فهرست مطالب mohammadparsa azizi

The aim of the current study was determining the effectiveness of language skills promotion package based on cognitive rehabilitation on cognitive performance of children with Specific Language Impairment. The present research method was a mixed exploratory type. The statistical population of the research included all children aged 5 to 7 years with Specific Language Impairment who had referred to speech therapy centers in Borujerd in the academic year of 2022-2023, out of which 30 children were selected by purposive sampling method and they were randomly replaced in two experimental and control groups. The tools used included the Wechsler IQ scale for children (fourth version), semi-structured clinical interview and a questionnaire measuring neuropsychological skills in preschool children. In the following, interventions to improve language skills based on cognitive rehabilitation, after designing and evaluating content validity, were presented to the samples of the experimental group during 12 sessions of 45 minutes, and then the data were analyzed by repeated variance analysis. The results showed that the effect of language skills promotion package based on cognitive rehabilitation on the cognitive performance of the experimental group subjects in the pre-test, post-test and follow-up stages is significant (P < 0.01). In general, it can be said that the language skills promotion package based on cognitive rehabilitation has led to the improvement of cognitive performance in children with Specific Language Impairment, and therefore, this package can be used as an intervention method to improve the cognitive performance of these children.

 The present study aimed to model the psychological distress of mothers with children diagnosed with Autism Spectrum Disorder (ASD) based on family cohesion and adaptation, with the mediation of perceived social support.

Methods and Materials: 

This research, in terms of its goal, is applied, and in terms of data collection, is quantitative and correlational, employing structural equation modeling. The statistical population consisted of all mothers with children diagnosed with ASD in Tehran in 2020, from which 354 participants were selected using a convenience sampling method. To collect data, the following questionnaires were used: Kessler Psychological Distress Scale (Kessler et al., 2002), Family Adaptability and Cohesion Scale (Olson & Gorall, 2003), and the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988).

 The results of structural equation modeling indicated that the indirect pathways from family cohesion (β = -0.13, p < 0.01) and family adaptability (β = -0.12, p < 0.01) to the psychological distress of mothers of children with ASD, through perceived social support, were negative and significant.

 Perceived social support mediates the relationship between family cohesion and family adaptability with the psychological distress of mothers of children with ASD.

Language is one of the most important components of growth in children. Therefore, this study aimed to develop a language skills improvement package based on cognitive rehabilitation and determine its effectiveness on the expressive language performance of children with specific language impairment (SLI).

The method of the current research was of mixed exploratory type. The statistical population in the qualitative section were scientific articles and the opinions of university professors and experts. In the qualitative phase, data were collected through deductive thematic analysis, and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative part of the research was a clinical trial, and its statistical population included all children aged 5-7 years with a specific language disorder who were referred to private speech therapy clinics in Borujerd, Iran, among which 30 children with an average age of 6.31 ± 0.92 were selected by purposive sampling method and randomly replaced in two experimental and control groups. The instruments used in this study were the fourth version of the Wechsler Intelligence Scale for Children, a semi-structured clinical interview, and the Newcomer and Hammill language development test. Finally, the data were analyzed using SPSS software (version 24) with analysis of variance with repeated measurements.

Based on the obtained results, there was a significant difference between the mean expressive language scores in the pre-test, post-test, and follow-up stages (P<0.01).

In general, it can be said that the language skills promotion package based on cognitive rehabilitation is effective in improving the expressive language of children with SLI, and therefore, this package can be used as an intervention method to improve the expressive language of children with SLI.

The visual processing disorder is broadly observed among individuals with autism. This study was conducted to develop an integrated rehabilitation program based on vibroacoustics and virtual reality and to assess its effectiveness on the visual processing of autistic children. This experimental case report was conducted using an Aberrant Behavior Checklist (ABC) design on 5 children with autism referred to Zehnara Rehabilitation Clinic in the second half months of 2021. First, the integrated program was implemented for ten 30-minute sessions on 2 subjects randomly selected from among the samples. After determining the program validity, 3 more subjects were entered into the study. The sensory profile questionnaire-2 was used. The questionnaires were filled out at the baseline stage, at the end of each intervention session, and at the one-month follow-up stage. The visual analysis, the percentage of recovery, the percentage of non-overlapping data (PND), and the percentage of overlapping data (POD) were used for data analysis. The implemented intervention was evaluated to be effective for all five subjects so that for Subjects No. 1, 2, 3, 4, and 5, the PND rates were obtained to be 90%, 90%, 70%, 100%, and 90%, respectively. The results of this study demonstrated that the integrated sensory rehabilitation program could be used to improve the visual processing of children with autism.

Impaired emotion regulation in children with autism spectrum disorder (ASD) significantly affects their interactions.

The aim of this study was to develop a rehabilitation program based on vibroacoustic and virtual reality techniques and evaluate its effectiveness on the emotional profile of children with ASD.

The research employed a single-subject ABA design. The population included all children with ASD attending the Zehn ara Rehabilitation Clinic in Tehran in the second half of 2021, from which 5 participants were purposively selected. Initially, the combined program was implemented for 10 sessions of 30 minutes each on two randomly chosen participants from the sample, and after validating the program, three additional participants were included in the study. The Sensory Profile 2 questionnaire (2014) was used in this research. During the baseline phase, at the end of each intervention session, and during a one-month follow-up period, the questionnaires were completed. Data analysis involved visual analysis, percentage of improvement, and percentage of overlapping and non-overlapping data.

The results indicated that based on the obtained effect sizes, the intervention had a significant impact on emotional regulation in participants 1 to 5, with 90%, 80%, 80%, 100%, and 90% certainty, respectively. Furthermore, the percentage of improvement resulting from the interventions for participants 1 to 5 was 20.08%, 28.75%, 28.24%, 27.24%, and 21.02%, respectively.

Based on the findings, the combined rehabilitation program was effective in improving the emotional profile of children with autism. Therefore; this approach can be recommended as an appropriate intervention for individuals with ASD.

Attention Deficit/ Hyperactive Disorder (ADHD), as a neurodevelopmental disorder, accompanied not only with some special behavioral symptoms, the present study was conducted in order to test the effectiveness of the RayanehYar family-oriented program on the information processing speed of children with attention deficit hyperactivity disorder.

This research was a semi-experimental research with a pre-test-posttest design with a control group. Audio-visual performance test was used to measure the variables. The statistical population of the research included all 6-9-year-old children with attention deficit hyperactivity disorder who referred to Hasti and Parsa medical clinics in 1401-1402. The statistical sample of this research was made up of 30 of these children who were selected by available sampling and were assigned to two experimental and control groups and were subjected to intervention. The results were analyzed using covariance method.

The findings showed that RayanehYar’s comprehensive familyoriented program was effective on information processing speed in two components of visual and auditory performance (P≥0.05).

Considering the effectiveness of the comprehensive familycentered program of RayanehYar on improving the speed of information processing, it can be said that this program is valid and can be used to increase the cognitive abilities and executive functions of these children.

People with autism spectrum disorder have sensory abnormalities in addition to social interactions, communication skills, limited interests and stereotyped behaviors. Therefor the present study conducted with the aim of development of an integrated program of sensory rehabilitation based on vibroacoustic and virtual reality and its effectiveness on the profile of auditory, in children with autism spectrum disorder.

In this study a single- subject research methodology was used. On this account and by using purposive sampling method, 5 children among all autistic children who referred to Zehnara rehabilitation center in the second half of 1400 were selected according to entry criteria of the study. After confirming the external validity of the integrated sensory rehabilitation program through the preliminary implementation of the intervention on two subjects who were randomly selected from the sample and taking into account the results of this stage, the integrated rehabilitation program was implemented on the other three subjects. Having attended 4 base line session, every child received integrated program of sensory rehabilitation in 10 sessions. One month after intervention, four test sessions were followed. The tool used in this research to collect the data include: Sensory profile 2.

The results of the data chart analysis based on descriptive statics and visual analysis indices revealed that the intervention has been effective on the five participants (Sort by PND: 70, 90, 80, 90 & 100 for subjects 1, 2, 3, 4 & 5).

The results of the present study show that integrated program of sensory rehabilitation based on vibroacoustic and virtual reality can improve the auditory processing of Autistic children and can be used as a method in the rehabilitation centers

Dyslexia is one of the most controversial problems of students with specific learning disability. In dyslexia, children use decoding words and try to generalize, i.e., read new words not previously seen. Reading disorder should be considered one of the most essential factors of school dropout, academic failure, and other psychological consequences among students. Therefore, it is imperative to use effective methods for reading disorders. Multisensory methods are among the effective methods for improving reading disorders based on family–centered education—the importance of family–centered intervention results from the direct family relationship with the disordered child. The present study investigates the effectiveness of the family–centered multisensory program on reading skills and its components in 8– to 9–year–old students with specific learning disabilities.

The present study adopted a quasi–experimental approach with a pretest–posttest design with a control group. The statistical population included all students referring to two educational centers and part of special problems in Qorveh City, Iran. The research sample included 28 volunteer students with reading disorders, selected by an accessible sampling. Then, they were divided into two groups, experimental and control (14 people in each group). The inclusion criteria were students studying in the second grade of elementary school, not taking drugs in the field of psychological problems, not undergoing psychological treatment, and having parental consent. Family–centered multisensory intervention program was performed in 16 informative sessions for parents of the experimental group. The study data were collected using the Wechsler Intelligence Scale for Children–the Fourth Edition (WISC–IV) (Wechsler, 2003) and the Reading and Dyslexia Test (NEMA) (Kormi Nouri & Moradi, 2005). To analyze the data, descriptive (frequency distribution table, mean, and standard deviation) and inferential statistics (univariate covariance analysis test) were used at a significance level of 0.05 by SPSS version 21 software.

The results showed that the family–centered multisensory program training led to a significant difference between the experimental and control groups in the reading variable and its components (reading, reading words, word chain, rhyme test, naming pictures, comprehending text, comprehending words, eliminating sounds, reading non–words and pseudowords, letter signs test and category signs test) (p<0.001). Also, the effect of family–centered multisensory program training on the reading variable was found to be 0.407.

Based on the findings, a family–centered multisensory intervention program can reduce the effects of the reading disorder and eliminate the consequences of dyslexia. It is also effective for solving reading disorders and improving reading and its components in second–grade students.

To deal with the problems caused by attention deficit/hyperactivity disorder, including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method. Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.

The present study was quasi-expremental and pretest-posttest design was used with control group. The statistical population of the present study inclouded all boys with ADHD who were at the same time with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8 sessions of one hour per week of parental training and the control group did not receive any training. Result of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in children with ADHD and decreased these problems.

The results of the research data showed that teaching positive parenting program to mothers reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity (p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).

Based on the obtained data, it can be said that teaching positive parenting program to mothers was effective in improving the level of anxiety and improving emotional regulation in children with attention deficit/hyperactivity disorder.

The present study was conducted to investigate the effectiveness of the Knowledge, Attitude, and Practice (KAP) support program with a positive approach to attention-deficit/hyperactivity disorder (ADHD) on parent-child interaction, parental stress, and self-efficacy. The current study is a quasi-experiment with a pre-test-post-test design and a follow-up with a control group, which is practical in terms of the purpose of the study. The study population included mothers of children aged 6-10 years with attention deficit/hyperactivity disorder in Kashan city in 2020, of which 30 subjects were randomly selected and divided into two groups of 15 subjects for test and control. The Awareness, Attitude and Practice (KAP) program, developed with a positive approach to ADHD and with a systematic review of research related to the psychological skills of these people, was taught to the mothers of the experimental group individually (3 sessions) and in groups (7 sessions); but the control group was not given training. The instruments used were the parental form of the Behavioral Rating Scale (CBRS) and the diagnostic interview based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM5, the Parent-Child Relationship Scale (P-CRS), Children's Self-Efficacy Questionnaire SEQ-C), (Parenting Stress Scale PSS) and to analyze the data, the method of repeated measures analysis of variance was used, using SPSS 26. The results of the research show that the implementation of the program has a significant impact on the reduction of mothers’ parenting stress and the improvement of parent-child interaction and child self-efficacy.

In addition to attention deficit hyperactivity disorder and impulsivity, children with attention deficit hyperactivity disorder also have major problems with sensory processing. The aim of this study was to determine the effect of family-based sensory diet on Attention Deficit Hyperactivity Disorder. The research method was quasi-experimental with pre-test-post-test design with control group and one-month follow-up test. From the statistical population of children with attention deficit hyperactivity disorder aged 6 to 12 years referring to Hasti, Bahar and Masir Sabz treatment clinics in 1399 in Tehran, 30 people were selected by available sampling method and randomly assigned to intervention and control groups. They underwent 12 sessions of family-based sensory diet program intervention, which was derived from Wilburger's sensory protocol and were tailored to each child's sensory status, 3 days a week and each session lasted 45 minutes. To measure the variables, Wechsler Children's Intelligence Scale and Conners Parent Form Scale were used and to assess the sensory status of children, a sensory profile questionnaire was used. Statistical tests included repeated measures analysis of variance and Bonferroni post hoc test.

The findings showed that the mean scores of post-test and follow-up test for attention deficit, hyperactivity and impulsivity in the experimental group decreased and the results of repeated measures analysis of variance showed that this decrease was significant and stable.

Sensory diet intervention is a new and effective intervention in children with attention deficit hyperactivity disorder and improves the symptoms of these children and their performance in various social situations

The present study was conducted to evaluate the effect of a family-centered sensory diet program on the impulsivity in children with attention deficit hyperactivity disorder (ADHD).

This is a quasi-experimental study with a pretest-posttest design with a control group. The study population included all children with ADHD aged 6-12 years in Tehran, Iran referred to the clinics of Hasti, Bahar, and Masir-e Sabz in 2020. Of these, 30 children were selected using a convenience sampling method and randomly divided into two groups of intervention and control. The intervention group underwent 12 sessions of a family-centered sensory diet program, 3 days a week, each for 45 minutes based on the Wilbarger protocol. The used tools were the Wechsler intelligence scale for children-Fourth Edition to test intellectual ability and the Conners’ parent rating scale to diagnose ADHD in children. Independent t test and analysis of covariance (ANCOVA) were used in SPSS software v. 20 for data analysis.

In this study, the mean age of participants was 9.56±4.38 years, including 11 girls (36.6%) and 19 boys (63.3%), and the mean age of mothers of these children was 34.23±6.9. The mean impulsivity scores of children in the intervention group decreased and the results of the ANCOVA showed a statistically significant difference in the mean posttest scores between the two groups (P=0.001).

The family-centered sensory diet program has a positive effect on the impulsivity of children with ADHD. It is recommended that therapists use the sensory diet program as a complementary therapy along with other therapeutic interventions.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is challenging for the family members to manage. Some of patients' behavioral characteristics make them be adaptive rather than disruptive. To introduce the psychological characteristics of people with ADHD using a positive approach to their abilities.

With Google search, the Persian and English keywords of positive features in ADHD people in domestic databases of Iranmedex, Irandoc, Magiran and SID and international databases of PubMed, Springer, ProQuest, Scopus, Elsevier, MEDLINE, and Cochrane were collected and reviewed through a systematic review.

A total of 103 articles published in English and Persian on the subject of a positive approach to the psychological characteristics of ADHD between 1992 and 2020 were obtained, of which 36 articles had the inclusion criteria. This study showed that creativity, hyperfocus and entrepreneurship are positive traits confirmed in people with ADHD.

Many researchers, by examining the symptoms of ADHD, believe that there are abilities in these people that are an advantage and skill and can be a strategy to compensate for the deficiencies in people with this disorder.

Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. In this applied research, a single-subject research design and a multi-baseline design with different subjects were used. The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who went to Tonekabon Health Learning Disorders Center in the academic year 2009-2010. The sample includes three students with reading disabilities who are selected by available means who were studying in different schools. First, the WISC-IV children’s Wechsler test, reading and dyslexia test (façade), and Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups. The results showed that the training of visual-auditory perception has improved reading skills and comprehension in all subjects. So it seems that an audio-visual perception training program is a good intervention method to improve reading and comprehension. Promoting the health of students who are diagnosed with dyslexia, this intervention is an effective tool by which the reiterated goal can be achieved.

The present study was conducted with the aim of determining the effectiveness of a computer-based family-oriented program on cognitive flexibility and listening performance of ADHD children.

This research was a semi-experimental research with a pre-test-post-test design with a control group. The statistical population of the research included all 6-9-year-old children with attention deficit hyperactivity disorder who referred to Hasti and Parsa medical clinics in 2022-2023. The statistical sample of this research was made up of 30 of these children who were selected by available sampling and were assigned to two experimental and control groups and were subjected to intervention. Cognitive flexibility test (Dennis& Vander Wal, 2010) and listening performance (Sandford and Turner, 1994) were used to measure the variables and covariance was used to analyze the data.

The results showed that the Yaraneh-Yar Subsidized Comprehensive Family Program has a significant effect on cognitive flexibility and listening performance (P≥0.05).

Considering the effectiveness of computer-based family-oriented program on cognitive flexibility and listening performance of ADHD children, it is suggested to use this program for special children.

Due to the fact that dyslexic children have more difficulty in reading and executive functions than children who are average or above average readers, so the purpose of this study is Effectiveness of Direct Instruction of Phonolical Awareness on Fluency and Executive Functions on Students with Dyslexia disorder.

In this applied research, a single-subject research design and a multi-baseline design with different subjects were used.  The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who referred to Tonekabon Health Learning Disorders Center in the academic year of 2009-2010.  The sample includes 3 students with reading disabilities who are selected by available means who were studying in different schools.  First, WISC-IV children’s Wechsler test, reading and dyslexia test (façade), Strop test, Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups.

The results of the research showed that the phonological awareness direct training program increased the subjects' reading skills, but it did not have a significant effect on the executive functions.

The phonological awareness direct training program is a suitable intervention method to improve fluency and executive functions, so this program can be used to improve the health of dyslexic students.

Some factors challenge the learning process for students, including a Specific Learning Disability (SLD). Samuel Kirk first noticed this disorder in 1963. Human resources have been added to it, and scholars concluded that SLDs are pretty different from mental disabilities. Therefore, to prevent thematic sputum, learning disability was limited to 3 topics; dyslexia (reading skills), math disorder, and writing disorder. Since then, it has been known as an SLD. This division caused the spectrum of SLD students to be separated from the spectrum of children with biopsychological disabilities. Over time, special training was developed to improve their condition. SLD is among the problems of ordinary students in education. Diagnosing learning disorders was very difficult until formal training began. Therefore, with its initiation and lack of academic achievement of students with SLDs, teachers and instructors will imagine that they are low–profile students if this is merely an impairment that can be improved. The lack of accurate and timely identification of these students from trainers and teachers. Another factor in criticizing their academic status is that the disorder can also emerge from other problems such as social skills and understanding. Students have survived the competition for competition in school; thus, they did not attempt to improve and separate their peers from their peers. Therefore, various tools for enhancing the academic status of students with SLDs have been presented; however, each has limitations. The current study aimed to investigate the effects of family–centered multibased programs on reading skills, understing, and social performance in SLD students.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was all knowledge (both genders) referring to two Centers of Learning Disorder of Qorveh City, Iran. The research sample consisted of 28 volunteers with SLDs and dyslexia, i.e., obtained by a random sampling method and randomly divided into the experimental and control group. First, to differentiate students with SLDs from other disorders, the Wechsler 4 test was performed among all students to determine the IQ score and active memory score of students. To identify students with SLDs, the scores that differed from the full scale by 12 points were separated and marked as students with SLDs. Then, by performing a dyslexia test, among the marked students, students with SLDs and reading difficulties were identified (n=28). They were divided into the control and experimental groups (n=14/group). Next, while maintaining the Wechsler test and dyslexia as a pretest for each member, the social skills test was taken as another pretest. To conduct research and encourage cooperation from the subjects, consent was obtained from the parents to play a central role in teaching in the present study of the family. Therefore, for justifying them, 16 sessions were first held for parents of the experimental group, and they became acquainted with all stages of family–centered multisensory training. Then, only for the experimental group, the sixteen–session of 45 minutes of education was based on multiple sensory bases by the Families. Meanwhile, the researcher was in the training of students in students and the family intervention. Wechsler Intelligence Scale collected data for Children (2003), social skills (Gersham and Elliott, 1990), and dyslexia test (Karami and Moradi, 2001) in pretest and posttest stages. After training, a posttest was performed on the experimental and control groups to obtain the difference in the independent variable on the experimental group. The collected data were analyzed in SPSS by Analysis of Covariance (ANCOVA) at a significant level of 0.05.

The ANCOVA results indicated that education (family–centered multisensory program) could lead to a significant difference in the mean scores of dependent variables (reading skills, comprehension, and students' social performance) in the posttest stage. The effect of family–centered multisensory training on students' reading, comprehension, and social performance was 0.32, 0.65, and 0.36, respectively (p<0.001).

According to the research findings, students with SLDs can progress in academic and social skills using a family–based multisensory program. Therefore, with the implementation of dyslexic problems, improving the social skills and understanding of children with SLDs in the experimental group was observed.

The main purpose of this study is to predict behavior problems by language development and secure attachment based on mediation role of self-regulation in cochlear implanted children. In this correlation study 114 available cochlear implanted children in the age range of 3-7 years that at least one year has passed from the Cochlear Implant program were selected with available sampling method. Test of language development (Newcomer and Hammill, 1997), and Structured Observation of Behavioral Regulation (Ponitz and et al, 2008) were administered on children, and their mothers responded to Private speech scale (Amraei, 2016) and Preschool Children Behavioral Disorder (Shahim and Yousefi, 1999). Path analysis was employed in order to analyze the data. The results of the study showed that language development (b= 0/60, P<0/01) predicting %36 of variance of private speech. Also, language development (b= 0/45, P<0/01) and private speech (b= 0/28, P<0/01) have the ability to predict %52 of self-regulation. Finally, language development (b= -0/23, P<0/01) with the mediating role of private speech (b=- 0/33, P<0/01) and self-regulation (b= -0/29, P<0/01) have the ability to predict %53 variance of behavior problem. The research showed behavior problems can be predicted by Language development, with the mediating role of private speech and self-regulation, in cochlear implanted children. This result can apply in prediction and rehabilitation programs for reducing behavior problems.

The main purpose of this study aimed Meta-analysis of affective factors onaddictive use of internet in Iranian society. 41 articles were selected with Search theinternal information Database, including SID, Magiran, Irandoc, Iranmedex, andfinally, 12 reviews were selected based on protocol designed. Author category inDemographical, Psychological and Social factors. The results of the study showedthat in the underlying factors for using girls more than boys and girls, Internetaddiction in the range of 12 to 18 years is symmetrical with secondary and highschool education. . Among the psychological and sociological factors, the mostimportant variables related to personality traits, emotional intelligence, satisfactionof needs, loneliness, coping styles, attachment styles and quality of life. This researchshow that psychological factors is important than social factors, because, addictionof internet nature is psychological-behavioral, But, there aren’t enough researchin social items. According of the role of demographical, psychological and socialFactors, comprehensive planning is necessary for internalizing of use of internetculture, on the way of prevention of internet damage and use of internet valuableand unavoidable benefits.

The aim of the present study was to compare mother of children with attention-deficit-hyperactivity disorder and mothers of normal children in quality of life. Therefore 51 mothers of children 7-14 years old with hyperactivity disorder were non-randomly selected from rehabilitation clinics and 50 mothers of normal children were selected with screening method. The adapted version quality of life questionnaire (WHO) was administrated on them. Multiple regression analysis showed that mothers of children with attention-deficit-hyperactivity disorder were lower in all dimensions of the quality of life (mental health, social relationships, physical health and spiritual health) (F(3,96)=9.03 , p

The paced auditory serial addition test (PASAT) was primarily developed to assess the effects of traumatic brain injury on cognitive functioning. Working memory (WM) is one of the most important aspects of cognitive function, and WM impairment is one of the clinically remarkable signs of aphasia. To develop the Persian version of PASAT, an initial version was used in individuals with aphasia (IWA).

In this study, 25 individuals with aphasia (29-60 years) and 85 controls (18-60 years) were included. PASAT was presented in the form of recorded 61 single-digit numbers (1 to 9). The participants repeatedly added the 2 recent digits. The psychometric properties of PASAT including convergent validity (using the digit memory span tasks), divergent validity (using results in the control group and IWA group), and face validity were investigated. Test-retest reliability was considered as well.

The relationship between the PASAT and digit memory span tests was moderate to strong in the control group (forward digit memory span test: r= 0.52, p According to our results, the PASAT is a valid and reliable test to assess working memory, particularly in IWA. It could be used as a feasible tool for clinical and research applications.

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.

Communication impairment and interaction problems are obvious characteristics of children with autism disorder. This research aimed to design the preverbal skills training program, and study its effectiveness on high- functional autistic children's communication skills. This research is an experimental research in which students with higher scores in autism high functional scale were selected by available sampling method among all the students with autism disorders in Tehran autism schools and centers in 1394-95. Among high- functional autistic children, 16 boys; 8 in experimental and 8 in control grope were selected as statistic sample. Preverbal skills training program were taught in 20 sessions in Tehran April2 autism center. Teaching of language developing (TOLD) test was used for the assessment of communication skills. The validity of this scale confirmed by specialists and its reliability was reported in 0/74 to 0/96. Data were analyzed by advanced statistical methods such as repeated measures and MANCOVA. The results showed that all hypothesis of this research significantly were accepted and Preverbal skills training program, led to Modify and increas the communication skills of HFA children in experimental groupe.