diploma for mother, the presence of symptoms of ADD in children according to the expert psychologist's opinion and based on the criteria of Diagnostic and Statistical Manual of Mental Disorders– Fifth Edition (DSM–5). The exclusion criteria included receiving another intervention program for the child and his mother at the time of the study and more than three absenteeism sessions in the program sessions. The executive functions training based on a family–based play therapy program was designed and implemented by the researchers of the present study, based on the Barklay model of executive function (2012), to improve executive function skills in children with ADD. Mothers in the experimental group (n=12) received ten 3–h weekly sessions of executive function training using family–based play therapy. They trained their children under the supervision of a psychologist, whereas the mothers in the control group (n=12) were placed on the waiting list. The Long Form of Barkley Deficits in Functioning Scale Children and Adolescents (Barkley, 2012) was used to gather data. The obtained data were analyzed by multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance at a significance level 0.05 in SPSS version 22.

 Based on the results, executive functions training based on family–centered play therapy significantly improved the total executive function skills (p=0.013) of children with ADD. Also, it was significantly effective in improving self–management to time (p=0.023), self–restraint (p=0.014), self–motivate (p=0.005), and self–regulate emotion (p=0.023). However, there was no significant difference between the study groups in self–organize (p=0.280).

 According to the findings, training of executive functions based on family–based play therapy is efficacious in improving the skills of executive functions and components of time self–management, self–restraint, self–motivate, and self–regulate emotions.

he aim of the present study was to develop a parenting training package based on executive functions and to investigate its effect on parental stress and mental health of mothers of children with neurodevelopmental disorders. In the present study, a pre-test-post-test pseudo-experimental design with a control group was used. The statistical population of this study included all mothers of children with neurodevelopmental disorders in Tehran City (950 people). 30 mothers of students with neurodevelopmental disorders were selected through targeted sampling and were randomly divided into control and experiment groups (each group included 15 people). The experiment group participated in 10 60-minute sessions for 5 weeks in the parenting training course, which was derived from Barkley, Gordon and Drikouras' seven-step parenting training program. In order to measure the mental health of parents, the General Health Questionnaire (GHQ) was used, and in order to evaluate the stress level of mothers, the Parental Stress Index (PSI) was used. The data obtained from the educational effect of parenting based on executive functions on parental stress and mental health of mothers were analyzed using SPSS-26 software and analysis of covariance (ANCOVA). The parenting training package based on executive functions was prepared in seven steps and its content validity was checked and confirmed by experts. Also, the findings showed that this educational package had a significant effect on reducing parental stress and increasing the mental health of mothers of children with neurodevelopmental disorders (P<0.05). The results showed that parenting training based on executive functions had a positive effect on improving the mental health and reducing the stress of mothers with children with neurodevelopmental disorders.

The purpose of this study was to evaluate the effectiveness of the unified protocol for transdiagnostic treatment on the social skills of students with anxiety disorders and the self-efficacy of their mothers. This study was a quasi-experimental study with a pretest-posttest design and a control group with one-month and three-month follow-up, which was practical in purpose. The statistical population included all female students aged 8 to 10 years in the academic year 2020-2021 in Tehran and their mothers. Using the available sampling method, 30 anxious schoolgirls were identified and randomly divided into two groups (15 in the control group and 15 in the experimental group). The instrument used in this study was Gresham and Elliott’s Social Skills Questionnaire (SSRS), Spence Children’s Anxiety Questionnaire (SCAS), Teacher Report Form (TRF), and Dumka Patents Self-Efficacy Questionnaire (PSAM), which were completed by the students and mothers before and after the intervention, and after the follow-ups. Then, the experimental group participated in the intervention for 15 sessions of 60 minutes each. Finally, data were analyzed using SPSS software (version 24) and ANOVA with repeated measures. The results showed that the unified protocol for transdiagnostic treatment had a significant effect on improving social skills, reducing children's behavior problems, and increasing mothers’ self-efficacy. It appears that the unified protocol for transdiagnostic treatment can be used as a means to improve students’ social skills and their mothers’ self-efficacy.

 Neurodevelopmental disorders are disorders that begin during the developmental period, often before the child enters school, and are characterized by developmental deficits that impair personal, social, academic, or occupational functioning. Neurodevelopmental disorder is a term used to describe neurological and mental disorders starting in childhood. Neurodevelopmental disorder includes specific learning and language disorders, motor coordination disorders, intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, tic disorders and defiant-obstinacy disorder. Among the neuro-developmental disorders, autism spectrum disorder is considered a complex neuro-developmental disorder that usually has problems in communication and social interaction, limited interests and repetitive behaviors. Most of these children are also impaired in theory of mind, symbolic play, and imitation skills. According to the Center for Disease Control and Prevention, its prevalence has quadrupled in the last decade. Autism spectrum disorder is a lifelong condition that is generally stable and includes persistent impairments in language, deficits in social skills, and inability to perform daily activities. Social, behavioral, communication and language problems. Therefore, it is challenging for children with autism spectrum disorder to communicate socially with their parents and manage their behavior.

The present research method was a semi-experimental research with a pre-test and post-test design and a control group. The independent variable in this research was parenting education based on executive functions and the dependent variable was parenting stress and its subscales. The statistical population of the study included all parents (mothers) of children with neurodevelopmental disorders in Tehran, who were present in the medical clinics of Tehran and received specialized services. The sample of this research includes mothers of 15 children with autism spectrum disorder as the experimental group and mothers of 15 children with autism spectrum disorder as the control group were selected through purposive sampling and were randomly assigned to two experimental and control groups. The criteria for entering the study are: the presence of neuro-developmental disorders in children such as autism spectrum disorder, the age of children between 7 and 11 years, the absence of physical and mental illness of mothers, full consent of mothers to participate in the research and participation in all sessions by the researcher in considered The exclusion criteria were non-cooperation and non-participation of parents in more than two sessions.

For another assumption of univariate covariance analysis, Levine's test of homogeneity of variances was used to check the assumption of homogeneity of variances. In this research, the use of this test showed that the assumption of homogeneity of variances has been fulfilled for all variables because the variables of childhood and parent's territory have F-statistics equal to 3.48 and 2.43, respectively, with degrees of freedom of 28 and 1 at the significance level. Equal to 0.07 and 0.13, they have homogeneity of variances in groups. Whenever the value obtained for this test is greater than 0.05, the assumption based on the homogeneity of Levin's variances is confirmed. After confirming the presuppositions of univariate covariance analysis, the research hypotheses were checked. The data were analyzed by independent t-test. Data analysis showed that the experimental group compared to the control group, after participating in the training course, there was a statistically significant difference in test results. The results showed that parenting training based on executive functions had a positive effect on reducing the realm of childhood and the realm of parents with children with autism spectrum disorder

The purpose of this research was to evaluate the effect of parenting education based on executive functions on reducing parental stress of parents with children with autism spectrum disorder. The results of the research indicated that parenting training based on executive functions was effective in reducing parental stress. In this research, the effect of parenting training based on executive functions on two subscales of parental stress, such as the domain of childhood and parents, has been investigated. Research on the effect of parenting training based on executive functions on other psychological variables of parents with children with special needs and normal has not been done. For researchers interested in parenting training based on executive functions in students with autism spectrum disorder, it is suggested to implement this training on fathers of students with autism spectrum disorder and compare it with the results of this research on mothers. Also, implement the effect of parenting training based on executive functions on other groups of neurodevelopmental disorders. Also, the results of this research should be followed up in the long term. In addition to these suggestions, the effect of parenting training based on executive functions on the anxiety and stress of mothers with children with neurodevelopmental disorders should be investigated in future researches. Also, as practical suggestions, it can be acknowledged that brochures in the field of parenting skills based on executive functions are prepared and made available to parents, especially mothers, so that in the long term, the positive effect of this training on the psychological problems of parents, especially mothers, can be seen.

Emotion dysregulation is one of the main reasons underlying problematic adolescent behaviors. The aim of this study was to evaluate the effectiveness of an emotion regulation program based on externalizing and internalizing symptoms of bullying adolescents.

This quasi-experimental pre-test-post-test study with a control group along with a follow-up period was performed among first grade female high school students in Tehran in the academic year 2019-2020. About 30 Students were selected and randomly assigned to two groups of 15; experimental and control. Intervention was performed only for the experimental group in 12 sessions of 90 minutes. Data collection tools were the Illinois Bullying Questionnaire, Achenbach Behavioral Problems, and Cicchetti Emotion Regulation. Data were analyzed by multivariate analysis of covariance and repeated analysis of covariance.

Mean scores of post-test behavioral problems in the experimental and control groups were significantly different (P < 0.05), indicating the positive effect of the program.

An emotion regulation program designed to improve the internalized and externalized symptoms of bullying adolescents was shown to be effective.