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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: 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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Abstract
Background & Objective: reading performance is one of the important subjects of learning in students,
which can be effective in other aspects and subjects. The purpose of the present study was to determine
the effectiveness of language-verbal games on the executive functions of working memory, inhibition, and
accuracy and concentration in reading performance in late learning students.
Method: The present research was based on a semi-experimental method and a pre-test-post-test design
with a control group. The statistical population of the research included late learning boys and girls of the first
grade of primary education available in Yazd city, who were studying in government schools in the academic
year of 1402. The number of late learning students was 30 qualified volunteers with the approval of learning
disorder center specialists and available sampling method and placed in two groups of 15 experimental and
control subjects. The data collection tool included the checklist for diagnosing dyslexia (Karmi-Nouri and
Moradi, 2014), the brief test (Jioya, 2000) and the fourth intelligence test (Wechsler, 2003). The training of
language-verbal games on executive functions, working memory, inhibition and accuracy, concentration
during 16 60-minute sessions three times a week for the participants of the experimental group before and
after the pre- and post-test intervention, to analyze the information from the 23 spss software and from
Multivariate analysis of covariance test was used to analyze the data.. Probability values less than (0.05)
were considered statistically significant.
Results: The results showed that, after removing the effect of the pre-test, the difference between the
average scores of the experimental group and the control group in the post-test in working memory variable
(p < 0.001), accuracy and concentration (p = 0.001) and inhibition (p <0.001) was significant. Also, the
difference between the mean post-test scores of the experimental group and the control group in reading
performance components was significant (p<0.001).