faeze khodakarami

Oppositional Defiant Disorder (ODD) is one of the most common behavioral disorders that severely damages a child’s interpersonal relationships with peers, friends, and family members. The family and the quality of its interrelationships, as the first and most enduring factor in the formation of the child’s personality and subsequent behaviors, is a determining factor in the development of mental health of the child in adulthood.The results of various studies in this field showed that ODD has many negative consequences for the family and children with such disorder that experience many problems in relationships with their parents and siblings. These children are exposed to problems such as family instability and parental adjustment problems, parental abuse, as well as lack of a warm and friendly atmosphere in sibling relationships. Therefore, there is a need for research on the quality of reciprocal relationships between family members and children with ODD and examine the different approaches to such relationships. For this purpose, the present study, reviews the characteristics of children with ODD, the quality of child-parent relationships, as well as the quality of sibling relationships in these families and proposes useful treatment strategies to improve these relationships.

computer training programs on learning mathematics concepts and interest in mathematics of slow learner students.

This research was quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all elementary second grade slow learner students of Sangar City in the academic year of 2016-2017, from among whom 30 students were selected through convenient sampling method and were divided into two groups of experiment and control (15 in the experiment group and 15 in the control group). The experiment group was trained through computer training programs (within 10 sessions of 45 minutes), but the control group did not receive any educational intervention. The research tools included the Mental Learning Ability Questionnaire of Secondary Grade (Tabrizi, 2010), Wechsler IQ Scale for Children (Wechsler, 1949) and Interest in Mathematics Questionnaire (Nemati, 2009). Finally, the data were analyzed using one-way and multivariate analysis of covariance and analyzed using SPSS 16.0 software.

The results of covariance analysis showed that mathematical education through computer training programs, improves learning of mathematical concepts and increases interest in mathematics in slow learner students (P<0/001).

Regarding the effect of this training program, the use of computer-aided teaching technology is essential in teaching slow learner students.