saeed rezayi

 The aim of this study was to compare the effectiveness of computer-based cognitive rehabilitation tasks (Brain Gym) with and without transcranial electrical stimulation on eye tracking and neuropsychological functions in children with high-functioning autism.

 This research used a quasi-experimental pretest-posttest-follow-up design with three groups (two experimental groups and one control group). The statistical population included children with high-functioning autism at Tarab School in Tehran in 2024. A total of 30 participants were selected through purposive sampling and randomly assigned to two experimental groups and one control group. Both experimental groups received ten 50-minute sessions of computer-based cognitive rehabilitation tasks, with one group receiving transcranial electrical stimulation and the other without. The control group received no intervention. The instruments included the Autism Spectrum Quotient (Ehlers et al., 1999), the Neuropsychological Function Assessment (Korkman et al., 1998), and eye trackers for eye tracking measurement. Data were analyzed using mixed ANOVA with SPSS-v22.

 The results indicated significant differences between the experimental groups in terms of eye tracking and executive functions/attention components. The group that received cognitive rehabilitation with transcranial electrical stimulation showed greater improvements compared to the group without stimulation.

 Cognitive rehabilitation with transcranial electrical stimulation can have a positive impact on eye tracking and executive functions/attention in children with high-functioning autism, showing greater effectiveness compared to non-stimulation methods.

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

As a specific learning disorder, mathematical learning disorder is an obstacle to learning mathematics and is associated with problems in remembering numerical facts, accurate and fluent calculation, and mathematical reasoning. The present study was conducted to compare the effectiveness of cognitive rehabilitation programs and transcranial electrical stimulation intervention on the brain waves of children with math learning disorders.

Thirty students, aged 6 to 10, from Tabriz with learning disabilities, were randomly selected based on inclusion/exclusion criteria using clinical interviews, academic record observations, and the Wechsler IQ test. The study employed a semi-experimental, multi-group pre-test/post-test design. To collect data, Wechsler's children's intelligence scale was used to evaluate normal intelligence as a control variable, and working memory and processing speed scales were used to diagnose learning disorders. After randomly assigning them to the groups, before the intervention, brain waves were recorded with electroencephalography, which were considered as pre-test scores. Then, each of the experimental groups participated separately in the digital cognitive rehabilitation program sessions and transcranial direct current stimulation, while the control group did not receive any intervention during this period. After completing the interventions, brain waves were recorded again in all 3 groups and the obtained scores were considered as post-test. Finally, the pre-test and post-test were analyzed.

The results indicated that both the cognitive rehabilitation program and transcranial direct current stimulation (tDCS) effectively reduced the absolute power of the frontal theta wave and increased the absolute power of the occipital alpha wave in children with math learning disorders. However, transcranial direct current stimulation showed a greater effectiveness compared to the cognitive rehabilitation program.

Transcranial direct current stimulation is an effective treatment for math learning disorders and may be considered a preferred option by specialists in this field.

This study aimed to develop and validate an neurological rehabilitation program based on proximal senses with Transcranial direct current stimulation on the sensory profile of children with autism disorder.

The design of current study was quantitative-qualitative or mixed method, and it was implemented in two stages of internal and external validation. For internal validation, 10 psychologists and therapists of children with special needs responded to the validation questionnaire and CVI and CVR indices were checked. For external validation, 20 students with high-functioning autism spectrum disorder were selected from among the special needs students of Mashhad during the 2023-2024 academic year via available sampling method. Thane they were randomly assigned into intervention and control groups. The subjects were exposed to neurological rehabilitation program based on proximal senses with Transcranial direct current stimulation during 20 sessions. Dunns sensory profile school companion Questionnaire was adopted to collect the required data.

The findings of the Variance analysis with repeated measurements reveald that the neurological rehabilitation with Transcranial direct current stimulation improved the sensory profile children with autism spectrum disorder at a significant level of 0.001.

Based on the findings of the present study; The neurological rehabilitation program based on proximal senses with Transcranial direct current stimulation is effective on the sensory profile of children with autism spectrum disorder. So it is recommended that to use this program in rehabilitation and treatment of autism spectrum disorder.

The present study was conducted with the aim of developing a neuropsychological rehabilitation program and investigating its effectiveness on the reading performance of children with dyslexia.

This research in terms of purpose, it was applied, and in terms of data collection, it was experimental with a pre-test-post-test design, with a control group. The statistical population included all students with reading disorders in the third grade of elementary school in 2024 in special centers for learning disorders in the 10th education district of Tehran. A number of 28 students with reading disorders were selected by purposive sampling and randomly assigned to two experimental (14) and control (14) groups. The neuropsychological rehabilitation intervention program was implemented for the experimental group for 14 sessions in 60 minutes and the control group did not receive training program. Isfahan Reading Comprehension Test was used as an evaluation tool. For data analysis, analysis of covariance statistical test was used, respecting the default assumptions of the application.

The results showed that the neuropsychological rehabilitation intervention program was effective on the reading performance of the experimental group with dyslexia. (P<0.01).

According to the obtained results, it can be mention that the intervention program of neuropsychological rehabilitation was effective on the reading performance of people with dyslexia, so it is suggested that the neuropsychological rehabilitation as an effective intervention method should be used to strengthen the reading ability of students with dyslexia.

The aim of this study is to investigate the effectiveness of emotional intelligence training on self-regulation in student with Attention Deficit/Hyperactivity Disorder. The research method is a semi-experimental design with pre and post test measures involving experimental and control group. The statistical population consisted of all fourth and fifth grade students with ADHD in Tehran in year 2023. 30 students with ADHD (17 fourth graders and 13 fifth graders) were selected from Raha and Kasra Counseling Centers using purposive sampling and were randomly divided to experimental (15 students) and control group (15 students). Emotional intelligence training program consisting of 8 sessions lasting 45 to 60 minutes each over 8 weeks was implemented for the experimental group.To assess self regulation, Self-Regulation Questionnaire (SLQ) before and after the intervention were used. Subsequently,. The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software. The results of the study indicate that emotional intelligence training significantly (P< 0.0001) improves the self-regulation skills of students with ADHD. Therefore, we suggeste that professionals incorporate emotional intelligence training programs into the therapeutic and educational programs for students with ADHD

Clinical symptoms of autism spectrum disorder are diverse and include neurodevelopmental and cognitive impairments, as well as memory deficits, which are one of the most challenging areas for these individuals.

The present study aimed to develop and validate a neurocognitive rehabilitation program and evaluate its efficacy on reaction time, recognition of shape, and visual-spatial memory in high-functioning male teenagers with autism.

The study was conducted as a quasi-experimental design with pre-test and post-test measures and a one-month follow-up session. The population included male teenagers with autism attending special schools in Tehran during the academic year 2022-2023. A total of 30 participants were selected from this population using convenient random sampling and assigned to experimental and control groups. The participants received ten one-hour sessions of intervention over a period of 1.5 months, and Sina cognitive software was used in three stages: pre-test, post-test, and follow-up. Independent t-test was used to compare the change scores between the two groups, and repeated measures analysis of variance was used to examine the stability of the intervention's effectiveness.

The results showed a significant reduction in reaction time for simple reaction (t(28)=3.16, d=0.83, P=0.004) and selective reaction (t(28)=8.11, d=0.76, P<0.001) in the experimental group compared to the control group in the post-test and follow-up stages. Moreover, the experimental group showed a significant improvement in pattern recognition (t(28)=10.67, d=0.893, P<0.001) and visual-spatial memory (t(28)=10.90, d=0.884, P<0.001) compared to the control group in the post-test and follow-up stages.

Computer-based cognitive exercises are effective in improving cognitive performance and memory in individuals with autism. If these exercises are combined with sensory and motor interventions, better and more sustainable results can be achieved.

The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.

Neurodevelopmental disorders begin in childhood and lead to a weakening of physical, cognitive, emotional and social skills in affected children. The aim of this study is to develop a multimedia educational program and to evaluate its effectiveness on problem solving in children with neurodevelopmental disorders.

In this study, a multimedia training program with a neuropsychological approach was first developed and the content validity of the tool was confirmed by experts. The effectiveness of the program was then evaluated in a quasi-experimental study with a pre-test, a post-tesand a follow-up phase. The participants in this study were children with neurodevelopmental disorders whose male students were studying in Tehran in the academic year of 1400-1401. The children were examined using the Tehran Stanford-Binet Intelligence Test, and 100 children with neurodevelopmental disorders were selected based on the available sampling method and randomly divided into two groups, the experimental group and the control group. The experimental group completed 24 -training sessions that focused on a multimedia training program with a neuropsychological approach. Each session took place five times a week and lasted 90 minutes. The instrument used in this research were London Tower Test (Shalis,1982) , which was used as a pre-test, post-testand for the follow-up studies. The data were then analyzed using repeated measurement tests and multivariate analysis of variance (MANCOVA).

The results showed that the multimedia training program can influence the problem-solving skills (p≤0/01) of children with neurodevelopmental disorders. It also showed that the effect of this instruction was constant even after 1/5 months.

multimedia training program with Neuropsychological approach enhance problem solving of Children with neurodevelopmental disorders.

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.

The purpose of this article was to review the childhood reflexes, and the researches conducted in the field of Primary reflexes and their relationship with neurodevelopmental disorders in Iran compared to some similar foreign researches. The research method was an Scoping Review, firstly, the primary reflexes and their important types are defined, and then the role of the nervous system in the development of reflexes is discussed, and the researches that have been carried out in our country in the field of reflexes and neuro-developmental disorders are presented and discussed with some of similar foreign studies are compared. The search was made in SID, Magiran, Researchgate, Google Scholar, Ncbi, SAGE, and Pubmed internal and external databases, and articles related to the research objectives were removed and articles in which keywords were used and related to the research objective were selected and studied.

Mental fatigue caused by the Covid-19 crisis and the quality of mother-child interaction are among the main challenges faced by mothers of children with attention deficit/hyperactivity disorder. so, The present study was conducted with the aim of determining the effectiveness of overexpressed emotion management training using an interactive ecological approach on mental fatigue caused by the Covid-19 crisis and the quality of mother-child interaction in mothers of children with attention deficit/hyperactivity disorder.

The present study was a semi-experimental design with pre-test-post-test type. The statistical population of this research included all the mothers of children with attention deficit/hyperactivity disorder in the treatment and rehabilitation centers of Tehran in 1400. From among the target population, 14 subjects from Arghavan Psychology and Counseling Service Center were selected as the research sample by voluntary sampling method and randomly assigned to two experimental (7 people) and control (7 people) groups. During 13 sessions of 45 minutes, the experimental group was subjected to an overexpressed emotion management training program based on an interactive ecological approach, but no intervention was done on the control group. Both groups (control and experimental) responded to the Chaldor Fatigue Scale et al (1993)  and Pianta Parent-Child Scale (1994) before and after the intervention. To analyze the data, the method of multivariate analysis of covariance was used using SPSS version 23 software.

There was a significant difference between the average post-test scores of the intervention group and the control group, so that overexpressed emotion management training reduced mental fatigue (P=0.018 and F=18.544), reduced conflict (899 F=5.038, P=0.038), increased closeness (F=5.699, P=0.041), decreased dependence (F=5.394, P=0.045) in mothers of children with attention deficit/hyperactivity disorder in The group intervened.

Considering the results obtained from this research on the effectiveness of overexpressed emotion management training using an interactive ecological approach, it is appropriate for therapists and specialists of attention deficit/hyperactivity disorder to train overexpressed emotion management using the approach Put interactive ecology in the educational priority of these mothers.

The present study was conducted with the aim of determining the effectiveness of story-based play therapy intervention on response inhibition and emotion regulation in children with attention-deficit/hyperactivity disorder. The research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all 9-12-year-old children with attention-deficit/hyperactivity disorder in Tehran in 2022. The sample size includes 30 people (15 people in the experimental group and 15 people in the control group) from the statistical population were selected by the available sampling method and were divided into two control and experimental groups. For the experimental group, 8 60-minute story-based play therapy sessions were conducted. In this research, the Child Behavior Rating Scale (Swanson et al, 1980, CBRS), Moon and Sun Stroop Test (Archibald & Kerns, 1990, SMST), and the Emotion Regulation Checklist (Shield and Kiketi, 1998, ERC) were used to collect data. Multivariate analysis of the covariance test was used to analyze the obtained data statistically. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental and control groups in response inhibition and emotion regulation (P<0.01). According to the results of this study, it can be concluded that story-based play therapy improves response inhibition and emotion regulation in children with attention-deficit/hyperactivity disorder.

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

The purpose of this study was to conduct a systematic review of non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder.

Finally, based on the research entry criteria, among the 120 articles searched, using the prisma checklist, 9 articles were selected and included in the research, and the findings were classified and reported.

The evaluation of the articles showed that the most important non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder include behavioral approaches, play therapy, physical exercises, sensory therapies, and music therapy.

The results of this study include the most important non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder. It is suggested to compare different non-pharmacological interventions effective in reducing stereotyped behaviors of children with autism spectrum disorder to guide doctors and parents to choose the most effective intervention methods.

Research shows that mothers with children of intellectual disabilities use ineffective coping strategies that have negative effects on the quality of their interactions. Interventions are needed to equip mothers in this field. There is a research gap regarding the effectiveness of teaching psychological capital components on coping strategies and parent-child interaction in this category of mothers.

The present study was conducted with the aim of investigating the efficacy of teaching psychological capital components on coping strategies and parent-child interaction in mothers with children with intellectual disabilities.

The method of the current research was semi-experimental, with a pre-test and post-test with a control group with a one-month follow-up. The statistical population of the research is made up of mothers with daughters with intellectual disabilities whose children were studying in exceptional primary girls' schools in Tehran in the academic year 1401-1400. 40 mothers were selected by purposeful sampling and randomly assigned to two experimental and control groups (20 experimental and 20 control). The tools used in this research were coping strategies questionnaires (Lazarus and Folkman, 1984) and parent-child interaction (Pianta, 1994). The experimental group was exposed to 16 training sessions. Data were analyzed using the multivariate and univariate analysis of covariance.

The results of the research showed that the post-test scores of the experimental group were significantly higher than the control group in the variables of problem-oriented coping strategies and parent-child interaction also there has been a decrease in emotion-oriented coping strategy (p<0.01). The effects of the program in the follow-up phase were stable on problem-oriented coping strategies and parent-child interaction and there has been a significant decrease in the emotion-oriented coping strategy.

Considering the effectiveness of the psychological capital component training program on coping strategies and improving parent-child interaction in mothers of children with intellectual disabilities, it is necessary to pay attention to the individual empowerment of mothers and strengthen their psychological resources.

Students with hearing impairment have difficulty in reading. The reading process in these people is weak due to the fact that they not only lack inner speech, but also cannot automatically use the rules of matching phonemes with letters. Meanwhile, one of the evolutionary factors involved in the reading process is the memory function. Therefore, the purpose of this research is to investigate the effectiveness of the rehabilitation program based on working memory on word recognition in children with hearing impairment.

The method of this research was an experiment with a pre-test and post-test design with a control group and follow-up. The statistical population of the research included all children aged 8 to 13 with hearing impairment (girls and boys) who had hearing aids in Shiraz city in 2023. After screening, the research sample was selected from Khagani Elementary School in Shiraz according to the entry and exit criteria and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included the reading and dyslexia test. In order to analyze the data, descriptive statistics including mean and standard deviation were used, and to test the hypotheses, the method of mixed two-way multivariate analysis of variance was used.

The research Results showed that the rehabilitation program based on working memory improved word recognition in children with hearing impairment.

According to the findings of the present study, the rehabilitation program based on working memory is a useful program for improving word recognition in children with hearing impairment.

Neurodevelopmental disorders are group of neuropsychiatric disorders that occur in childhood and cause disruption in the growth and development of the brain or central nervous system in children. According to research results, children with neurodevelopmental disorders are weak in physical, cognitive, emotional, and social skills. This study aimed to develop a multimedia educational program with a neuropsychological approach and evaluate its effectiveness in the social skills of children with neurodevelopmental disorders.

In this study, initially, a multimedia educational program with neuropsychological approach was designed, and the content validity of the tool was confirmed by experts. The statistical population of this study included male students aged 7-11 years old with neurodevelopmental disorder in Tehran, Iran. Using the purposefully convenience sampling method, and after administering Stanford-Binet Test of Intelligence (Fifth Edition), 100 children with neurodevelopmental disorder and natural IQ level and above were selected and randomly assigned into experimental and control groups. The experimental group was subjected to 90-min 24 multimedia educational sessions with neuropsychological approach. On the other hand, the control group received no intervention. They were then followed-up after one month and a half. The required data were collected using Social Skills Rating System (Gresham and Elliot, 1999) as pre-test, post-test, and the follow-up.

The results of repeated measurement MANCOVA showed the effectiveness of the multimedia educational program with neuropsychological approach in the improvement of social skills of children with neurodevelopmental disorder (P˂0.01; Effect Size 0.35). Furthermore, it was shown that the effect of this program with neuropsychological approach on the social skills of children with neurodevelopmental disorder was constant even after one month and a half.

A multimedia educational program with neuropsychological approach can be used to increase and strengthen the social skills of children with neurodevelopmental disorders.

The present study aimed to investigate the impact of motor rehabilitation on strengthening the attention of slow learner students in Rasht. This quasi-experimental research had a pretest-posttest design with a control group. The statistical population included all slow learner students aged 8 to 12 in Rasht during the 2020-2021 academic year. The statistical sample included 20 slow learner students (10 children in each group) with an average IQ of 79, who were randomly assigned to two experimental and control groups using the purposeful sampling method. During the pre- and post-training stages, a simple strop computer test (SST), continuous computerized performance test (CPT), Wisconsin card computer test (WCST), and divided attention researcher-made test (TEA-Ch) were used to collect data. The experimental group conducted the selected Kephart’s perceptual–motor protocol twice per week for ten 45-minute sessions (1964), and after completion of the course, attention tests were administered. SPSS-26 software was used to analyze the data using multivariate analysis of covariance (MANCOVA). For all tests, a significance level of 0.05 was considered. The findings demonstrated that perceptual–motor programs significantly improve the attention of slow learner students. Therefore, it is recommended that these children receive both motor rehabilitation and structured training to help them overcome their challenges.

This study aimed to determine the effectiveness of education based on acceptance and commitment to self-concept and mother-child interaction in mothers of children with autism spectrum disorders. The research method was a pretest-posttest design with a control group. The study's statistical population included 50 mothers of children with autism spectrum disorders whose children were receiving education and rehabilitation in special centers for autism in Tehran city in 2020. The sample size of ten mothers was selected by purposeful sampling. Mothers were randomly divided into experimental (n = 5) and control groups (n = 5). The instruments were the Rogers Self-Concept Scale (RSCE) and the Mother-Child Interaction Scale (MCRE). The experimental group received an acceptance and commitment-based group training intervention program for eight sessions of ninety minutes with fifteen minutes of rest time, while the control group did not receive any intervention. Data analysis was performed by SPSS-24 software using descriptive statistics and analysis of covariance. The results showed that the intervention program of group education based on acceptance and commitment had a significant effect on self-concept and mother-child interaction in mothers of children with autism spectrum disorders, with an effect size of 0/341 for self-concept and effect sizes of 0/411, 0/445, 0/397, and 0/364 for the subscales of child acceptance, overprotection, overindulgence, and child rejection, respectively, on mother-child interaction (P< 0/01). The present study's findings indicated that this treatment program, with the teaching of appropriate principles, can be used as a suitable treatment method to improve self-concept and mother-child interaction in mothers of children with autism spectrum disorders.

The aim of this study was to compare the quadratic mastery style and information processing styles in gifted and normal students in terms of causal data collection method.

The statistical population of this study was all gifted and normal female high school students in Urmia in the academic year 1401-1400. According to the population of gifted high school girls, which was 350 people, 184 gifted high school girls from gifted schools were selected as a research sample by available sampling method. Also, 184 female students were selected from normal schools by available sampling method. Questionnaires on information processing styles and assessment of brain hermeneutic dominance were linked using the online site and distributed in the context of a happy program. Data were analyzed using multivariate analysis of variance and SPSS software.

The results of multivariate analysis of variance showed between quadrants of mastery A) (<0.01). P) and quadratic brain mastery B, C and (D (P <0.01) and information processing styles of rationalism (P <0.05) and empiricism (P <0.05) in gifted and normal students.

According to the obtained results, it can be said that gifted students received better scores in the fields of mastery and information processing styles than normal school students and from a better situation. They enjoyed.

Internalizing disorders include disorders, such as major depressive disorder, dysthymia, and somatic disorders. In the diagnostic and statistical manual of mental disorders, 5th edition (DSM-5), post-traumatic stress disorder (PTSD) is recognized as a distinct group, but anxiety is a common symptom. This study aimed to investigate the effectiveness of play therapy programs based on social cognition in children with internalized behavioral disorders.

This study was an experimental design with a pre-test, post-test, and follow-up. The subjects were screened based on the inclusion criteria, then 20 children with internalized behavioral disorders were selected after the matching process, and they were randomly assigned to experimental and control groups (10 persons in each group). The intervention program was implemented in 10 sessions over 3 months. In this research, the Achenbach questionnaire (teacher report form) was used to assess students’ behavioral problems.

The results showed that play therapy with the social cognition method decreased the behavioral problems in children with the internalizing disorder (P≤0.05). 

It suggested that this supportive program can be implemented in a community of children with internalizing behavioral disorders.

The aim of this study was to determine the effectiveness of an intensive interaction intervention program based on sensory approach on challenging behaviors of children with autism disorder.

The statistical population of the present study were all low function autistic children of rehabilitation centers in Karaj. The research method was quasi-experimental with pre-test and post-test design with control group. The sample size was 12 low function autistic children from Kahrizak autism center who were selected by available sampling method. After completing the revised scale of challenging behaviors as a pre-test by the parents of children with autism, these children were randomly assigned to the experimental (n = 6) and control (n = 6) groups. intervention program was conducted for 10 consecutive sessions in 40 days for the experimental group. At the end of the intervention sessions, the revised scale of challenging behaviors was re-completed as a post-test by parents of subjects.

analysis of covariance (ANCOVA) was used to analyze the data. The results showed that the intervention program reduced the challenging behaviors of all experimental group subjects.

According to the findings of this study, the intensive interaction program with the sensory approach can be used to reduce the challenging behaviors of children with autism as a useful intervention method.

Research has shown that one of the main problems of gifted students is in concentrating and problem solving. Different techniques have been used to treat and rehabilitate these children. This study aimed to investigate the effect of teaching emotion regulation strategies on the concentration and problem solving of gifted students. This research was quasi-experimental study with a pretest-posttest control group. The study population included all the male students in tenth, eleventh and twelfth grade who were studying in Bojnourd in 2021 academic year, and 75 people were randomly selected by using the Cochran's formula. Because of Corona Pandemic 30 people participated in our study that they were divided into two experimental and control groups (15 people in each group). The experimental group underwent 9 sessions of 60 minutes under a training program called "Cognitive Reconstruction", but the control group received no intervention. Focus Skills Questionnaire and the revised Social Problem Solving Questionnaire were used to collect the data. Data analysis were analyzed by covariance. Findings showed that teaching emotion regulation strategies had a significant effect on improving the concentration and problem solving of gifted students. So applying these strategies can improve the ability to focus and solve problems in gifted students and improve the performance of these children in different areas of education and live.