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   Background and Aim: Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. The evidence-based research suggests that video modeling can be effectively implemented with learners from early childhood through middle school. This practice may prove useful with high school age learners as well, though no studies were identified to support its use at this age level.
   Conclusion: Basic video modeling involves recording someone besides the learner engaging in the target behavior or skill. The video is then viewed by the learner at a later time. Video self-modeling is used to record the learner displaying the target skill or behavior and is reviewed later. Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of the learner. Video prompting involves breaking the behavior skill into steps and recording each step with incorporated pauses during which the learner may attempt the step before viewing subsequent steps. Video prompting may be done with either the learner or someone else acting as a model. In this article investigated theoretical base, type, effectiveness, application and implementation steps of video modeling.

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Background:  More than fifty years have passed since Samuel Kirk used the term learning disability to describe children who average or above average intelligence. In the fact, these children are both puzzling and paradoxical. Generally, they have many problems in school. Term of learning disability in Diagnostic and Statistical Manual of mental disorders, 5th edition (2013) changed and named specific learning disorder (SLD). In recently definition of SLD that had done by American Association of Psychiatric (APA), there had changes in diagnostic criteria. Diagnostic criteria of intelligence quotient and achievement discrepancy named wait to fall model for delay to identification and limited. On the other hand, response to intervention (RTI) replaced it. RTI is a reality in today’s classrooms, bringing with it a wide range of questions.

Conclusion: RTI is a multi-step school improvement approach to provide early academic and behavioral supports. This is expected that for screening, identification and diagnostic pay specific attention to RTI in early intervention.   

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Abstract
Background and Aim: Leisure time for children and adolescents with intellectual disability has different
dimensions and is of particular importance. Leisure time is a subset of adaptive behaviors and is defined
as the time spent in favorite activities and recreations that are created by the individual or others and
includes his personal preferences, options and interests. This research was conducted with the aim
of investigating leisure time programs for people with mental disability, emphasizing the necessity
of programs, the theoretical foundations of each program, classification of leisure and fun activities,
prioritization of activities in line with the development of leisure time programs, and the applications of
leisure time programs.
Method: The method of the present research was descriptive and narrative review type. Articles and
books available in reliable scientific databases such as Elsevier, PubMed, Springer, Science Direct and
Google Scholar from 2002 to 2024 have been used to collect information.
Conclusion: Active participation in leisure programs strengthens self-confidence, mental vitality and
sensory-motor skills of children and adolescents with intellectual disability and reduces their challenging
behaviors. In general, leisure time components include fun games, walking, gardening, participation in
family events, participation in religious activities, participation in associations and clubs, participation in
sports activities, academic training, and travel. There are many examples of fun activities for the leisure
time of people with intellectual disability, which are usually divided into activities in organized groups,
activities in informal groups, and informal individual activities. Children and adolescents with intellectual
disability learn to make more rational decisions, think creatively and critically, and increase their sense of
responsibility through the training of the leisure program.
 

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Background: Since 2002, the definition of intellectual disability was revised about 10 times. American association of intellectual developmental disabilities (2007) replaced the term of mental retardation with intellectual disability. However, in diagnostic and statistical manual of mental disorders 4th revision the term of mental retardation was used. Therefore, both of them use in Persian and English studies. Today, term of intellectual disability approved by all, including American association of psychiatric (diagnostic and statistical manual of mental disorders, 5th edition) and world health organization (International Classification of Diseases, 11th revision).

Conclusion: This is expected that professions and scientific magazines don’t use the outdated term of mental retardation. 

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Attribution retraining is a training intervention that aimed to remove motivational problems for learning in students and modify their thinking about causal attributions. Consequently, it increases their self-esteem and expectation level for success. On other hand, cognitive strategies are learning instruments which aimed to help students for acquisition, organization, saving knowledge and skill, and facilitate to use them in future time. Meta-cognition strategies mean some instruments for guiding and supervising cognitive strategies. Successful learners can replace ineffective cognitive strategies with effective ones. It is important to evaluate problem-solving methods and their outcomes before applying them. The students who master on learning strategies are more successful during problem-solving process. The present paper discusses how attribution retraining, cognitive and metacognitive strategies can help intellectually disabled students to use their thinking and behaviors for problem-solving.