ahmad behpajooh

The purpose of this study was to evaluate effect emotional intelligence on components of social adjustment of adolescents with single parents in Tehran city. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The population was all adolescents girls 13 to 16 age with emotional and behavioral problems and single parent in Tehran city in 2012-2013 (1392-93 s.c.).The sample of the study selected by a purposive sampling method and11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems who were living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Need Assessment Checklist, Child Behavior Checklist (CBCL), and Youth Self Report (YSR); (Achenbach & Reskula, 2001), Social Adjustment subscale of California Personality Inventory (Tiegs, Clark & Thrope, 1941). The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase social adjustment in adolescents with emotional and behavioral problems in single parent families. (p<0/01). Participating in the workshop, has led to increasing the social adjustment of adolescents with emotional and behavioral problems that living in single parent. Therefore, it is concluded that emotional intelligence skills training, as basic skills of mental health, can be an effective approach in increasing social adjustment of adolescent.

The problems of adults with autism, especially marriage, are one of the most challenging problems for families. Therefore, the present study aimed to investigate the views and attitudes of parents towards the marriage of boys and girls with autism. In this exploratory and descriptive study, the attitudes of 100 parents of children with autism over the age of 15 years in Tehran were examined using the available sampling method by conducting a researcher-made questionnaire. The findings showed that only 30 percent of parents expressed a positive attitude toward the marriage of girls and boys with autism. The participants agreed with the support of relevant organizations and associations by educating families about marriage and cohabitation of children with autism. While only 10 percent of parents believed that people with autism have no sexual desires at all, 55 percent disagreed with taking medication to control the sexual desires of individuals with autism. On the other hand, 90 percent of parents believed that sports activities should be utilized to control sexual desires in individuals with autism. Ninety percent of parents believed that individuals with autism should get married. According to the findings, despite numerous problems in the field of autism spectrum disorder, the most important of which is the lack of communication skills, half of the families opposed the marriage of people with autism spectrum disorders, but their view was that individuals with autism can marry with others. Modification of the attitudes of parents and individuals with autism as well as various segments of society is the most important step that experts, counselors, and planners should take.

Designing extensive programs for training families with Down Syndrome children and implementing appropriate supportive programs for them require assessing their educational and supportive needs. In the present study, the educational and social needs of mothers with Down Syndrome children were assessed in order to design a comprehensive program for training mothers.

The study was a descriptive-survey design, and participants were 30 mothers of female children with Down Syndrome attending Aslani Special School in the academic year 2015-2016 in Tehran, Iran. The mothers were selected by convenient sampling method. The Need Assessment Questionnaire (Beh-Pajooh & Mahmoudi, 2014) was adapted and completed by the mothers. The questionnaire consisted of three parts: The first part included demographic information about children with Down Syndrome and their parents; The second part included 13 open-ended questions, and the third part consisted of 28 items using four-point Likert scale (very much, much, little, and very little).

The findings revealed that mothers of children with Down Syndrome reported high levels of worry about their children’s future, and would like to know about services at the present and the future. What matters is to inform them about their children’s future and there should be appropriate educational programs – especially regarding independent living skills training – for such children and their families.

Mothers of children with Down Syndrome have a need for social support and education; this shows the importance of planning and implementing appropriate supportive and educational programs for such families.

Infidelity is one of the most pernicious interpersonal issues in the family, which in many cases could lead to emotional and behavioral symptoms in the person particularly women who have been betrayed. In this regard, the present study was undertaken with the aim to identify the effectiveness of acceptance and commitment group counseling on emotion regulation in women with infidelity trauma.

The research method was quasi-experimental designed with a pretest-posttest and a control group. The statistical population included all women with the infidelity trauma who were separated from their husbands and referred to counseling clinics and family courts in Tehran in 2017. Thirty couples were selected via the purposive and available sampling method based on the study’s criteria. Then randomly assigned to experimental and control groups, fifteen people in each group, and finally were investigated through dual assessment of pretest-posttest. All participants were asked to complete the Emotion Regulation Questionnaire by Gross & John, 2003. Following the experimental group attended eight sessions of ninety-minute acceptance and commitment group counseling while the control group received non.

The results of the univariate analysis of covariance (ANCOVA) indicated that acceptance and commitment group counseling significantly increased the post-test average scores of emotion regulation in the experimental group. 

Thus, it could be concluded that acceptance and commitment group counseling is an effective way of improving emotion regulation in women with the infidelity trauma and can be used by counselors and therapists in the field of family therapy.

In recent years, educators, researchers, and professionals have increasingly felt the need to pay attention to the mental health of gifted people; therefore, a movement has been formed for study and research in this field. In this regard, the present study was conducted to investigate the effect of hope therapy on improving mental health and reducing academic burnout of gifted students.

 The research method was semi-experimental and pre-test-post-test-follow-up with the control group. The statistical population included all the gifted high school students in Sabzevar city in the academic year of 2015-2016, who were exposed to academic burnout. From this statistical population, 30 students were selected by convenient sampling method and randomly divided into two experimental and control groups (15 students in each group). Data were collected using the General Health Questionnaire (Goldberg and Hiller, 1979) and the Maslach Burnout Inventory (Schaufeli, Bakker, Hoogduin, Schaap, & Kladler, 2001). The experimental group received hope therapy training for 8 sessions and the control group did not receive any intervention. After the sessions, both groups were tested again using the mentioned questionnaires and at the end the obtained data were analyzed using repeated measurement analysis.

 Results showed that hope therapy significantly enhances dimensions of mental health and decreases dimensions of academic burnout (p<0.05).

 Based on the findings of this study, it can be concluded that the optimistic program has improved mental health of gifted students by creating realistic goals and reducing the level of frustration in them.

Infidelity is one of the most harmful interpersonal issues in family, which in many cases can lead to the development of emotional and behavioral symptoms in the person who has been betrayed. In this regard, the present study was undertaken with the aim to identifying the effectiveness of acceptance and commitment group counseling on feeling of loneliness in women suffering from the trauma of infidelity. The research method was experimental and the design was quasi-experimental using pretest-posttest with control group. The statistical population included women victims of infidelity referring to counseling centers and family courts in Tehran, Iran, in 2017. Thirty couples were selected via purposeful and available sampling method based on the study’s criteria and randomly assigned to experimental (n=15) and control groups (n=15) (finally were investigated through dual assessment of pretest-posttest). All participants were asked to complete UCLA Loneliness Scale (Russell, Peplau & Cutrona, 1980). In addition, the participants in the experimental group attended 8 sessions of 90-minute acceptance and commitment group counseling and the control group received no training. The results of univariate analysis of covariance (ANCOVA) indicated that acceptance and commitment group counseling significantly decreased the post-test average scores of feeling of loneliness in experimental group. Thus, it could be concluded that acceptance and commitment group counseling is an effective method in reducing feeling of loneliness in women suffering from the trauma of infidelity and can be used by counselors and therapists in the field of family therapy.

Researchers used case study methods to investigate a virtual learning lab (VLL) in a rural school district that was created in 2011 as a way to better meet the unique needs of exceptional students who are considered gifted. Data were collected through focus groups, classroom observations, interviews, and reviewing relevant documents. Topics include an in-depth explication of the learning lab, lessons learned and suggestions by teachers and administrators, and benefits for improved teaching and learning. Findings are that VLL programming, specifically online instruction that takes place in brick-and-mortar public schools, can be an effective means for providing accelerated coursework to exceptional middle school students who are gifted. Benefits include cost-effectiveness, parent and student satisfaction, allowing for individualized work pace in talent area, and others.

Attention Deficit and Hyperactivity Disorder (ADHD) is one of the common disorders that occurs in the early stages of childhood development. ADHD is one of the disorders that has a complex and multidimensional nature which can also derived from a variety of factors and affect the various dimensions of individual and social growth of the child. So treatment of this disorder consists of variety of approaches from medication to relaxation. Todays, some studies on attention deficit hyperactivity disorder focused on non–pharmacological therapies and family–based. Regarding this necessity, the goal of this study was to design a family–based cognitive–behavioral play therapy program for students with attention deficit hyperactivity disorder and its effectiveness on the symptoms of this disorder.

The present study was interventional with quasi–experimental design and pre–test, post–test with control group. The sampling method was convenience. The statistical population of this study was the second–grade students of elementary school with symptoms of ADHD. A total of 34 male students of the second grade of elementary school with the symptoms of ADHD –combined type– were selected by convenience sampling method from two elementary schools with about 1000 population. Student of One randomly assigned to experimental group and students of another group randomly assigned to control group. Reviewing the existent literature, resulted in extraction of main components of program that was consist of self-instruction, problem solving, self-control, feelings discrimination, relaxation and attribution retraining. In the next step need assessment resulted in some behavioral problems such as aggression, social skills problems, problems in math and writing. Validation of program done by 3 University professors (for objectives of program) and 3 play therapists (for plays). After validation the protocol, pilot study done on 4 mothers with ADHD children and some corrections done in program. Then the program used in experimental phase. the mothers of the experimental group received 7 sessions (in seven weeks) of training on cognitive–behavioral plays then performed them on their children for 16 sessions (45 minutes) at home, while the control group did not receive any training. The program for training mothers consist of session 1: understanding ADHD; session 2: understanding cognitive–behavioral therapy; session 3: understanding CBPT for ADHD; session 4: training first to fourth plays of program; session 5: training fifth to eighth plays of program; session 6: training ninth to twelfth plays of program; session 7: training Thirteenth to Sixteenth plays of program. The plays in present program consist of: session 1: eye to eye and snowballs; session 2: bit the clock; session 3: electrocardiogram making and guidance; session 4: bit the clock and say, do, say; session 5: opposite pairs, snowballs and lax/iron doll; session 6: classmates; session 7: snowballs and coloring an snake; session 8: electrocardiogram making; session 9: post box and Treasure finding; session 10: color your life and corrective sentences; session 11: three whistle and Bubbling; session 12: making a film and Treasure finding; session 13: the feeling word and corrective sentences; session 14: be careful, exam and cooking; session 15: color your life and who arrive sooner; session 16: who arrive sooner and Bubbling. 

After analyzing the data, the results showed that, the family–based cognitive–behavioral play therapy program significantly reduced symptoms of ADHD (p˂0.05). The results have showed that the program's impact has remained strong over a three–month period (p˂0.05).

Cognitive–behavioral play therapy use for variety of behavioral problems in children. Goal of this study was to design a family–based cognitive–behavioral play therapy program for students with attention deficit hyperactivity disorder and its effectiveness on the symptoms of this disorder. Results of this study supported the efficacy of cognitive–behavioral play therapy program that performed by mother in home to decrease the symptoms of ADHD. According to the findings of the study, the present cognitive–behavioral play therapy program can be used as a family–based tool to reduce the symptoms of ADHD. Also mothers can be used as main agent of family–based treatments in childhood ADHD.

Objective Besides their communication and socialization problems, many children with Intellectual Disability (ID) have difficulties with their parents, siblings, and teachers. The enduring nature of social reactions easily leads to social isolation. Thus, many children and adults with ID have few friends, even though they may desperately want to be liked. This can set up a vicious circle in which they attempt to win friends by latching onto the least chance for interaction with others. Regarding the characteristics of nonviolent communication program training, it seems that this program could reduce communication problems and improve mother-child interaction of children with ID. The nonviolent communication training program is one method for improvement of communication skills in parents of the children with ID because these parents are often facing problem in communication with their children. Nowadays, much effort is made for improving mother-child interaction, especially in mothers of children with ID. Therefore, the purpose of the present study was to investigate the effect of nonviolent communication program training on mother-child interaction in mothers of children with ID. Materials & Methods The present research was a quasi-experimental study with pretest-posttest and a control group. The study population included all of the mothers of children with ID who attend to Alborz Educational and Rehabilitation Institute which is located in Alborz Province, Iran under the supervision of welfare organization. The study sample included 30 mothers selected by convenience sampling method and assigned to two groups. The experimental group participated in a communication skills training program based on life language for 8 sessions (90 minutes for per session; twice a week), while the control group received no such training. The study instrument was the Pianta mother-child interaction scale (1992). The Pianta mother-child interaction scale was completed by mothers for all subjects in pretest and posttest. The study data were collected through the questionnaire before and after the training sessions. Multivariate analysis of covariance was performed in SPSS (Version 22) for analyzing the obtained data. Results First, the normality of study variables and contingency of variance and covariance assumptions were tested. The Kolmogorov-Smirnov test showed that all variables were normally distributed (P>0.05). Also, the Box test confirmed the contingency of variance-covariance assumption. So, assumptions of the MANCOVA test were confirmed and MANCOVA test can be used for analysis of data. The results of MANCOVA revealed that posttest scores of experimental and control groups had a significant difference with regard to mother-child interaction (P<0.001). Also, the results of MANCOVA revealed that posttest scores of experimental and control groups had a significant difference with regard to conflict, closeness, and dependency subscales (P<0.001). It can be stated that according to Eta2, 67% of the variance in mother-child interaction can be explained by the subjects’ participation in the nonviolent communication training program. Also, according to Eta2, respectively 63%, 65%, and 66% of the variance in components of conflict, closeness, and dependency can be explained by the subjects’ participation in the nonviolent communication training program. Therefore, communication skills training based on life language has a positive effect on mother-child interaction of the mothers of children with ID. Conclusion Parents of children with ID has more problems in communication with their children than parents of any other kind of exceptional children. It doesn’t take long that these children be ostracized from social activities. Unfortunately, the negative social status experienced by children with ID is difficult to overcome and usually long-lasting. Nonviolent communication program training improves mother-child interaction in mothers of children with ID. Therefore, providing nonviolent communication program training has particular importance for these mothers.

Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. This study was performed on 104 male models, fourth to sixth grade students of the elementary school in Yazd, Iran. In this study, the Child Symptom Inventory, Child-Parent Relationship Scale, Problem-Solving Inventory, Self-Control Rating Scale, and Matson Evaluation of Social Skills with youngsters were used. The results were analyzed with path analysis by SPSS software version 23. Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments

This study was acomplished to evaluate the effectiveness of the acceptance and commitment training on the acceptance of autistic children by mothers. The method of the study was quasi-experimental with pre-test, post-test, and follow-up design. Population of the study included the whole mothers whose autistic child was receiving training and rehabilitation in Nedaye Asre Tehran Autism Center in educational year of 2015-16. Using convenience sampling, eleven mothers were selected as a sample group and received acceptance and commitment training in nine two-hour-sessions. As a research tool, the second edition of Acceptance and Action Questionnaire was used and analyzed based on data using paired/correlated t-test. Data analysis of results revealed that there was a significant difference between the results of the pre-test, post-test and follow-up. The result confirmed that acceptance and commitment training has been effective on mothers in accepting their autistic child, by increasing psychological flexibility and decreasing experiential avoidance.

Sleep quality affects quality of life in old aged people and sleep disorders is one of the most common problems in this group. Sleep with poor quality, after headaches and gastrointestinal disorders is the third most common complaints among older people. The objective of this study was examining the relationship between life quality and sleep quality in older people living in nursing homes within three districts of Tehran, Iran. This descriptive-analytical study was conducted in nursing homes for older people under coverage of General Welfare Organization of Tehran, Iran. Ninety elders selected for this study based on random cluster sampling, were able to respond due to their consciousness and not suffering from acute dementia and were willing to participate in the study. The data were collected by using Pittsburg Sleep Quality and Index and Quality of Life Scale. The data were analyzed based on multivariate regression test. Equal results were obtained for all three groups which demonstrated significant relationship between quality of sleep and quality of life (P

The good executive function skills during early childhood found to be a strong predictor of academic achievement. In recent years, some studies have indicated that children who have problem in executive function skills are at an increased risk for learning difficulties particularly in math. Executive function skills composed of working memory, response control and cognitive flexibility. These skills have a critical impact on everyday performance and children's school readiness. As growing number of research support the relation between mathematics and executive function skills, researchers and educators began to focus on the question of transfer effect of executive function training on academic performance or daily activities, which there is a dearth of empirical research on this issue. Therefore, the aim of the current study was to evaluate the effectiveness of cognitive games on working memory, cognitive flexibility, response control, attention, planning and basic math skills of preschool children at risk for mathematical difficulties.
in a Quasi experimental study, the pre-test post-test design with the control group was used. Forty preschool children at risk for mathematical difficulties were selected based on a multi-level screening of low performance in mathematics from six kindergartens and preschool centers in district two of Tehran. The participants were chosen in two stages. First, potential participants were nominated by the teacher as low performance children then if they scored one or more standard deviation below the mean in basic mathematical skills were considered at risk for mathematic difficulties. Participants randomly were assigned to either the experimental or the control group. Participants of the experimental group received 24 sessions of executive function training while the control group followed their routine educational plans. The intervention combined both computerized and non- computerized games. Activities were accommodated based on the children’s performance and structured from easy to difficult level. The Kohansedgh Basic Mathematical Skills for Children (KBMSC), Tehran- Stanford-Binet Intelligence Scales, Fifth Edition (TSB-5), Stroop and Tower of London were used to assess participant’s performance in terms of cognitive and academic skills at the beginning and the after intervention.
Participants average age was 73.5 months (SD=5.21). There were no significant differences between the experimental and the control group in terms IQ, basic math skills or age. Findings of covariance analysis controlling for pretest scores, indicated significant differences among the experimental and the control group in terms of working memory (F=20.24, p=0.001, η2 =0.42) and cognitive flexibility (F=7.54, p=0.010, η2 =0.22). Although, after the intervention, the children in the intervention group scored higher in the areas of math ability, response control, attention and planning skills than the comparison group, but the differences were not significant (p>0.05).
Implications of research findings suggest including executive function training to the preschool curriculum especially for at risk children, which might improve their school readiness and prevent or reduced the chance of learning disabilities. To the best of our knowledge, this research is one of the first study evaluating the effect of executive function training with the Maghzineh software in at risk preschool children.

In spite of the fact that reading is one of the major methods of acquiring information and knowledge and also one of the most prominent learning tools for students, the existing reality in the society represents the low ability of the Iranian students in acquiring this skill. The purpose of the present study is to investigate the efficacy of teaching self- monitoring of attention on the enhancement of attention and reading comprehension in students with reading problems.
It was a quasi experimental study. The statistical populations of this study were third- grade students with reading problems, selected randomly among those who referred to koosha learning disorder center in Babol city in 2011-2012. These students were investigated in several stages )base-line, treatment and Follow-up(. The children intelligence test, Wechsler, dyslexia test )Koromi Nori & Moradi, 1387( and reading comprehension test were used to collect the data.
The results of the study have showed that the teaching of self-monitoring of attention hsd significant effect on the increase of attention & reading comprehension in students with reading problems. The gain maintained during the after one month.
As a result, it can be concluded that the teaching of attention as like as other fundamental learning skills had an effective attitude on treating reading problems.

The aim of the current study was to predict marital satisfaction from the magnitude of their forgiveness. The research design was correlational study and the same vein, To fulfill the stated goal 88 mothers of children with intellectual and developmental disabilities by means of accessible sampling procedure, and Afrooz marital satisfaction (2011) as well as Enright forgiveness inventory standardized by Ghobari Bonab et al (2003) were given the questionnaires. Analysis of data using Person’s correlation revealed that among marital satisfaction and all three dimensions of forgiveness a positive relation was found. In other words individual mothers who were higher in forgiveness were more satisfied in their marital lives. Multivariate regression also revealed that 53 % of variations in marital satisfaction can be accounted by dimensions of their forgiveness. The forgiveness characteristics were influential in marital satisfaction and recommended to mothers of children with intellectual and developmental disabilities and other groups with Special Educational Needs.

Social behaviors impact on over all aspects of life of children and affect their social adjustment and happiness. Therefore¡ the purpose of the study was to compare the students with learning disability and normal students in different problematic social situations.
This resea-rch was an Ex Post Facto design. The statistical population includes all elementary students with learning disability and normal students in 2013-2014 academic years. The sample of study consists of 99 students with learning disability that were selected by random cluster sampling method. Also¡ 112 normal students matched in terms of their age and intelligence was selected. Taxonomy of Problematic Social Situations for Children was used for collecting data (Dodge¡ et al¡ 1985).
The results of multivariate analysis of variance showed that children with learning disabilities in compare with normal children had lower performance in problematic social situations. The results of univariate analysis of variance also revealed that score of children with learning disability is significantly higher than normal children in components such as peer group entry¡ response to provocation¡ response to failure¡ response to success¡ social expectations¡ and teacher expectations.
The results of this study show that students with learning disabilities should receive more training in social skills such as partnership and cooperation¡ finding friend¡ relationships with adults and peers stimulation.

The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on decreasing behavior problems of adolescents with emotional and behavioral problems that living in single-parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study was selected by a purposive sampling method and11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. The instruments used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), (Achenbach&Reskula, 2001; Minaee, 2012). The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly decrease behavior problems in adolescents with emotional and behavioral problems in single parent families

The purpose of the current study was to investigate the effect of training behavior modification methods on mothers of children with Attention Deficit Hyperactivity Disorder (ADHD) on reducing behavior problems and ADHD symptoms in their children’s.
The research method was quasi-experimental with pre-test and post-test design and control group. To do so, 24 mothers of children with ADHD were selected and divided into experimental and control groups (12 mothers in each group). Participants filled the Revised Conners’ Parent Rating scale (CPRS-R) and Children’s Behavioral Performance at Home questionnaires. In the next step, the experimental group was instructed behavior modification methods in 9 ninety-minute sessions while the mothers in the control group went on their normal procedures. At the end of the instructional session, both groups filled out the mentioned questioners as the post-test. Covariance analysis and t test was used for analyzing data.
The results of the analysis of the independent t test showed that instructing behavior modification methods improved children’s behavioral problems. At the same time, the analysis of covariance showed the training had decreased hyperactivity symptoms and ADHD index among the children of the experimental group, as compared to those of the control group. However, the training was shown to have no effect on attention deficit.
In conclusion, the findings of this study suggests that behavior modification training to mothers can help them decline their children’s behavioral problems.

Having siblings with special needs has various positive and negative influences on their normal siblings. Regardless of the positive and negative effects of having a sibling with special needs, the question is why some of the siblings of children and adolescents with special needs are successful and have an excellent performance, while the others are unsuccessful, have a poor performance, and face different problems. Researchers have shown that successful siblings have shown greater resilience. Resilience refers to individual’s capacity to withstand stress and catastrophe and properly adapt and overcome difficult life problems. Self-efficacy, positive future orientation, controlling of emotions and negative behaviors, interpersonal skills, optimism, internal locus of control, purposefulness, adequate knowledge on disability, feelings management, coping skills, the ability of establishing positive social relationships, caring responsibilities, and problem-solving skills are among the most important factors affecting resilience in the siblings of children and adolescents with special needs. It is essential for the siblings of children and adolescents with special needs to participate in resilience training program and gain necessary skills in order to enhance their resilience. In this paper, after presenting a short introduction on having a sibling with special needs, we will define resilience then, we will discuss the main factors affecting the resilience of the siblings of children and adolescents with special needs.

The present study aimed to determine the effectiveness of response inhibitation training on working memory in male students with attention deficit/ hyperactivity disorder. The present research was a quasi-experimental study by pre-test, post-test design with control group. Forty male students with attention deficit/ hyperactivity disorder (8 to 10 years old) were selected by convenient sampling method from schools of Varamin and Gharchak province. They were divided into experimental and control group (each consists of 20 individuals) randomly and equally. The experimental group participated in response inhibitation training in 10 sessions (two sessions weekly; each lasts for 60 minutes), while control group did not. Cornoldy Working Memory Test were used for assessment of all participants. Data were analyzed by analysis of covariance through SPSS version 16. Findings showed that response inhibitation training had positive and significant effect on the working memory of students with attention deficit/ hyperactivity disorder (P<0.001). The results indicated that response inhibitation training program has led to the improvement of working memory of male students with attention deficit/ hyperactivity disorder. It is suggested that specialists with planing and implementation of response inhibitation training program promoted working memory of students with attention deficit/ hyperactivity disorder.

The purpose of this study was to investigate the efficacy of neurofeedback treatment on behavioral inhibition and impulsivity in students with attention deficit/hyperactivity disorder ADHD. Participants consisted of 20 students with ADHD volunteered to participate in this study.Integrated visual and auditory Continuous Performance Test (2004)was administered as the pre-test and post-test for the students with ADHD. The students received 30 sessions of training for neurofeedback. The results of depended t-test showed significant differences between pre-test and post-test scores in the area of behavioral inhibition. This means that auditory behavioral inhibition and visual behavioral inhibition were improved by neurofeedback. In addition, results showed a significant difference between pre-test and post-test score in impulsivity. This means that impulsivity decreased after neurofeedback treatment. This study confirmed that neurofeedback treatment has a positive effect on behavioral inhibition and impulsivity. Therefore,neurofeedback techniques could be used to help children with ADHD.

The aim of the present study was to evaluate the effectiveness of response inhibition and working memory training programs on improving social skills in children with Attention Deficit / Hyperactivity Disorder. The design of the study was quasi-experimental with pretest-post test and control group. Population of the study included all children with ADHD between ages seven to eleven (7-11) who were attending Rofeideh Rehabilitation Hospital in Tehran. They were diagnosed as having Attention Deficit / Hyperactivity Disorder. Sixteen subjects who were selected and randomly assigned into two groups: experimental and control group. Conner’s Parent Rating Scale was used to assess attention deficit hyperactivity disorder symptoms، Gresham and Elliot’s Social Skills Rating System was used to measure their social skills and Raven’s Progressive Matrices for children was used to assess their intellectual functioning. Experimental group received 24 sessions (every session 60 minutes) of intervention programs about response inhibition that designed by the investigators and working memory enhancement while control group received no specific treatment. Data were analyzed by using analysis of Covariance (ANCOVA). Findings showed significant differences (P<0/01) between experimental and control groups in social skills. Current study indicated that response inhibition and working memory training programs can improve social skills.

Nowadays, emotions have an important effect on our behaviors. Therefore, in many studies conducted on emotional intelligence (EI), the researchers have tried to find out the relationship of EI and different variables. However a few studies have been conducted to examine whether emotional intelligence training can improve EI. The purpose of the present study is to investigate EI training and to evaluate its effectiveness on the EI of students with visual impairment. We used a pre-post test experimental design through a convenient sample of 19 middle school students with visual impairments who are divided into two experimental (9 students) and control groups (10 students). In this study, EI is measured by the Bar-On Emotional Quotient-Inventory Youth Version (Bar-On & Parker, 2000). Also, T-test and analysis of covariance (ANCOVA) are used to analyze the gathered data. The results show significant differences between the two groups in EI after 15 sessions of emotional intelligence training. It is also revealed that it is possible to develop EI training programs for enhancing EI in students with visual impairment.

The aim of this research was to identify the necessary social skills for students with mental retardation in elementary and middle schools. The present study was a descriptive-survey design. and For collecting data Identifying Social Skills Questionnaire (ISSQ) was administered. In order to develop ISSQ، first the related literature was reviewed and a pool of the necessary social skills items for children with mental retardation was identified. Consequently، the preliminary questionnaire was developed and a pilot study was conducted and its psychometric properties were computed. Finally، ISSQ were given to three groups of parents، teachers and professionals. For this purpose، 151 parents and 144 teachers using cluster sampling method، and 42 professionals utilizing purposeful sampling procedure were selected. After analyzing the data، the necessary social skills for children with mental retardation were identified in nine components as follows: 1) social skills related to school environment، 2) social skills related to the classroom، 3) interpersonal skills، 4) self management skills، 5) decision making and problem solving skills، 6) cooperation، 7) assertiveness skills، 8) social skills related to emotions and feelings and 9) social skills related to the community. The results revealed that all social skills listed in ISSQ obtained were very important in view of the three groups of participants. Therefore، it was recommended that in curriculum development and conducting research projects as well as intervention programs for students with mental retardation، the perspective of parents، teachers and professionals should be considered.

The aim of the study was to assess the impact of social skills training on daily living skills for girls with Down syndrome. This was a quasi-experimental study. Forty female children with Down syndrome, aged 8-12 years, were enrolled by simple sampling and randomly assigned to intervention and control groups (20 children in each group). The intervention group received social skills training for 10 sessions (1 hour per session) during 2 months. For data collection, the Vineland scale adjusting behaviors was used as pre-test, post-test and follow-up test in the two groups. Repeated measurement analysis of variance was used for data analysis. There was significant difference in the daily living skills scores between the two groups. Follow-up study also showed that the effect has been maintained after the end of intervention (P<0.001). It seems that social skills training can improve the daily living skills of children with Down syndrome.