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Abstract
Background and purpose: 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.
Method: 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.
Results: The research Results showed that the rehabilitation program based on working memory improved
word recognition in children with hearing impairment.
Conclusion: 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.
 

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Emotional abuse is a repetitive pattern of child-focused caring emotional abuse that induces a child that is worthless, incomplete, unfriendly, and unwanted. Emotional abuse can have different classes, such as insulting, creating self-confidence, threatening, destroying child's friendships, emotional neglect / neglect, humiliation, neglect / exclusion, compulsion and family disturbance.
Emotional abuse is a very common and less known phenomenon. Studies show that up to 75 percent of children and adolescents can be exposed to levels of emotional abuse. Exposure to moderate levels and excessive emotional abuse can have negative consequences. Emotional abuse can affect physical, emotional and cognitive development of children, causing behavioral, emotional and educational problems. Also, its implications for adulthood are also drawn.
Some factors associated with parents increase the likelihood of emotional abuse, such as the younger age of parents, the experience of abusive childhood, the type of attachment style, the experience of violence in the current family, psychological problems, and addiction. The age and gender of the child also contribute to emotional abuse.
By improvement the personal, familial and social protective factors of emotionally abused people, it can reduce the negative consequences of emotional abuse.

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Abstract
Background and Aim: Because Joint attention provides the basis for learning core skills such as language,
social communication, playfulness, mind theory, and behavior theory, it has become a target for therapeutic
intervention for children with autism spectrum disorder. Therefore, the purpose of this study is to identify
and develop the components of a joint attention education program with a synthesis research approach and
based on the principles of timely intervention for children with autism spectrum disorder.
Method: used in this research is qualitative and Synthesis Research. The statistical community of research
synthesis in this research includes all articles, theses and studies on joint attention training for children with
autism spectrum disorder. that with that with the keywords of joint attention training; Joint attention program
and autism spectrum disorder through search engines and English-language scientific resource databases
including Pup Med, Embase, PsycINFO, ProQuest, Google Scholar, Science Direct, Springer and the keywords
in addition to the above keywords of joint attention training and joint attention program were searched through
Magiran and SID Persian language databases.. Among these, there are 34 research articles in English and
Persian, which were selected from among 60 published articles in the period from 2010 to 2021.
Results: After analysis, coding and classification, the research results showed indicators. The components
of joint attention training for children with autism in the age range of 3 to 5 years have been extracted based
on the components arising from the study of theoretical foundations and research background in the form of
research synthesis. Accordingly, joint attention training based on seven basic categories, including attention
recognition, initiation of joint attention; Response to shared attention; Initiation of behavioral requests;
Response to social interaction; The beginning of social interaction and response to behavioral requests is
solid, and joint attention exercises and training activities can be designed, implemented and evaluated based
on these components. The content validity of the program in the Waltz and Basel method is generally equal to
0.84, which indicates the appropriate and acceptable content validity for this program.
 

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Abstract
background & purpose: The problems of children with oppositional defiant disorder are largely related to
the parent-child relationship, therefore in the current research, based on the research synthesis method,
a comprehensive implementation model for parent education is presented. The aim of the research is to
identify the components and elements of positive parenting for the families of children with oppositional
defiant disorder, develop the program and evaluate its content validity.
Method: The research method is qualitative and research synthesis type. The statistical population included
all articles and research related to positive parenting. The sample size was 92 articles that were published
between 2010 and 2023. Using the CASP checklist and Based on the entry and exit criteria, first 27 and
then after studying the abstract of the documents, the quality of the articles and the degree of relevance,
12 cases were selected as the research sample. Petticrew & Roberts(2006) six- stage model was used for
data analysis, and Content Validity Index method was used for content validity.
Results: According to the findings of the research, positive parenting is based on six main theme including:
mutual respect and equality, use of natural and logical consequences, psychological autonomy, inductive
discipline, parental warmth, acceptance, and sensitivity. The content validity was based on the content
validity index of 0. 86, which indicates the acceptable content validity of the program.
Conclusion: Considering that oppositional defiant disorder is more influenced by the interaction of the
individual with the social environment, especially the family, and the parenting style is effective in the
occurrence of the disorder, the designed program can be used to improve existing interventions and design
new interventions.
 

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Background: The purpose of this research is to identify executive skills (Sustained attention, working memory, and response inhibition) and the use of strategies to improve it in students with attention deficit hyperactivity disorder (ADHD); these executive functions have different roles and affect everyone's health and life for all people of any age, performance and functional well-being. This force is presented as a cognitive structure, has tasks such as problem solving, attention, reasoning, organizing, scheduling, memory, response inhibition, impulse control, game preservation, game change, as a result, defects and disruptions in this field disrupt the daily functioning.
Method: The research method is such that by referring to the national book of the country, previous research by researchers and related articles, we have gathered useful material in this regard.
Conclusion: Therefore, the results of the research show that using state of the art techniques and strategies, it can be used to improve and enhance executive functions, and this is a great help for students with attention deficit / hyperactivity disorder in educational life, Social and personal.
 

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Background: The "executive functions" as higher-level cortical functions with the supervisory and controlling role on the lower-level cognitive functions lead to human adaptive behaviors in the specific situations. These situations occur in the conditions in which automatic behavior may be insufficient. Executive function deficits in children may be presented with poor memory, problem-solving, learning, reasoning, information processing, communication, social interaction, reading comprehension, writing, doing homework, group play with peers, doing a project and etc. These have significant outcomes in children in terms of social, emotional and academic performance. This most complex behavior of the human is related to the most complex area of the brain i.e. the frontal lobes. The output of frontal lobes is behaviors that distinguish human and animal.

Conclusion: Then, recognizing neural substrates of executive functions have special significance. Having knowledge about executive functions is necessary for professionals of exceptional education and rehabilitation.  

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Background: Evaluation of curriculum of students with mental disability for catching predicted goals and effectiveness of this curriculum is critical. The aim of this research was to evaluate experimental sciences curriculum for sixth grade students with mental weakness in Urmia city.
Method: This was a descriptive survey and its statistical society was consisted of all teachers and managers of sixth grade elementary special schools in Urmia city which were 30 people and since their number was few, census method (selection of total society) was used for sample selection. Data gathering tool was author made questionnaire according to research questions whose validity was verified by special school curriculum experts and their stability was calculated by Cronbach’s alpha (0.86). For data analysis, frequency calculation, percentage, and weighting and valuing methods were used.
Results: Analyzing the viewpoints of teachers and managers of elementary special schools showed that the quality of factors in the evaluated curriculum, including clarity of goals, content sufficiency, environment, and education time, were good. But the factor of professional competence of teachers with average of 2.66 was in the worst compared to the averages of other factors.
Conclusion: This research can be a step towards attention to educational issues and curriculums for students with mental weakness at elementary schools and focuses on the necessity of special attention to use interested and skilled teachers and holding educational workshops in order to retrain teachers.