فیروزه ساجدی

 Cerebral palsy refers to a group of postural and movement disorders that limit movements and can be related to a non-progressive disorder in the developing brain. The international classification of disability emphasizes the child's functional abilities and routine performance. Some classification tools have been developed to describe and evaluate child's functions in daily activities such as walking, manipulating objects, and everyday communication. The present study aimed to investigate the relationship between classification systems (gross motor function, manual ability, communication function, and eating and drinking ability) in children with cerebral palsy.

This study was performed by cross-sectional correlation method and of descriptive analytical type. Children with cerebral palsy aged 12-144 months were recruited by convenience sampling from patients referred to clinics and public and private rehabilitation centers in Tehran and Arak cities, Iran, in 2019-2020. After completing the demographic information questionnaire by the child's primary caregiver, the gross motor function classification system (GMFCS), manual ability classification system (MACS), Communication function classification system (CFCS), and eating and drinking ability classification system (EDACS) were completed by a child therapist. 

In the present study, 154 children with a Mean±SD age of 49.45±32.22 months participated. also, 87 children (56.5%) were boys, and 67(43.5%) were girls. According to GMFCS, the highest percentage distributions at levels II and IV were 31.2% and 26%, respectively. In other words, more than 57% of children were distributed in these two levels. According to MACS, the distributions of the highest percentages at levels II, III, and IV were 28.6%, 22.1%, and 20.8%, respectively. In other words, more than 70% of the children were distributed in these three levels. According to EDACS, the distribution of almost all levels was equal except the V level, with 4.3% having the lowest percentage. According to CFCS, the distribution of the highest percentage at levels V and IV was 23.5%. In examining the relationship between functional systems, significant relationships were observed in all cases: MACS and GMFCS, r=0.672; CFCS and GMFCS, r=0.581; EADCS and GMFCS, r=0.593; CFCS and MACS, r=0.555; EADCS and MACS, r=664; EADCS and CFCS, r=0. 547 (P<0.01).

It seems that children with more motor function limitations show more limitations in other performance classification systems, too. Of course, the number of studies in this field is limited and needs further investigation.

his study aimed to determine the effectiveness of emotion regulation training on behavioral problems in children with intellectual disability. The study method was an experimental design (pretest, and post-test) with experimental and control groups. Participants comprised 10-18 year-old students from Exceptional Schools at Tehran City in 2018-1019 school year, selected by in convenience sampling method. Forty-four students who got 60 points and higher in the Children Behavior Check List (CBCL) (Achenbach, Dumenchi, & Rescorla, 2001) randomly selected and assigned to the experimental and control groups randomly and equally. The experimental group participated in 16 training sessions (each session was 50 minutes) and received an emotion regulation program but the control group only received the mainstream program in the school. All subjects were evaluated by the CBCL before and after the intervention sessions. The data were analyzed by the analysis of covariance. The findings showed that participation of the experimental group in emotion regulation training sessions has led to a significant reduction (P<0.001) of behavioral problems, internalizing, and externalizing problems in comparison to the control group. Therefore, planning and administration of emotion regulation training in exceptional centers can help students learn how to manage and express their emotions to prevent behavioral problems. 

The quality of the parent-child interaction plays a major role in children’s normal development. Social skill acquisition is also part of children’s socialization process which can lead to an ideal emotional relationships. The purpose of the present study then was to determine the role of attachment styles in the prediction of social skills in children with autism spectrum disorder and to examin the mediating role of emotion regulation in this relation.

In a descriptive-analytical study, among Tehran clinics and autism schools 420 children (315 boys, 105 girls) with Autism Spectrum Disorder were assessed in the 2022 year by the Autism Spectrum Screening Questionnaire (ASSQ), and the Raven’s Colored Progressive Matrices (RCPM). A sample of 102 children (24 girls and 78 boys) was selected with a ≥19 score in ASSQ and >70 in RCPM. All children’s parents completed the Autism Social Skills Profile (ASSP), Middle Childhood Attachment Scale (MCAS), and Emotion Regulation Checklist (ERC) as well. Path Analysis analyzed the data in SPSS Macro version 24.

The Spearman correlation matrix showed that attachment style has a negative and direct correlation with social skills (r= -0.42) and by moving from a secure to an insecure attachment style it is possible to predict a weakness in social skills. In addition, emotion regulation showed a positive correlation with social skills (r= 0.57). Path analysis showed that one unit increase in emotion regulation could add 0.89 units to social skills. Although no direct effect was observed on social skills by attachment styles, emotional regulation could significantly mediate the relationship between attachment styles and social skills.

Considering the mediating role of emotional regulation in the relationship between attachment styles and social skills in children with autism, it can be concluded that parents play an important role in creating a secure attachment style and help children acquire social skills with emotional regulation.

Children with hearing loss are more likely to fail in social skills due tocommunication limitations than their hearing counterparts, which in turn can severely affect a child’ssocial skills in the future. Given the importance of this issue and the need for such programs in timelyinterventions of these children, the purpose of this study was to determine the effect of timely emotionalsocialintervention program on social development of children with hearing loss less than three years.

In this quasi-experimental study with a pre-test and post-test design witha control group, 16 children with hearing loss were selected from Atra Speech Therapy Center in Karajusing existing methods and considering entry and exit criteria. The instrument used was the Wilde SocialDevelopment Questionnaire. The obtained data were analyzed using analysis of covariance in SPSSsoftware version 20.

The results of covariance analysis showed that socio-emotional intervention had a significanteffect on the social development of hearing loss children (p<0.0001) .the intervention improved thechildren’s social development in the intervention group compared to the control group.

It seems that a socio-emotional intervention program can improve the social developmentof hearing loss children. It is recommended that social skill programs in the early interventional programscould improve the social skills of children with hearing loss in the early years.

One of the main symptoms of children with autism spectrum is impairment disorder in executive functions and its components. This study investigated the effectiveness of working memory training on executive functions in children with high-function autism spectrum disorder (ASD).

In a single-subject study with ABA design, five children with ASD, the age range of 11-6 years, by available sampling method participated in the study. Their executive function was assessed 3 times before the intervention with 2 weeks interval, 4 times during the intervention and 3 times after the intervention using the Behavioral Rating Inventory of Executive Function by the parents. Intervention consisted of working memory training using Robo memo software in 24 sessions (3 times a week and each session 30 minutes). Visual analysis, the percentage of non-overlapping data, and effect size were used to interpret the results.

Working memory training improved the executive functions, respectively, with Cohenchr('39')s D effect sizes (1.87, 2.55, 3.97, 2.76, 4.22), respectively. The intervention program also improved behavioral adjustment index with effect sizes (1.46, 2.55, 4.61, 1.89, 3.65) and metacognition (with effect sizes 1.87, 2.15, / 68 2, 3.13, 3.71) in subjects. The changes were in all 5 subjects were positive (effect size greater than 0.8).

It seems that working memory training can enhance executive functions and its components (behavioral regulation, metacognition) in children with high functioning autism spectrum disorder.

Cerebral palsy is a chronic condition that can have a negative impact on the family unit. Families of children with cerebral palsy have numerous difficulties with the family's Apgar Criteria, including "adaptation, participation, growth, affection, and ability to solve problems in life" that necessitate proper interventions. The aim of this study was to determine the effect of self-management training program on Apgar scores of families of children with cerebral palsy.
In this quasi-experimental study, conducted in 2015-2016, 47 parents of children with cerebral palsy ranging from 4 to 12 years of age were selected through Census. In the post intervention phase, due to the decline of the study samples, 23 families were included in the intervention group and 16 families in the control group. After assessment of reliability and validity, data were analyzed using the parent and child cognitive demographic questionnaire and the "smilkstein family Apgar" questionnaire by both parents in a two-step pre-test and post-test self-management program. Data were analyzed using the SPSS version 22 software.
The mean Apgar score in the intervention group increase from 6.46 to 7.82 and in the control group from 6.83 to 6.31. The results showed that there was no significant difference in family Apgar scores in the intervention and control groups before the intervention (p = 0.381); nonetheless, in the post-intervention phase there was a significant difference between the two groups in terms of family Apgar scores. “Self-management program based on the 5 A's model” affected families' Apgar score and improved it from the average inefficient to the efficient level (P=0.022).
Apgar scores of families of children with cerebral palsy are moderate and education through “self-management program based on the 5 A's model” improved it. In this regard, it is vital that the supporting authorities, in addition to addressing the condition of children, pay more attention to their families.

Children with attention deficit hyperactivity disorder (ADHD) suffer from significant deficiencies in the acquisition and application of social skills. Weak social skills negatively affect their self–esteem and individual cognition, academic and social performance, and interpersonal relationships. Social Skills Training is an effective treatment for solving social problems among children. Therefore, the present research was conducted to examine the effectiveness of group social skills training on the improvement of social skills and its components in students with ADHD.

The study procedure was of quasi–experimental pretest–posttest design and follow–up was done with a control group. The statistical population consisted of 8–12 year–old male students with ADHD from Tehran in 2013–2014. Thirty–two of these students who had attended the Atiye Psychology Clinic were selected through convenience sampling and were randomly assigned to the experimental and control groups (16 in each). The measures used were the Child Behavior Checklist (Achenbach/1978) and the Social Skills Rating System–Parent form (Gresham and Elliot/1990). The experimental group underwent Social Skills Training in ten sessions (one hour each). However, no intervention was performed for the control group until the post–test was completed. Then, both groups responded to the Social Skills Rating System after the training sessions and again one month later. The data was analyzed using descriptive statistics (frequency, mean and standard deviation) and repeated measures analysis of variance (RMANOVA) using SPSS software at a significance level of 0.01.

Upon comparing the mean (±SD) pretest (19.68±3.73) and the mean (±SD) posttest (38.25±3.35) social skills scores in the experimental group, the results of the RMANOVA showed that the Total Social Skills Score and its components (cooperation, decisiveness and self–control –except for the responsibility component) had significantly increased in students with ADHD in comparison to the control group (p<0.001). This effect was still present one month after the intervention (p<0.001).

It was concluded that teaching social skills to students with ADHD can enhance their social skills and its components. Therefore, the development of social skills training programs and including these programs in the form of supplementary training can prove useful to these children.

The present research aimed to examine the effectiveness of training social skills on self-esteem of students with attention deficit/hyperactivity disorder. The study was quasi-experimental with pretest-posttest design and control group. The statistical population sonsisted of 8 to 12 years old boys in Tehran during 2013- 2014 semester who had attention deficit/hyperactivity disorder. A number of 32 of these students were chosen by convenience sampling method and were assigned randomly to experiment and control groups (16 in each). The tools used were Child Behavior Checklist (Achenboach/1978) and Cooper-Smith Self-esteem Inventory (1967). The experiment group was trained using the Social Skills Program in 10 sessions (each lasted one hour). The data were analyzed by analysis of covariance using SPSS software. The results showed that the self-esteem of students with attention deficit/hyperactivity disorder was increased significantly in exprement group in comparison with the control group (P= 0.01) and this effect lasted for one month after intervention. It is concluded that teaching social skills to students with attention deficit/hyperactivity disorder can enhance their self-esteem Therefore, preparing schedueled social skills programs and including this program in training programs of these children as complementary education can be useful.

A preterm neonate puts the mother in complicated conditions, and affects the natural process of neonatal care as well as parental role, particularly the mother’s role. Self-efficacy is a factor that significantly influences the proper function and responsibility of mother, and also is a determining factor in the evolution of mother’s performance and has a close relationship with the growth and development of infant. On the other hand, quality of life (QoL) is related with self-efficacy. The current study aimed at determining the relationship between self-efficacy and QoL in mothers with preterm neonates in Kamali Hospital, Karaj, Iran, in 2015.
The current cross sectional, descriptive-analytical study was conducted using the convenience sampling method on 115 mothers with preterm neonates. Data were collected using a demographic questionnaire, perceived maternal parenting self-efficacy (PMP S-E), and the Persian version of quality of life questionnaire. Then, the relationship of QoL with self-efficacy and some relevant factors was assessed.
In the current study, by increasing the self-efficacy, the QoL also increased. In other words, by one point increase in self-efficacy, the QoL increased 0.5 point. Level of income and maternal education were considered as the factors significantly influencing the increase of self-efficacy and QoL. In this regard, it seems that the employment of the mother and unwanted pregnancy were the indices that affected the reduction of self-efficacy and QoL scores.
According to the positive and direct relationship between self-efficacy and QoL that plays a significant role in different aspects of individuals’ social life, targeted therapeutic programs to promote self-efficacy and QoL in mothers with preterm infants should be planed.

For diagnosing children who are suspected to have developmental delay through developmental screening tests, we need a valid and reliable diagnostic tool. The Bayley scales is a well-known diagnostic developmental assessment on cognitive, communication and motor domains. The aim of this study was validity and reliability determination of the Bayley test.
The method of this study was descriptive-analytic. The test was provided through translation- back translation and cultural adaptation. Content and face validity of tool was determined by experts’ opinions. 260 children aged 1 to 42 months were recruited for developmental assessment by Bayley. Reliability of test was calculated through three methods; internal consistency, test-retest and inter-rater. Construct validity was calculated using factor analysis and comparison of the mean scores methods.
Participants were 260 children 15 days to 42 months, including 134 boys (51.5%). Cranach’s alpha coefficients were more than 0.76 for all domains. Pearson correlation coefficient in different domains, were at least 0.987 (P These results indicated that the Bayley is a valid and reliable tool for developmental assessment in Persian children.

Cerebral palsy is one of the most common chronic motion disability in children that can have a negative impact on the general health of mothers. This study is aimed to determine the effect of education "Self-Management 5-A's Program" on the general health of mothers of children with cerebral palsy.
This quasi-experimental study was conducted between 2015 and 2016. In total, 47 mothers of children between age of 4 and 12 years with cerebral palsy in Kurdistan province were selected using census-sampling method. After intervention stage the final sample was reduced to 23 mothers in intervention group and 16 in the control group. Data was collected by the demographic questionnaire of mothers and children and the “Short Form 36 Health Survey” (with confirmed validity and reliability). Questionnaires were completed by mothers before and after learning the "Self-Management 5-A's program". Data were analyzed using SPSS/22.
The mean of mothers’ age in this study was 33.5 and the average age of children was 6.2 years. At the pre-intervention stage the mean of general health of mothers in intervention group was 27.60 and the control group was 26.25. No significant differences were identified between two groups (P = 0.804). However, after intervention the mean of general health of mothers did not change in control group. This value in intervention group was 38.26 which was significant (P=0.009).
The general health of mothers of children with cerebral palsy is weak. While, educating mothers with the "Self-Management 5-A's program" can facilitate and enhance their health, it is suggested to consider and align education programs based on the mother’s needs.

According to the importance of effective social factors on health, in this study a model of the relation between socioeconomic status, perceived stress, social support and domestic violence with women’ depression in reproductive age in Tehran the year of 2014 was tested.
This sectional descriptive-correlative study was performed on 1053 women referred to the medical centers affiliated to Shahid Beheshti University of Medical Sciences. The participants were selected through multi-stage random sampling. For collecting the data, demographic and socio-economic status, perceived stress, perceived social support, domestic violence and Beck depression questionnaires were used. The data were analyzed using SPSS 19 & Lisrel 8.8 software.
Results showed that 49.7% of women had mild to severe degree of depression. The average stress score of perceived stress was 23.22±8.34, and most of them (43.1%) had moderate of social support. 70% had good socioeconomic status. 41.1% were taken domestic violence. The final path model fitted well (GFI=1; RMSEA=0.08) and showed that socioeconomic status had direct (β=- 0.20) and indirect effect (β= - 0.07251), perceived stress had direct effect (β=0.16), social support had direct(β=- 0.22) and indirect effect (β=- 0.0672), domestic violence had direct effect (β=0.20) on depression, and in the overall effect social support had the most effects on depression (β= -0.2872).
According to the relation between all variables that investigated with depression of women, screening of these factors for prevention and diagnosis of depression in order to promote mental health and early intervention is recommended.

Objective Speech and language disorders¡ when happening during childhood will ultimately lead to important negative outcomes in the life of the child. The farther we move from this critical period¡ that is¡ the first 3 years of life¡ the less will be the positive effects of environmental stimuli on the development of speech and language. Early detection of children at risk for or in the preliminary phases of developmental delays and provision of early intervention services for them is of utmost importance. The objective of this research was to compile and produce protocols for early intervention in childhood speech and language developmental disorders in Iranian children.
Materials & Methods This study was conducted in two main phases: review phase and qualitative phase. In the review phase¡ all accessible search engines and databases¡ especially those for systematic reviews and guidelines were searched. In the qualitative study phase¡ several focus group discussions and rounds of Delphi were carried out with 20 experts in 7 subgroups¡ who were selected purposively.
Results The result of this study is presented as 7 intervention packages¡ including the following domains of disorders: prelingual lingual speech and language hearing impairment¡ speech sound¡ dysphagia¡ stuttering¡ and dysarthria
Conclusion Most studies have confirmed the effectiveness and need for early interventions for children with speech and language impairment. However¡ most do not explain the details of these interventions. Before the present study¡ no systematic and evidence-based protocol existed for early intervention in childhood speech and language impairments¡ in Iran; and due to language differences¡ as well as possible differences in the speech and language developmental process of children of different communities¡ making direct use of non-Persian references was not possible and effective. Thus¡ there was a clear demand for the production of such a protocol.

Children with profound sensory neural hearing loss are at risk for delay in speech and language development. In addition, hearing loss reduces the auditory perception in children, resulting in poor child’s social interaction. Nowadays cochlear implant is firmly established as effective option in speech and language development of deaf children. The main focus of some of the studies was on child's age and its negative correlation with speech and language learning after cochlear implant. However, other studies indicate that, participating in rehabilitation classes after cochlear implantation, parent's level of education and not having additional disabilities are important in developing speech and language after cochlear implant. So, the main aim of this review was to find the most important factors that affect child's auditory perception and speech and language progress after cochlear implant surgery. Subjects and For this purpose, the Med Line, Google Scholar, Scopus, ISI web of knowledge, and Iranmedex were searched by the key words and more than 70 articles were reviewed. However, some of the articles specially the articles that were gathered from ISI web of knowledge and Scopus data base were omitted because of no access to their full text was available. In addition, non-relevant articles were excluded. In this review, researches, with at least a sample size of 30 children, which compared cochlear implanted children based on their age, parent’s educational level, participating in rehabilitation classes and having additional disabilities were selected. Furthermore, the selected articles were either in Farsi or English with case-control or experimental type studies After gathering relative articles, the evaluation of factors affecting the development of audition, language and speech which were include of child’s age, parent’s educational level, participating in rehabilitation classes and having additional disabilities was done. Child’s age of implantation, participating in rehabilitation program and no additional disabilities have direct impact on cochlear implanted children auditory perception and speech and language progress, while parent’s level of education has an indirect effect. ►Please cite this paper as: Soleimani F, Sajedi F, Hashemi SB, Monshizadeh L. A Review of Auditory, Speech and language Development of Cochlear Implanted Children. Jundishapur Sci Med J 2016;14(6):721-731.

Given the importance of mothers’ health and considering that developmental delay in children affects their mothers’ mental health this study aimed to compare stress and perceived social support in mothers of 6-18 month old children with and without developmental delay.Methods & Materials: This cross-sectional, analytical study was performed on 610 mothers and their 6-18 month-old infants in health centers affiliated to Shahid Beheshti University of Medical Sciences. The participants were selected through the multi-stage random sampling. To collect data, the following questionnaires were used: obstetric and demographic characteristics, socio-economic status, infants’ characteristics, the Cohen perceived stress scale, perceived social support, and Ages and Stages questionnaire to determine the children’s development status. The data were analyzed by SPSS v.19 software and using descriptive statistics, Pearson correlation, chi-square, independent t-test and Man-Whitney statistical tests.

The mean age of infants were 10.68±4.5 months. Independent t-test revealed a significant difference between mothers’ perceived stress (P=0.004) and social support (P=0.01) in the two groups. In addition, a relationship was observed between the mother’s social support and stress (P<0.04).

The results showed that mothers of children with developmental delays have more stress and lower perceived social support than mothers of normal children. Therefore, it is recommended to perform developmental screening for further examination and the reduction of mothers’ stress, as well as to provide appropriate social support.

Stuttering is a speech disorder that begins in early years of life, shortly after language development begins. It is one of the most prevalent developmental disorders. Children with stuttering have a problem with neural processing of speech that involve genetics. The symptom in childhood is interrupted speech production with effort and often with rapid onset. If stuttering is not treated in childhood,it becomes intract able and causes psychological, social and educational problems. There is evidence in support of early intervention during the pre-school years. The aim of this study was to review the stuttering in children in aspect of etiology and early interventions. For conducting this study, some data based systems like Elsevier, Scopus, and Science direct were used. Studies were searched with key-words of children stuttering, early intervention, and treatment of stuttering since 2000 to 2014. Meta-analysis studies have showed that children who receive early intervention have 7.7 times more improvement of their stuttering. Early intervention is recommended by speech pathologist. Some children improve without intervention. However, the number of these recoveries is not clear, and it is not possible to predict which children will recover naturally. The best approach in children with stuttering is monitoring them for signs of natural recovery for up to 1 year before beginning treatment.

this research was made to personal- social developmental screening of 4-60 months old children in Tehran city by DDST-II and ASQ and determining the agreement coefficient of two tests. In this study the personal- social developmental status of 197 children 4-60 months old were screened by using ASQ and PDQ) 93 girls and 104 boys). Convenient sampling was used. Data was analyzed by SPSS software. By using DDST-II and ASQ personal- social developmental delay detected in 11% and 1.5% of children respectively. The estimated consistency coefficient between DDST-II and ASQ for Personal- social domain was 0.06. In this study personal- social developmental screening of children showed different results and kappa measure agreement of two tests was weak. For selecting a suitable tool we must consider the psychometric characteristics (sensitivity, specificity, positive and negative predicting power) of the tool. This study showed that the results of developmental screening of 4-60 months old children in Tehran by using ASQ and PDQ lead to different results. This finding emphasizes the need to comparing the results of screening tests with a diagnostic gold standard test.

Lack of early detection and intervention of cerebral palsy in children can lead to multiple disabilities. Neurofeedback is a new treatment method that may cause neuro and metabolic function regulation in brain. The aim of this study was to determine the effect of neurofeedback on brain waves in children with spastic cerebral palsy. This study was semi-experimental with pre- and post- test. The sampling method was available. The samples include all children 4-15 years old with spastic cerebral palsy; were admitted to rehabilitation centers of Tehran, in 2013. Twenty-six children with cerebral palsy with a mean age of 9.1 ± 4.8 years on the basis of inclusion & exclusion criteria (IQ above 80) were enrolled. Five sessions of neurofeedback were done. Brain waves were recorded before and after intervention by the EEG / ERP 19-channels standard with a sampling frequency of 250Hz and were compared to brain waves patterns of 50 normal, 4-15 years old children (control group). The average of delta (low frequency) power decreased and the alpha (higher frequencies) power increased over the children after intervention in each channel. These mean that intervention bring brain waves pattern to near normal and these changes may be the signs of brain waves improvement. It seems that neurofeedback improve the brain waves in children with cerebral palsy. It’s necessary to do more investigations about the efficacy of this method in treatment of cerebral palsy.

A developmental delay in children is considered as one of the world''s health problems in developing and developed countries. This has a massive impact on children’s health and eventually has broader scale effect on society. The purpose of this study was to assess the developmental status of children age 4-24 months to teenage mothers referred to health care centers related to Yasuj University of Medical Sciences، Yasuj، Iran، in 2013. The present cross-sectional study was conducted on 200 mothers less than 19 years of age with children of 4-24 months referred to health centers of Yasuj University of Medical Sciences which were selected by multistage sampling. Data collection was conducted using demographic، midwifery ages and stages questionnaire in children aged 24-4 months. The data were analyzed using descriptive statistics، t-test and chi-square test. The results showed that the mean age of mothers during pregnancy were16. 64±1. 22 years with age range 12 to 18 years. Prevalence of delayed development in 4-24 month children was reported to be 7%. Most developmental delay was observed in gross motor area and the lowest was in the private personal and social domains. In this study، a significant difference was seen in birth weight between two groups of children، so that birth weight of children with developmental delay significantly lowers than children with normal development (P=0. 027). the Pregnancy under the age of 19 years is considered as risk factors for children’s developmental disorder that by the implementation of appropriate education to reduce high-risk pregnancies in this age range can be prevented the developmental disorders and their adverse outcome.

The present study was aimed to determine the effectiveness of psychological immunization program on pessimistic attribution style in boy students with dyslexia. In this quasi experimental study, pretest and post test design with control group was used. Thirty boy students with dyslexia were selected randomly from Learning Disabilities Centers in Isfahan City. They were assigned to experimental and control groups in equal (15 individuals in each group). Their intelligence quotient and learning ability were measured by Raven Intelligence Progressive Matrices and Learning Test respectively. All students answered to Children Attributional Style Questionnaire (CASQ) before and after training sessions. Experimental group participated in 10 weekly training sessions (twice a week; each session lasts for 60 minutes) and received psychological immunization program. The results of analysis of covariance showed that psychological immunization training program has significantly (p<0.001) decreased the pessimistic attribution style of experimental group in comparison to control group. It seems that the psychological immunization intervention can be considered as an educational and rehabilitation program and lead to modify pessimistic beliefs of boy students with dyslexia.

Mothers often feel anxious about giving care to their premature babies. This maternal stress is associated with negative attitudes and behaviors towards babies. The aim of this study was to assess the effect of Kangaroo mother care on stress among mothers with premature babies. Methods & Materials: This quasi-experimental study was carried out on 46 pairs of mothers and their premature babies hospitalized in the ICUs of Shahid Sadooghi and Tamin Ejtemaee hospitals. The participants were selected using convenience sampling method and were assigned into two intervention and control groups. In the intervention group، the Kangaroo mother care was provided to the babies after breastfeeding for about 30 minutes once a day for four weeks. Maternal stress was measured using the Parental Stress Scale before and immediately after the intervention. Data were analyzed using the Chi-squared test، t-test، and Mann-Whitney test. The mean of stress score in mothers of the intervention and control groups were 102. 0 ± 17. 02 and 174. 52 ± 18. 25، respectively (P<0. 001). The stress score was significantly different before and after the intervention among mothers of the intervention group (P<0. 001). The Kangaroo mother care decreased stress score among mothers who had premature babies. The Kangaroo mother care is strongly recommended to be used by mothers with premature babies.

The survival rates of high-risk infant have been improved as a result of advances in medical knowledge, but future development of these children is becoming a matter of concern. After infection and trauma, developmental and behavioral problems are the most common problems in pediatrics. A range of factors are involved in behavior and development problems. Given the importance and prevalence of developmental disorders, the lack of detailed information on risk factors, this article aims to explore some factors associated with developmental delay in children. Method and Material: This review was performed by searching PubMed, Ovid, SID, Scopus, Magiran and Science Direct databases using following key words: Child Development, Socioeconomic statue, Violence, Social support, Psychological factors, Unhealthy behavior, Social Determinants. A total of 55 article were included in this review. The main causes of developmental disabilities remain unknown. Development of children affected by prenatal factors, psychological, social and biological factors, genetic, environmental factors and is dynamic interaction Biological and Acquired factors.

this study aimed to determine the effect of attribution retraining group program on depression of students with learning disabilities in city of Tehran. In this semi-experimental study, 36 students (27 males, 9 females) were selected. The sample was partly a convenient and partly a selective sampling procedure from centers for learning disorders located in Tehran 6th district between 2012-2013 academic year. The students of each center were assigned randomly and equally to either experimental or control groups. All students completed the Kovacs Children's Depression Inventory (1977) before and after training intervention. The experimental group received eleven group sessions of attribution retraining program twice a week. Each session lasts for 45 minutes. The data were analyzed by independent t-test and analysis of covariance. The results indicated that attribution retraining program significantly decreased the depression scores of students with learning disabilities. It is concluded that attribution retraining group program may reduce the symptoms of depression of students with learning disabilities.