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Abstract Introduction: Autism is a neurodevelopmental disorder comprised of deficits in communication and social skills and the occurring of rituals and stereotypies. The purpose of this study was to assess effectiveness of Directed interaction between Students with high-functioning autism with peers and teachers in ordinary schools on reduction of the impairment in social skills, communication skills and stereotypical behavior of these students. Method:  During a single subject design By Mark A-B Along with the 3-months follow-up, Three Participants (one child and two adolescences) selected through convenient sampling among 16 student of Esfahan Autism Center. These students  went to school with Coach. GARS test was used for measurement of effectiveness of Intervention. Wineland Social Maturity Scale, Autism Spectrum Disorder Diagnostic test, and Autism Spectrum Disorder-Comorbid test was used for description of Participants. Intervention was performed 14 weeks in one elementary school, one secondary school and one vocational school. Results: Data analysis using 3 effective sizes Consists of percentage of non-overlapping data as the main effects, Percent recovery, and percentage scores decreased as Minor effect size. Visual analysis that using Excel and paint software charts, Showed that percentage  of non-overlapping data For social communication 3 participants was 0/75, 0/75, 0/50 and 0/100, 0/100. 0/75 for Social Skills defect and 0/25,0/50 and 0/0 for stereotypical behavior. Conclusion: It seems that Directed interaction between Autism's student with peers and teachers in ordinary schools is effective on reducing the impairment of social skills and communication skills. It is recommended that further research to be conducted using the observation method to assess the effectiveness of directed interaction for autistic students.  

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Aim and Background: Among the professions, teacher's job can be described as experiencing excessive stress and exhaustion. The aim of this study was to investigate the mediating role of perceived stress in the relationship between social problem solving styles and quality of work life among the teachers of exceptional children schools. Methods and Materials: In this descriptive correlational study, the statistical population included all teachers of exceptional children schools in Guilan Province, Iran, during the first semester of the educational year of 2016-2017. 250 teachers were selected via convenience sampling method. The study tools included Social Problem-Solving Inventory-Revised (SPSI-R), Perceived Stress Scale (PSS), and Quality of Work Life Questionnaire. Data were analyzed using structural equation modeling. Findings: Positive significant indirect effect of efficient problem solving dimension on quality of work life was approved (β = 0.297, P < 0.01). Therefore, it was concluded that perceived stress mediated the relationship between efficient problem solving and teachers’ quality of work life. Conclusions: Effective social problem solving, as a result of increasing endurance and logical solving of problems, may reduce the perception of everyday stress in teachers, and improve the quality of their professional life.

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and Background: Research has shown that teacher education systems can be affected by social crises such as Covid-19, so the purpose of this study is to provide a model of personality components and psychological factors affecting teacher teaching during the outbreak of Covid-19.
Methods and Materials: The research method is descriptive correlation and path analysis using structural equations. The statistical population of the study is all primary school teachers in District 2 of Mashhad who are teaching in the 98-97 academic year. The studies revealed that 873 people are teaching in primary schools, of which 329 were women and 544 were men. The instruments used in the present study are the Transformational Teaching Questionnaire, the Social Factors Questionnaire and the Hexaco Personality Factors Questionnaire, which were completed by the sample members in accordance with the ethical principles of the research. The obtained data were analyzed using structural equations with partial least squares approach using LISREL software.
Findings: Statistical findings showed a good fit of the model and significant confirmation of the researcher model (P≥0.001).
Conclusions: It seems that paying attention to personality components is an important factor in providing teaching during the outbreak of Covid-19.