فرهاد محکی

The purpose of this study was to design a cognitive flexibility training program and its effect on reducing the behavioral problems of Slow Paced Adolescents.

This study was a quasi-experimental study with pre-test, post-test and control group design. 24 students were selected of 60 Slow Paced students aged 14-18 years old through available sampling method in Sarpolzahab city. Subjects were randomly divided to two groups that included 12 members (one test group and one control group). The experimental group received cognitive flexibility training in 15 sessions that each session was 45 minutes while the control group did not receive this training. For data collection, the Wisconsin test software and the CBCL questionnaire (parents and teachers forms). Data were analyzed by SPSS,.

The results of multivariate analysis of covariance (MANCOVA) showed a significant effect of cognitive flexibility training program on reducing behavioral problems in Slow Paced Adolescents. This results show that there is a significant difference between the experimental group and the control of at least one of the dependent variables in 0/001.

Behavioral problems can be reduced by using cognitive flexibility training Therefore, therapists can find new ways to solve behavioral problems by finding techniques to increase cognitive flexibility and educating them for Slow Paced Adolescences.

Today, attention to the social competency of students with mental disability is so necessary. Physical education is so effective in improving social competency. The study examines the effectiveness of teaching physical education program on improvement of the social competence of students with intellectual disabilities.
This study is a quasi-experimental study with pretest-posttest and control group. A total of 30 students intellectually disability 14 to 18 years old were selected by convenience sampling participated in this study. The subjects were divided randomly into two groups of 15 people (a test group and a control group). A questionnaire was used for social competence. The collected data were analyzed using multivariate analysis of covariance.
The results showed that the mean social competence experimental group was significantly higher than the control group. Physical education as well as training programs on all subscales of social competence (cognitive, behavioral, emotional and mental set competence, motivation) was a significant positive effect
The physical education program improves the social competency in students with intellectual disability. Therefore, planning for physical education of the students is very important.

The aim of present study is reviews comment pre-professional teachers on the content of textbooks technology and socio-economic skills in terms of career preparation.
For this purpose, the views teachers about career preparation the component eight in the textbooks have been asked. Methodology is the survey. A total of 45 teachers were selected in Isfahan province taught books technology and socio-economic skills in academic year 2014-2015. The questionnaire was made available to them. Data were analyzed by t-test.
The results showed that teacher’s books in components of appropriate social skills in the workplace, creating a positive attitude towards employment, personal adequacy, jobs, recreation, job training and intellectual skills evaluated below average. Only the component of academic skills, teachers believed that books appear of average.
it is suggested that the books be reviewed in terms of career prepare components. This research can be used by teachers and planners intellectual disabled childrens.

The purpose of this study is to investigate the effectiveness of play therapy on life skills of children with intellectual disability.
The design of the study was semi- experimental with pretest-posttest and control group. The study was carried out on 30 children with intellectual disability (under 14 years) in Sarpolzahab educational center, in 1394. Subjects were randomly selected through available sampling and were randomly divided into two groups. The experimental group which consisted of 15 participants received play therapy for 16 sessions of 90-minutes, while 15 participants in the control group did not receive any special treatment. Vineland Adaptive Behavior Scale was used to gather data in pre and post-test stages. The obtained data was analyzed using analysis of covariance.
The comparison between the means of the experimental and the control group showed significant differences after the life skills training.
It is suggested that play therapy can be applied in order to improve life skills of the students with intellectual disability.

Aim and Previous studies have shown that individuals with hearing impairments suffer from anxiety disorders such as social phobia. The purpose of this research was to determine the effectiveness of social skills training on the treatment of social phobia in individuals with hearing impairment.
Methods and Materials: This quasi-experimental study was performed with a pretest-posttest design and control group. From among all 8-18 year-old male students with hearing impairment in Arak, Iran, 22 who obtained the highest scores in the Social Phobia and Anxiety Inventory (SPAI) were selected. The participants were matched according to age and intelligence, and then, randomly assigned to an experimental and control group. The experimental group received social skills training 2 sessions per week for 2 months. To analyze data, independent t-test and ANCOVA were applied.
Findings: The experimental group obtained better results in pretest and follow-up (P It can be concluded that social skills training is an effective intervention method in decreasing social phobia in individuals with hearing impairment.

Attention deficit - hyperactivity disorder in childhood is common and it is important to find an effective treatment to reduce the severity and depth cues.In the present study, the effect of improving working memory were studied as a treatment to improve the symptoms of this disorder.
In this experimental study with pre– test and post–test with control groups , Thirty-two 6-12 years-old students with ADHD in schools of Arak were randomly selected and assigned to an experimental (n = 16) and a control group (n = 16).
The experimental group received improving working memory training consisting of 15 sessions of 2 hours each, Three times a week.The instruments of this research were parent Conner's questionnaires and The Raven Colored Progressive Matrices Test. Data was analized by Independent t.
findings indicated that improving working memory can reduction cognitive / Attention Deficit problems of children with Attention Deficit Hyperactivity Disorder (p The findings emphasized that improving working memory can be used as intervention method in reduction cognitive / Attention Deficit problems of children with Attention Deficit Hyperactivity Disorder.