فهرست مطالب akram parand

The use of subliminal stimulation for unconscious effects on the target population is of great importance. while several studies have generated proper visual and auditory stimuli for subliminal stimulation, no study was found on the long-term effects of it. Therefore, this study aims to investigate the long-term effects of auditory subliminal presentation on the central nervous system structures using fMRI and Auditory Late Responses (ALRs).

Participants were 26 students with a mean age of 24.03±2.32 years. There was four group in study. First, fMRI was done and ALRs were recorded for all of them. Then, music files containing words embedded in them was presented subliminally to participants in groups A and B for 10 days, group C received music file without any subliminal stimuli and group D was control group. It was repeated after 10 days.

The subliminal stimuli had significant effects on the amplitudes of P1, N1, P2, and P3 waves (F3=25.03, 25.41, 39.11, and 14.60; p<0.001). Between-group comparison showed significant changes in groups A and B compared to groups C and D (p<0.05). The difference in the recorded potential mean values showed the highest change for recording electrodes in the prefrontal, frontal, and central regions and the lowest change in parietal and occipital regions. There was no significant change for a latency component.

Subliminal stimuli, presented appropriately and continuously, can leave longterm effects on the central nervous system structure causing extensive changes in the people’sattitude to a certain subject.

 Students with emotional and behavioral disorders (EBD) have lower academic efficiency than students with other disabilities and exhibit high levels of problematic behaviors and low levels of social functioning. This research aims to investigate the impact of self-determination activities on communication skills and scholastic achievement of students at risk of emotional-behavioral disorders.   

 The study was conducted through a randomized controlled trial during the academic year 2018-2019. The samples included 54 female students (14 to 16 years) at risk of emotional-behavioral disorders from secondary schools in Tehran, Iran. The sampling was conducted through a random cluster method. The applied tools encompass Youth Self-report and Assessment of Communication and Interaction Skills. Academic success was measured by students' grade point average (GPA) in two terms. The intervention was held in 8 sessions of 90 minutes, once a week, after the first term of academic of students for the intervention group and the control group did not receive any intervention during this period. The data were analyzed by SPSS-22, MANCOVA, T-test, and Chi-Square tests.  

 The results of the multivariate analysis of covariance analysis showed self-determination has an impact on communication skills (physicality, information exchange and relations) of students at risk of emotional-behavioral disorders (p<0.05). Comparing the difference between the averages of the two students' means, it was found that there was a significant difference in the two groups after the intervention (p<0.001). Also, after the intervention, there was no significant difference between the two groups but the GPA of students in the intervention group increased from 13.19 to 15.61.   

 The findings suggested self-determination is effective for academic success and communication skills of students at risk of emotional-behavioral disorders and can be used in educational programs for these students.

Children with Specific Learning Disorders (SLD) suffer from some cognitive deficits affecting their school achievement. This study investigated the effect of the combined Working Memory Training Program (WMTP) with the Caillou program (the game-like features of computerized cognitive training programs) on memory (as a cognitive function) and academic achievement in children with SLD.

In this pilot randomized controlled trial study, 30 children with SLD, aged 8-11 years, participated. They were randomly allocated to the intervention and control groups. The intervention group received 20 training sessions in 10 weeks, each lasting 30-45 minutes. The control group only participated in the assessment sessions. The primary outcome was verbal working memory skills assessed by the digit span and letter-number sequencing subtests of the Wechsler Intelligence Scale for Children, the fourth edition (WISC-IV). Also, the grades of science, literature, and mathematics were collected as the secondary outcomes. Children were assessed 3 times: baseline (pre-test), after the intervention (post-test), and 2 months after the intervention (follow-up).

Working memory (digit span and letter-number sequencing scores) and mathematics grades were significantly improved in the intervention group, as compared to the control group at the post-test session (P<0.05) and remained in the follow-up session.

Although this combined program effectively improves working memory and mathematic grades, further research is suggested for more academic achievement.

the children with attention deficit/hyperactivity disorder (ADHD)  in executive functions such as kinds of attention, response inhibition and response rate cope with problems which need therapeutic and educational plans to improve. From this kind of methods, cognitive rehabilitation is a new approach, which its effectiveness has studied in various cases. The aim of this study is to find out the effect of Computer- assisted cognitive rehabilitation on improving of executive function of students with attention deficit/hyperactivity disorder. This study is a kind of quasi-experimental design with pre-test / post-test and control groups. 30 students come down with attention deficit/hyperactivity disorder (ADHD) selected by the available sampling method and base on criteria for entering of referrals to medical centers. 15 students were in experimental groups and others in control group. Experimental group have received training and computer-assisted Cognitive Rehabilitation for 15 Sessions. the integrated visual and auditory (IVA) continuous performance test, raven's progressive matrices test for children 5 to 9 years, SNAP-IV rating scale the Swanson questionnaire and Captain's Log Cognitive Rehabilitation software. Data has analyzed by analyze of covariance method. the results of this study revealed that improving executive functions, response inhibition variables, sustain attention, self-centered attention and selective attention were caused by Cognitive Rehabilitation by computer game (P=0.05). But, significant Improvement was not observed in two variables, response rate and divided attention. (P=0.05). Ognitive Rehabilitation by Captain's Log computer game affected on improving of executive functions of students with attention deficit/hyperactivity disorder so if the children with disorder being train under Cognitive computer software, executive functions of them will improve on response inhibition components, self-centered attention, selective attention and sustain attention.

Self-determination skills enable to support an individual’s needs and make decisions to function independently. Improvement of self-determination skills has had a positive result for adolescents at risk of Emotional and Behavioral Disorders (EBD). The aim of this study was to investigate the effect of occupational therapy interventions on the self-determination skills of adolescent girls at risk of emotional-behavioral disorders.

In this single-blind control trial study, 14-16-years-old girl students (n=54) at risk of  EBD were recruited by cluster sampling from secondary high schools of Tehran, Iran. Youth self-report Questionnaire (YSR) was used to include adolescents at risk of EBD in the study and were randomized into the intervention (n=27) and control group (n=27) by block randomization. The Student Self-Determination Scale (SDSS) and the Self-determination Parent Perception Scale (SDPPS) were used to collect data. Students in the intervention group participated in 8 – once a week- sessions of occupational therapy and the control group received no training. Data were analyzed by repeated-measures analysis of variance (RMANOVA), Bonferroni test and SPSS 16.0 version. The significance level was set at 0.05.

The score of self-determinations (SDSS) increased significantly in the intervention group after the intervention (p<0.001). Although the mean scores of self-determination at follow-up have increased in the intervention group compared to the post-test. No significant differences were found (p>0.05); also, the score of parentschr('39') perception of student self-determination (SDPPS) increased but there were not significantly different (p=0.064).

The findings indicated self-determination skills could be taught to adolescents at risk of EBD in OT sessions. Since self-determination has been identified as the necessary skills for adolescents at-risk to transition into adulthood, occupational therapists have an important role in promoting self-determination skills in adolescents at risk of EBD.

Self-determination is a significant skill in the proper transition from adolescence to adulthood. Parents play an important role in assessing the self-determination of their children. Currently, there is no valid instrument in Iran to assess parents’ views about the self-determination of their adolescents. The present study was conducted to determine the psychometric properties of the Persian version of the Self-determination Parent Perception Scale (SDPPS) in an Iranian population.

In this descriptive psychometric study, the original version of SDPPS was translated using the forward-backward method. The content validity index and content validity ratio of the questionnaire were confirmed by a panel of 15 experts, and its face validity was evaluated among 10 parents of the adolescents. Exploratory factor analysis was conducted on 125 parents of adolescents (aged 14-18 years) who were selected by convenience sampling with maximum variation. Its reliability and internal consistency were also assessed using test-retest and in a group of 17 parents, respectively. The obtained data were analyzed by SPSS V. 18.

The items were modified at the face validity stage and approved at the content validity stage. Five factors by explaining 54.14% of the variance and deleting four items were confirmed at the construct validity stage using exploratory factor analysis. A Cronbach’s alpha of 0.93 was obtained for the total scale and 0.79 to 0.85 for the five subscales of the SDPPS. The intra-class correlation coefficient with 95% CI (0.82-0.98) was 0.83 indicating good reliability of the questionnaire.

The Persian version of SDPPS showed acceptable validity and reliability in explaining the self-determination of adolescents with and without disabilities based on the parents’ perspectives and can be applied by professionals in rehabilitation centers and those studying on human behavior.

Self-determination is the ability of recognizing, setting and achieving goals based on knowledge and self-assessment. This ability is essential for the healthy development of adolescents. Self-determination is influenced by knowledge, skills, beliefs, and contextual factors that exist in one's living environment. Since it is an essential element for having a successful life, its assessment and related skills are also important; however, there is no assessment tool for its measurement in Iranian population. The aim of this study was to translate the Self-Determination Student Scale (SSDS) into Persian and determine its psychometric properties including face, content, and construct validity as well as internal consistency and test-retest reliability in adolescents aged 14-18 years.

In this methodological study, the SSDS was translated into Persian to be used on Iranian population and validated according to the International Quality of Life Assessment (IQOLA) protocol. Samples were 498 high school students (mean age = 15.15±0.9; 227 females and 221 males) who were selected using convenience sampling technique with maximum diversity in Tehran. They were divided into two groups of with and without emotional/behavioral symptoms using the Youth Self-Report tool. The face validity of the translated SSDS was determined based on the opinions of samples and experts. The Content Validity Index (CVI) and Content Validity Ratio (CVR) were also calculated for each items of the translated version. The construct validity was tested by comparing known groups (gender groups and groups at risk of emotional/behavioral disorders). Moreover, its internal consistency was estimated by Kuder-Richardson formula, and test-retest reliability was tested using Intraclass Correlation Coefficient (ICC) on 16 students with a time interval of 14 days.

In the Persian version of SDSS, 4 items were removed from the original version. After confirmation of its face validity after modification, it was found that its items had appropriate content validity based on CVI and CVR scores. The mean of self-determination score under all subscales and most of items was significant between the gender group and the group at risk of emotional/behavioral disorders (P< 0.001). The Kuder-Richardson coefficient was obtained 0.89 and for five subscales, it was in a range of 0.51 to 0.72. The ICC (0.98; 95% CI:0.95 to 0.98) approved the good reliability of the instrument.

The Persian version of SDSS had good validity (face, content, and construct) and reliability after testing it on the high school students. Therefore, it can be used in clinical and research studies to assess the self-determination of students. Considering the importance of self-definition in adolescence, there is a need for further studies using the SDSS to highlight the potential problems of high school students in self-determination and designing related training programs.

Children with Specific Learning Disorder (SLD) suffer from impairment/limitation in their working memory capacity. More effective interventions require approved training program by experts. The purpose of the present study was to develop a working memory training program (WMTP) for children with SLD and assess their validity by experts.
First, a proper working memory model was selected and then working memory-related activities were selected from various sources. Next, the activities were classified and approved by 13 experts in SLD. Later the face and content validities of activities of WMTP were evaluated and the activities were graded. The content validity was assessed using CVR.
The WMTP was designed based on Baddeley model. Overall, this program consists of 14 visuo-spatial working memory and 13 phonological activities with each activity divided into four categories according to the levels of difficulty. Each category consists of easy to hard (no=7), moderate (no=7), moderate to hard (no=7), and hard (no=6) activities. All the activities had acceptable CVR.
According to the results obtained in the present study, the WMTP could be applied by occupational therapists for children with SLD. The efficacy of this program should be assessed in further studies.

Anger and its expression is a problem that affects mental health of parents and their children as well as parent-child relationship. The factors such as negative parent-child interactions and negative family relationships can increase anger and aggression when raising children in the family. Anger is a common experience in parenting and creates numerous problems in the family, school, and community. Research findings indicate that anger management training for mothers is effective in controlling anger in parent-child relationships and improving their mental health. The aim of the current study was to evaluate the effectiveness of a cognitive-behavioral anger management intervention for mothers. The design of this study was quasi-experimental with pretest-posttest without control group. 22 mothers who were volunteers participated in this research and anger management program was implemented for seven sessions, each session two hours per week by the researchers . Data were collected utilizing State-Trait Anger Expression Inventory (Spielberger, 1999) and Anger Evaluation Questionnaire (Shokoohi-Yekta & Zamani, 2007) to assess parent's anger toward their children. Findings of this research indicate the effectiveness of anger management training based on cognitive-behavioral approach on reducing anger in mothers. Finally, implications of the findings, research limitations and suggestions for future research are discussed.

The current study aimed to develop a tool to assess the performance skills of Iranian children aged 5 to 7 years in order to evaluate their school competency based on the occupational therapy practice framework and to determine its validity.
Performance skills are the cornerstone of the tool. The eight-step design process of Devellis was used to develop the tool. To analyze the content validity, the content validity index, and the content validity ratio were used. Following administration of the tool in 100 children (5 to 7 years) in the pilot study, the items were analyzed. After applying the tool to 400 children aged 5 to 7 years, the construct validity of the tool was determined with confirmatory and exploratory factor analysis and differential, convergent, and divergent validity.
The primary item pool included 212 items which was reduced to 112 items after administrating content validity and item analysis. Based on exploratory factor analyses, Kaiser-Meyer-Olkin (KMO) index was (0.890), and five factors indicating 55.02% of the total variance were obtained. The confirmatory factor analysis confirmed the results. The discriminant validity between the age groups was statistically significant (P The results indicated the excellent validity of the SICPSBS to assess the performance skills of 5 to7 year-old Iranian children in terms of school competency. The test evaluates all sensory-perceptual, motor-praxis, visual-perception, cognitive, social interaction, and process domains for each child.

Although the effect of educational methods on executive function (EF) is well known, training this function by a playful method is debatable. The current study aimed at investigating if a play-based intervention is effective on metacognitive and behavioral skills of EF in students with specific learning disabilities.
In the current randomized, clinical trial, 49 subjects within the age range of 7 to 11 years with specific learning disabilities were randomly assigned into the intervention (25 subjects; mean age 8.5±1.33 years) and control (24 subjects; mean age 8.7±1.03 years) groups. Subjects in the intervention group received EF group training based on playing activities; subjects in the control group received no intervention. The behavior rating inventory of executive function (BRIEF) was administered to evaluate the behavioral and cognitive aspects of EF. The duration of the intervention was 6 hours per week for 9 weeks. Multivariate analysis of covariance was used to compare mean changes (before and after) in the BRIEF scores between the groups.
The assumptions of multivariate analysis of covariance were examined. After controlling pre-test conditions, the intervention and control groups scored significantly differently on both the metacognition (P=0.002; effect size=0.20) and behavior regulation indices (P=0.01; effect size=0.12) of BRIEF.
Play-based therapy is effective on the metacognitive and behavioral aspects of EF in students with specific learning disabilities. Professionals can use play-based therapy rather than educational approaches in clinical practice to enhance EF skills.

Previous studies have reported the weakness of recognition of speech-in-noise and dichotic listening deficit in Learning-Disabled (LD) children. This study aimed at further investigating these two deficits in LD children.
Overall, 33 LD children with dichotic listening deficit from a government rehabilitation center and 39 normal-achieving (NLA) children from three elementary schools were selected with the convenience sampling method to participate in this cross-sectional study (Tehran, Iran). Learning-disabled children were categorized in two categories of unilateral dichotic separation deficit (UDSD) and bilateral dichotic separation deficit (BDSD).
Mean (± SD) of signal-to-noise ratio (SNR) for binaural recognition of words and digits-in-noise in LD children (3.5 ± 1.7 and -11.0 ± 2.1 dB, respectively) was significantly higher than corresponding means of NLA children (1.8 ± 1.1 and -13.8 ± 1.1 dB, respectively (P = 0.001)). Mean SNR of the right ear in BDSD children in recognition of words-in-noise (5.0 ± 1.9 dB) was significantly higher than that of the right ear in UDSD children (3.5 ± 1.5 dB; P = 0.018, d = 0.96).
Monaural and binaural recognition of words and digits-in-noise are impaired in LD children with dichotic listening deficit. It seems that BDSD children show an inter-aural asymmetry in recognition of words-in-noise with poorer performance in the right ear.

Background and Due to their parenting styles, many parents ruin their children’s opportunity to think about the problems and find solutions for them, which may increase the likelihood of behavior problems in children. Various training packages have been designed and administered in order to help parents, and raising a thinking child is one of them. The purpose of the present study was to investigate the effects of raising a thinking child training, as a family-based training method, on problem solving, parenting style, and parent-child interaction.
The sample group consisted of Parents of 40 preschool and first grade children, who voluntarily participated in the workshop. Present research was a quasi-experimental study with pretest-posttest and without control group. The workshop included nine weekly two hours training sessions. Data were collected using parenting methods questionnaire (Shokohi-Yekta & Parand, 2006) and parent-child relationship inventory (Gerard, 1994). Parents completed the questionnaires in pretest and posttest.
The findings showed that problem solving training has significantly improved parents’ parenting style (p .05).
The raising a thinking child package can help parents to use effective strategies, such as problem solving rather non-effective methods like punishment.

Background and Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders which can affect children’s academic achievements and performance. The purpose of the present study was to compare the academic achievement in elementary students with and without Attention Deficit and Hyperactivity Disorder in Tehran, Iran.
Present study had causal-comparative design. The study population consisted of all elementary students in the city of Tehran. Sample consisted of 160 third to fifth elementary school students (80 students with ADHD and 80 students without ADHD) who were selected using random sampling method. For diagnosis of ADHD, the 18-item ADHD checklist (Ghanizadeh & Jafari, 2010) was completed by the teachers. Academic achievement of two groups was calculated using students’ GPA on four courses (Persian, Writing, Math, and Science) in previous academic years. Independent sample t-test was used for data analysis.
Results indicated that ADHD group had a significantly lower academic achievement comparing to normal group (p In order to prevent academic wastage among elementary students with ADHD, early identification and treatment of such children is recommended.

Background and Nowdays, relationship among family members is affected by the problem solving training. The purpose of the present research was to study the efficacy of problem solving teaching on parenting styles and family processes.
The present study plan was pseudo-experimental research method with one group pre-post design. The study population consisted of mothers of preschool and elementary school students. Sampling method used was available sample. Participants included 55 mothers of students in Tehran. For data gathering, Baumrind parenting style (Baumrind, 1967) and family processes questionnaires (Samani, 1995) were used.
Findings showed that attending in the problem solving workshops had positive effects on the subjects` performance in the area of parenting styles and family processes. So that it leads to improved communication skills, integrity and mutual respect and coping skills as well as permissive and authoritarian parenting styles changed in the desirable direction.
Problem solving skills training can be suggested to improve parenting styles and family processes. Attending in the current program with improving parenting ways can result to increase positive experiences by children and following that psycho-social benefit. Thus, the current intervention can suggest as a promising one to clinicians.

Problem solving strategies include high-level thinking skills like mental visualization , abstraction, perception and understanding, manipulation, reasoning and analysis. In all of the problem solving models the components of realizing the problem, analizing the problem and representing solution are considered as major components. Whenever people have problem in one or more stages, they may not be able to solve the problem. In problem solving process, children learn to interact with their problems in a way that they don’t feel anxiety and have appropriate reaction with probable defeats. Attending the different aspects of problem solving skill, valid and reliable assessment of this construct seems to be essential. The purpose of this study is to adapt a valid and reliable scale to assess pre-school childrens’ interpersonal problem solving skills.  It is a descriptive-analytic study. Statistical population  contains all the preschool children of the 6th zone of Tehran in 2015. Sample contains 271, 4 to 6 year-old children. Single-linkage clustering  method was used. Criterion validity was analyzed through teachers reports and construct validity was analyzed by the relation of test scores. The Findings illustrate that the present scale has  appropriate  psychometric properties. Findings contain two main parts, including the validity and reliability of the test. Test-retest reliability illustrates an acceptable correlation coefficient (.71 to .96 ). Descriminative validity is based on the differences between two groups of children with and without behavioral problems and comparing their profiles based on peer-related and mother-related scores. The average score of children without behavioral problem was higher than children with this problem.The comarison of the profiles of the children with and without behavioral problems through multivariate variance analysis shows a significant difference between them (p<.05). Total average of boys answers are more than girls. results indicate that children with behavioral problem choose more verbal and physical forceful solutions in solving their problems. The average of related solutions, categories, enumerations and unrelated solutions in children without behavioral problem in mother problems is more than children with behavioral problem while in repetition we didn’t find any significant difference.Children without behavioral problems offer more solutions and use more categories solving their problems with their mothers. Totally, girls have higher average score in non-forceful solutions and categories and lower average score in forceful and unrelated solutions.

Considering the important role of stress in intensifying gastroesophageal reflux disease (GERD) symptoms, the aim of the present study was to determine the effectiveness of stress management training in reducing symptoms in patients with GERD.
In the present semi-experimental study, a pre-test post-test design with control group was used. From among the patients who had refered to a gastroenterology specialist in Anzali, Iran, from January 2011 to July 2012 and were diagnosed with GERD, 38 women were selected based on the inclusion criteria. The subjects were randomly divided into experimental and control groups. After performing the pre-test using the Gastroesophageal Reflux Disease Symptom Assessment Scale (GSAS), 8 sessions of group stress management training were held for the experimental group along with applying routine medical treatments to both groups. At the end of the intervention, post-test was conducted on both groups. The obtained data were analyzed using one-way analysis of covariance, independent t-test, and paired t-test.
Stress management training reduced the dimensions of the frequency of each symptom (t = 0.01) and the discomfort or malaise associated with each symptom of the disease (P Group stress management training can be effective in controlling GERD symptoms. It is, therefore, suggested that it be used alongside pharmaceutical treatments.

Background and Mathematics disorder is one of the most important and prevalent childhood disorders and most of the psychologists have paid special attention to this disorder. Although many students experience different problems in learning mathematics, many of them do not exhibit mathematics disorder symptoms. In recent years, different approaches have been used for diagnosis and treatment of mathematics disorder. Cognitive-behavioral approach is one of these approaches. Current research aimed to investigate the effects of cognitive-behavioral therapy on mathematics disorder.Case: Research findings have constantly been indicative of the significant role of cognitive-behavioral therapy in the treatment of mathematics disorder. This approach is based on cognitive skills training and uses methods such as self-instruction and self-talks to facilitate problem-solving skills. In this study we tried to encourage the subject to recognize stimuli affect her responses and change them properly. Present research was a case study with repeated measures. Data were collected using clinical interview and psychological testing. In this study, an 11-years old female student received a 10-session cognitive-behavioral therapy. The effectiveness of cognitive-behavioral therapy in decreasing the student’s mathematics mistake rates was assessed using repeated measures analysis. According to the findings, cognitive-behavioral therapy significantly decreased the student’s mistake rates. Implications of the results were discussed.

Background & Learning disabilities are the most important reason for poor academic performance, and approximately six percent of students are identified as having specific learning disabilities. During 1991 to 2000, the number of students identified as having learning disability has increased about 28.5 percent. Given to the importance of early prevention and intervention in this disorder, present study aimed to investigate the efficacy of reading comprehension strategy training (bilateral training) on reading achievement among students with dyslexia. Current research was a quasi-experimental study with pretest-posttest and control group design. Study sample consisted of 30 elementary students with dyslexia who were studying in schools of Rasht in 2014-2015 academic year and received therapeutic and educational services from learning disability centers were selected using simple random sampling method and randomly assigned to experimental and control groups. Experimental group received eight 45-minute sessions of reading comprehension strategy training, while control group received no training. The results of multivariate analysis of covariance showed that experimental group gained significantly higher scores in reading achievement in posttest (p < 0.01). Reading comprehension strategy training can be administered as an effective training program in the treatment of reading problems in students with dyslexia.

The present study examines the impact of cognitive computer games on working memory, attention and cognitive flexibility among students attention deficit/hyperactivity disorder (ADHD). This study is a quasi-experimental (pretest, posttest control group design). In this study 20 students whom were recognized as ADHD based on Conner's questionnaire clinical interview, and CSI4 test, were chosen and after matching them based on IQ and educational development evaluation. Then, they were assigned as two experimental group (10 students) and control group (10 students). The data were analyzed by one-way ANOVA, Leavene test and Covariance. The results showed a significant difference between the two groups in working memory, attention and cognitive flexibility. Cognitive computer games could improve working memory, attention and cognitive flexibility in students with ADHD. These games lead to the shortening of reaction time and the improvement of information analysis skills. They also increased mental flexibility, processing speed, working memory

Academic performance is the area where children suffering from attention deficit disorder and hyperactivity have the most difficulties.These children because of having weaknesses in performing their tasks and behavioral problems and the lack of attention and concentration in academics, doing homework, Following school's rules and regulations and getting along with classmates face major difficulties. These problems will have negative effect not only on their family interaction and educational performance, but also their self assessment and self confidence to the point that they get caught in a cycle of negative interactions.Most of these children have no intelligence problems and should be placed in conventional schools and the class's environment and academic programs should be adjusted based on their needs. Since children spend a lot of time at school, it is imperative that teachers and other school's employees gain some knowledge about the peculiarities of this disorder, how to manage these children's behavior in the classroom and the methods of teaching them in order to help these children to take the most advantage in the academic setting. Because of the importance of this issue, the current research has been conducted for the purpose of presenting suitable educational approaches and methods for balancing the program with the class environment. This research is a review and its data have been gathered by using previous theoretical studies and conducted researches.

the effects of anger management training on reducing parental anger was examined. Twenty-one parents (13 fathers with an average age of 37 and eight mothers (with an average age of 36) participated in seven sessions of anger management workshops. State-Trait Anger Expression Inventory (Spielberger, 1999) and Parental Anger Evaluation Questionnaire (Shokoo- hi Yekta & Zamani, 2008) were administered before and after training. The results of repeated measures revealed that anger management training significantly reduced the intensity of anger in situation-induced anger and trait anger, and increased anger control-in. There were no significant differen- ces in anger expression-out, anger expression-in and anger control-out. Results are discussed based on the efficacy of cognitive-behavioral interventions.

Anger is an emotion that has negative and destructive consequences and it has long been the focus of intellectual's attention. In Islamic narrative texts, effects of out-of-control anger, physiological and behavioral symptoms, and the detrimental effects of anger on family and social relationships have been explained in details.The present research aims to study the principles and methods of anger management for families based on Islamic viewpoint and psychological research. We discussed the literature available in Islamic and psychological texts to examine the concept of anger and its consequences on interpersonal and family relationships. Also, a body of research was conducted to study factors influencing anger, effects of anger on interpersonal relationships, and proper methods for controlling anger on the basis of religious teachings and modern psychology.

This study investigates prevalence of children with behavioral disorders in primary schools in Tehran. 1273 students were selected randomly, and their teachers completed Child Behavior Checklists (CBCL). Results indicated that 20.3 percent of children have behavioral disorders based on clinical classification. Also 5.8 percent of students are borderline classification. The most frequent disorder in clinical classification is internalizing behavioral disorders and the least frequent disorder is anxiety. The most frequent problem in borderline group is depression and the lowest frequent problem is thinking problem. The findings emphasize on the necessity of serious related interventions for these children.

The level of anger in mothers of mentally retarded and slow learning children was compared based on their level of education and employment status. 100 mothers of slow learners and trainable mentally retarded children com- pleted the Multidimensional Anger Inventory (Siegel, 1986) included anger arousal, anger eliciting situations, hostile outlook, anger-out, and anger-in subscales and a demogra- phic information questionnaire. Results of a two-way ANOVA showed that academic educated mothers experienced lower levels of anger arousal and anger-in than nonacademic edu- cated ones.