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Attachment is defined as a deep and stable connection that is created between a child and his/her guardian. This issue affects deeply all aspects of an individual’s life such as intelligence, body, excitements, communications and values. Studies related to this field show that this issue not only affects the childhood period, but also the entire spectrum of an individual’s life. Therefore, taking into consideration the importance of the issue and progressive challenges in this field, the purpose of this article is to review researches conducted in the field of attachment in Mental Retardation children and the probable damages and attract the attention of the families, specially, the mothers of Mental Retarded children.

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This study aims at identifying factors influencing the birth of exceptional children in families who have more than one exceptional child. It investigates and compares the biological characteristics of the parents with more than one exceptional child, in two groups: a) parents from the same family background either from mother of father side b) parents from different family background or parents who are not relative. This study also compares the demographic characteristics of children in these two groups. This study focuses on 94 parents 58 of which form the Target group and 36 form the comparison group. Finding showed that there are significant differences in several biological characteristics variables in the two groups under study. These variables are parents' type of marriage, parents' relationship in terms of their family background, the mother's age, the father's age, mother's marriage age in both groups.

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Systems of education in different countries usually make psychological assessments of incoming first grade students to primary schools to be able to adjust their educational curriculum to special needs of the students. In our country, a project entitled "assessing physical health & school readiness" conducted from 1996 for incoming fist grade students. This project focuses on students' individual information, family situation, and physical health of the students as well as a brief assessment of their school readiness via some assessment approaches. The review studies carried out through investigating the modern approaches and new researches concerning the psychological assessment of incoming first grade school students indicate that our educational system's attempts in this field, compared with the international advanced psychological assessment of incoming students and with the goals of these assessments have great shortages and it is vital that some scientific, developmental and applicable research to be done to create a change.

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Different opinions have been presented about the cognitive performance of the deaf. In the current article, taking into account the study of different researches and views, there is an attempt to analyze the cognitive performance such as memory, intelligence, learning and linguistic performance in deaf children. In general, some claim that compared to normal children the deaf have a limited understanding as far as understanding, learning and memory are concerned. Some others reject this idea and believe that there is no significant difference between the deaf and normal children. Researches indicate that deaf children, as far as memory and the type of I.Q tests are concerned, are weaker than normal children. In some other researches, there is a claim that deaf children are not, generally, weak as far as intelligence is concerned. Although, it is possible that deaf children, quantitatively speaking, are equal to normal children, they are not, qualitatively, equal to normal children. The reason is that deaf children's. Quantitative aspects of comprehensive and conceptual performance are different. They believe that deaf individuals have natural mental capabilities. Although, it is possible that, sometimes, some shortfalls might emerge in the performance, most of the problems in the deaf is as a result of communication gaps. Researches suggest that when it comes to the assessment of cognitive concepts of students with hearing impaired, the general communication method has been taken into consideration. These researches will also make references to the social factors in the individual's capability and learning facilitation. In this article, in addition to reviewing and summing up different views in the field of deaf students' cognitive performance, some other educational reasons have also been pointed out.

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This fall I had the opportunity to travel to Melbourne, Australia to pass the Parent Child Mother Goose Program course and get the formal certificate from Taralye Center. Taralye and the quality of its services to hearing impaired children, influenced me a lot so that I participated in all of their other programs and had some visits to other centers, too. I write this report for all who are interested in and with the hope that someday we have such services in our country for our hearing impaired children. This report paper is written in several parts.Each part is about one of the centers which I visited during my trip to Australia.

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Background: Autism is a developmental neurological disorder of childhood. Autistic children face with many stereotypical problems like social skills, communication skills, and repetitive behaviors. This study aimed to evaluate the efficacy of social skills for children with autism by using horses. Method: Sample of study consists of a nine-year-old autistic boy who were selected by accessible sampling, and participated in a single subject. Social skills of children with autism are assessed by Treatment Evaluation Checklist and the Social Skills Rating Scale that during the baseline, intervention and follow-up was completed by the child's mother. Then, obtained data were analyzed by using the effect size indices. Results: Results show that horse assisted therapy improves social skills of children with autism. Conclusion: In general, we can say that horse assisted therapy will lead to improve social skills in children with autism.

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Background: Attention deficit hyperactivity disorder is a neurological developmental disorder that affects many different aspects of life, some features of this disorder overlap with some other disorders including motor problems, usually it has been less studied. The objective of this study was to overview of researches in the field of motor problems in people with Attention deficit hyperactivity disorder. Method: Published articles from 2002 to 2013 in bibliographic and publisher databases including Pubmed, Springer link, Eric, Psycinfo, Scopus, Sage. In addition, the internet search engine Google about motor problems in ADHD children was reviewed in this article. These keywords were used for research: attention deficit hyperactivity disorder, motor problems and related words. Conclusion: Results of this study indicate that motor problems in children with attention deficit hyperactivity disorder are common. It can be referred to poor balance and posture, problems with gross and fine motor skills.

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Background: Reading fluency as one of the five major components of skilled reading is considered as an indicator of reading competes. The latest reading program that combines most effective strategies is the Helping Early Literacy with Practice Strategies (HELPS). The purpose of this study was to determine the efficacy of HELPS on reading skills (reading comprehension, reading speed and accuracy) of dyslexic children. Method: The population in this study includes all dyslexic students of Tabriz. 8 dyslexic male third and fourth grade elementary students were selected as sample group. In a single case study, Subjects in the pre-treatment phase, and after reading each text and also after the treatment, reading speed, reading accuracy and comprehension were tested. Results were analyzed with comparing diagrams. Results: Findings show that in post-test 3 students showed 5 scores, one of them showed 3 scores increased, and 4 others had high stable scores compared to base line. For accuracy, despite increased hardiness, all of students showed 6 to 29 scores increase in post-test compared to baseline. Minimum increasing in reading speed were 1.2 minutes and maximum were 2.17 minutes. Conclusion: The results from this study indicate that HELPS program improves reading performance of dyslexic children, including reading speed, reading accuracy and comprehension.

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Background: The studies have shown that mental health and irrational beliefs play an important role in family and career, and it seems that self is influenced by the working conditions of teachers. This study aimed at comparing mental health and irrational believes of ordinary and special primary schools teachers of Yazd province.

Method: The population includes all teachers of ordinary and special primary schools of Yazd in 2013. The sample of the study (60 teachers of special school and 60 teachers of ordinary school) was taken by census and targeted sampling. For data collection, the questionnaire of irrational believes of Jones IBT and Goldberg mental health (GHQ) was used. The processing data using descriptive and inferential statistics (ANOVA and multiple regression multivariate input method) was performed.

Results: Data analyzing was performed using descriptive and inferential statistics and results confirmed the research hypotheses. It shows that there was a significant difference between irrational believes and mental health of ordinary and special primary school teachers (p<0/001). Regression analysis show that irrational believes; demand for approval by others, tendency to blame, and avoiding possible problems in ordinary school teachers and perfectionism can predict mental health of special school teachers.

Conclusion: According the obtained results, it can be concluded that change of irrational believes in special school teachers will result in changes in their behavior and social adjustment, and better mental health.

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Background: Sensory processing is a part of our body’s function that is getting neural input, interpret and answer to them. In some clinical condition, like autism, sensory processing was impaired. Autism is a neuro-developmental disorder that has problem in communication, social interaction and stereotype behavior. This case study endeavored to determine whether or not sensory processing intervention has an effect on increasing parental self-efficacy and child-parent relationship in children with autism.

Method: The intervention study included 8 children and their mothers. Children have a primary diagnosis of autism based on DSM-V, didn’t have any comorbid neurologic disorder and were 3-6 years age (mean is 3 years to 6 years and 11 months). First, mothers filled the sensory profile. After that based on children’s impaired senses, they received Dunn’s model interventions. For assessment, self-efficacy and child-parent relationship was assessed in participants twice in pretreatments, intervention, post-treatment and after one and three months follow up use of sensory processing styles intervention. For analyze of data, we use percent improvement and standard mean for follow up.

Findings: Percent improvement show increased in rate of self-efficacy (-19.45%) and increased in rate of child-parent relationship (-7.22%), but none of them is significant.

Conclusion: It was hypothesized that outcomes of this study would not support the relationship between sensory processing intervention and increase of parental self-efficacy and child-parent relationship in children with autism. It means that improvement of sensory processing in autistic children don’t lead to increase of parental self-efficacy and child-parent relationship.

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Background: Cochlear implant in children with profound hearing loss is shown to affect both children and their parents, specially their mothers. Mothers’ life experiences after children cochlear implant surgery, reflect their emotions and attitudes to the after-surgery-issues and needs in order to care and guidance their children, however, yet it has been not investigated. So, the aim of this research was to detection, identification and explanation of after-cochlear- implant experiences of the mothers who have children with profound hearing loss.

Methods: In this phenomenological study, using purposive sampling method, 11 mothers selected from hearing rehabilitation center of Ardabil in 1393. Data were collected utilizing in-depth interviews. The data analyzed with Smith method.

 Results: From the findings of the present study seven core concepts were inferred namely «engagement», «encounter», «hope», «severity», «acceptance», «adaptation», «providence». Beside, several sub concepts derived.

Conclusion: The results can contribute to the future plans for improving support resources for children cochlear implants to provide mothers mental health.

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Background: Planning, Attention, Simultaneous –Successive (PASS) theory is a kind of cognitive processing theory that during the past few years has attracted considerable attention. This paper aims to review the theory in children with special needs Conclusion: Findings show the efficiency of this theory in predicting academic achievement and assessment of individuals with specific learning disabilities, Attention Deficit Hyperactivity Disorder, Autism spectrum disorders, Gifted Children and Mental Retardation indicates. These results indicated that the groups compared to their normal peers show certain defects in PASS processes. Overall results indicate that the PASS theory and its profile in the fields of clinical and educational useful suggestions has provided for understanding clinical disorders.

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Background: Children with mental disability have various disorders. Detecting of disabilities and presenting the suitable therapeutic intervention and trainings could be useful for children and their parents. This study was performed to study the effectiveness of ISTDP on social anxiety of children with mental disability and immobile visual perception disorder. Method: Population of study includes all children with mental disability who live in Shahrkurd. Among all children, 16 children with IQ about 50 to 70 were selected as an in access group and they were divided into two groups, randomly. Social anxiety questionnaire was used for gathering data. The ISTDP was used as an independent variable. Data were analyzed by descriptive and inferential statistics. Results: Findings determined that there is significant difference between control and experimental group in social anxiety (p<0/05). Conclusion: According to the findings, early diagnosis of visual perception in developmental coordination disorder and providing suitable interventions could be useful for treatment and improvement of children.

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Background: Autism is a neural _ developmental disorder in childhood. An autistic child has different problems in social and communication skills with repetitive behavior. The objective of study is to evaluate the effectiveness of environmental enrichment training to parents in improvement of communication and sociability on autistic children. Method: This experimental study performed by pre-post test. Population of study includes all of students between 7_12 years old from Aein-Mehrvarzi school in Tehran were recruited through available sampling and randomly assigned to two control and experimental groups. Autism Treatment Evaluation Checklist was used as instrument for measuring improvement of children with autistic features. At first, both of groups were taken pretest and then experimental group trained environmental enrichment for four months. Then, both of groups were taken post test and after a month were done follow-up test. Data were analyzed by ANOVA with repeated measure. Results: Result showed that environmental enrichment training to parents was effective on improvement of communication and sociability (p<0/05). Conclusion: According to benefits of parental intervention in treatment and importance of increasing therapy sessions for children with autism, it is recommended that this therapy method in conjunction with conventional methods is offered to parents of children with autism specially mothers.

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Studies have shown that blind people perform better in certain hearing, touch, and chemical tasks. However, few studies in the similar study evaluated blind and visually impaired children as compared to ADHD children in various cognitive sensory states. This research was conducted to compare the meta-cognition of ADHD children, the blind and normal children of Ahwaz city. In this research, the causal-comparative method has been used. The statistical population of the study includes all children of Ahvaz in 2017, who was selected through a target and random sampling method as a statistical sample. The sample group includes 60 children (30 were normal and 15 were blind and 15 were ADHD). Research was carried out by referring to the medical centers, the exceptional children's school in Ahvaz, as well as the welfare of the city. In this study, we used children's meta-cognition questionnaire MCQ to measure and compare the variables. To analyze the data, Spss23 computer software was used. Descriptive findings including frequency, mean, standard deviation, and univariate analysis of variance have been studied. Findings showed that there was significant difference between meta-cognition among three groups. Meanwhile, the meta-cognition level of blind children as well as over-active children was not similar to that of normal children. In general, the effect of meta-cognition in perceiving an individual from his abilities with the continuation of psychopathology cannot be ignored. Therefore, efforts should be made to maximize the function of meta-cognition and its dimensions in advancing educational goals, mental health, and psychopathology of ordinary and special children

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Background: Reality therapy is a kind of psychotherapy in which it is tried to help to resolve problems with respect to the concepts of reality, the proper and incorrect responsibility of one's life. In this way, people who need psychosocial help are helped by defining human nature, determining behavioral rules and designing the treatment process. The purpose of this study was to investigate the effectiveness of group counseling based on reality therapy on resilience of parents of autistic children in Isfahan city in 2017.
Method: The research method was semi-experimental with pre-test, post-test and follow-up with control group. The statistical population included all parents with autism children, of which 30 were selected using convenience sampling method and randomly assigned to two experimental groups (15 people) and control (15 people). The research tool included the Conner-Davidson Resilience Scale. The experimental group underwent 8 group counseling sessions based on reality therapy. The control group didn't receive any intervention.
Results: The results of the data, using repeated measure analysis, show that group counseling based on reality therapy has a positive effect on parental resilience. The results also indicated that group counseling based on reality therapy had been effective in increasing parental resiliency components (excluding control).
Conclusion: In this way, it can be said that group counseling based on reality therapy is effective in increasing resilience of parents with autistic children.

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Inclusive Education is as a promising education for young children with special needs. Studies in this more focused on inclusive school-age and less will be discussed in pre-school ages. Inclusive education of children with special needs in kindergarten has been increased during the past few decades and many children who previously been in separate centers, now they are in inclusive kindergartens. Studies in preschool inclusive settings represent many advantages for children with and without special needs. They more success and progress achieve towards children in kindergarten special. However, the main element of making a successful inclusion is availability prosperous strategy and training teachers. Despite strong support for the inclusion system in the kindergarten, unfortunately studies in this field are poor

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Objective: To examine cognitive functioning in children with multiple sclerosis (MS). Methods: The authors
examined the neuropsychological profile of 37 children with a diagnosis of clinically definite MS and assessed the
associations between cognitive function and clinical features. Results: Of 37 children and adolescents evaluated, 35%
demonstrated significant cognitive impairment. Cognitive functioning was strongly related to several clinical variables,
including current Expanded Disability Status Scale, total number of relapses, and total disease length. The consequences
of MS adversely affected academic functioning in over a third of the children. Conclusions: Cognitive deficits occur in
children with multiple sclerosis. Comprehensive treatment planning should involve recognition that they may require
academic accommodations for their education.

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Background and Aim: The birth of a deaf child makes family especially mothers face a situation which requires their psychological to be paid more attention. Positive psychotherapy is a psychotherapy approach that is accompanied by the creation of positive abilities and emotions, and it attempts to increase the meaning of life in order to relieve mental harm and increase their happiness. The current  study was to investigate effectivness positive thinking on reducing irrational beliefs and inhancing happiness in mothers of deaf children in qazvin.
Methods: The research method was quasi-experimental with pretest and post-test with control group. The statistical population of this study included all mothers of deaf children that 34 people was selected using the available sampling method from them and according to the criteria for entering (age of mother, sex, education, maternal hearing standard and age of the child and duality of the families) divided into two groups (experimental and control) grouped and matched. The research instruments were khodayarifard and ghobari bonab positive thinking(1391), Jones Irrational Belief Test(1969) and  Oxford Happiness Inventory(1989). Positive Interview Training in the form of ten sessions 90 Minutes held weekly in one session was conducted in the experimental group. At the end, the mentioned questionnaires were administered to both groups as a post-test. The data analysis method was multivariate covariance.
Results: Based on the results positive thinking was not effective in reducing the irrational beliefs of the experimental group( p>0/05). As well as positive thinking did not increase the happiness of the mothers of the experimental group compared with the control group's mothers.  
Conclusion: In general, the findings also show that positive thinking did not reduce the irrational beliefs of mothers of deaf children and did not increase their happiness.
 

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Cochlear implants provide access to the speech signal in children with hearing loss that often cannot benefit from acoustic hearing aids. However, despite the numerous positive results in pediatric cochlear implantation, published data still indicated a wide range of performance among implant recipients. Hence, a need to study the possible variables that can affect performance, could account for the diversity of performance and affect speech perception is critical to both the professionals working with the parents and to the parents themselves. Categorizing these determinants increases the ability of clinicians to offer educated preoperative prognoses to the families and might potentially allow for manipulation of variables in an attempt to achieve the best possible outcome. This article presents an overview of these factors.