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Aim and Background:Increasing of being responsive to the present treatments including cognitive-behavioral therapy is the priority of clinical research and motivational intervening is considered as a hopeful intervention.The aim of this study was to determine the effectiveness of motivational interviewing on the severity of symptoms of patients with obsessive – compulsive disorder. Methods and Materials: This research is a clinical trial study. Pre-test, post-test with a control group were done  on  40 people suffering from  OCD in 2009. The subjects were selected by convenience sampling and were randomly classified into the experimental group (No.=20) and the control group (No.=20). The intervention consisting of ten sessions of group Cognitive-Behavioral Therapy and motivational interviewing was given to the experimental group . The data obtained by Yale – Brown Obsessive– Compulsive Scale  and Sheehan Disability Scale was analyzed by statistical tests of repeated measures  analysis and t-test. Findings: The results revealed that the average of Yale - Browen score of the intensity of Obsessive– Compulsive symptoms in pre-intervention, post-intervention and follow-up stages were 29.64 , 19.92  , 20 in the control group and 34.58 , 17.23 , 19.35 in the experimental group respectively.The variance analysis  test repeated measures showed that after the intervention also there was no significant difference between the two groups (p = 0.06) but the decrease in the intensity of OCD symptoms in the experimental group was more than the control group( p = 0.0001) and  this decrease continued until the follow-up. Conclusion: Combining group motivational interviewing with cognitive-behavioral therapy is an effective technique in decreasing the severity of the symptoms of obsessive-compulsive disorder and eventually decreasing the disability produced by the symptoms.

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Aim and Background: There is a relation between patients&#039; levels of physical functioning and their acceptance of chronic pain. However, this relation has not been examined amongst Iranian chronic pain patients. The purpose of this paper was to evaluate the relation between acceptance of chronic pain and physical disability. Methods and Materials: In a descriptive-correlational study, convenience sampling was used to select 245 chronic pain patients from pain clinics in Tehran, Iran during spring and summer of 2010. The participants completed the Chronic Pain Acceptance Questionnaire (CPAQ) and a demographic questionnaire. They also provided information about physical disability, pain intensity, and daily dysfunction. Data was analyzed using Pearson&#039;s correlation and multiple hierarchical regression models. Findings: There were significant relations between acceptance of pain and pain intensity and disability (P < 0.001). According to the regression model, acceptance of pain could predict a significant proportion of variance of disability scales (i.e. physical disability and daily dysfunction) (P < 0.0001). Therefore, it was a better predictor of disability compared to over pain intensity, gender, education, and pain duration. Conclusions: Chronic pain acceptance is an important factor in reducing the perceived disability in chronic pain patients. Therefore, acceptance-based treatment methods are helpful to decrease pain-related disability.

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Aim and Background: One of the most important learning disabilities is spelling learning disability which is accompanied by memory problems and social skills. The main aim of present research was to review the effectiveness of cognitive-behavioral play therapy on memory and social skills of children with spelling learning disability. Methods and Materials: The research method of present study was experimental (pretest-posttest with control group). The statistical universe consisted of all third grade primary school students of Dehaghan city (Isfahan) in 2012-2013 academic years. The forty students with spelling learning disability selected randomly and then placed in play therapy and control groups randomly. Students in the experimental group received cognitive-behavioral play therapy for 8 sessions which each one took 90 minutes. Assessment tools consisted of Diagnostic Test of Spelling Learning Disability, Wechsler Intelligence Scale for Children- Revised (WISC-R) and Gresham&rsquo;s and Elliott&rsquo;s Social Skills Scale . Data was analyzed by analysis of Covariance and SPSS-18. Findings: Results of covariance analysis model showed that ,with control of pre-test effect٫ there is a significant difference between the experimental and control group in post-test (p< . 01) and the mean scores of memory and social skills in play therapy group in post-test stage has been increased in comparing with the pre-test and control group. Conclusions: According to results, cognitive- behavioral play therapy has been effective on improvement of memory and social skills of students who disabled in spelling learning.

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Abstract Aim and Background:: Self-efficacy is an important research in students with learning disability. Because of multiple failures of children with nonverbal learning disability, they have low self-esteem and missed their abilities, so the aim of the present study was to explore the effect of study of miniature on self-efficacy of children with nonverbal learning disability (NLD). Methods and Materials: This is an experimental study (pre-test, post-test) with the control group which was conducted during 2 months. 20 children (10 boys and 10 girls) with NLD were selected from 60 children in Peyvand psychological clinic and Yousef Abad center and randomly was implementing in experimental and control groups. The average age of the girls in the experimental group was 10/33 and in the control group was 9/30 and the average of age of boys in the experimental group was 9 and in the control group was 10. The experimental group took part in ten sessions of miniature with 45-60 min, while the control group was put on a waiting list. Both groups received the Sherer self-efficacy test tow times (pre-test and post-test) during 4 weeks. Sherer test is a valid and relaibale questionnaire with 17 items likert scale (Coronbach alpha coefficient for farsi version =0.79). Findings of this study were analysed by ANCOVA based on repeated measure using SPSS version 20. Findings: The results revealed that Persian miniature had a significant effect on self-efficacy (P≤0.05). Conclusions The findings of this study showed that simplify and enhance of paintings were effective in raising of self-efficacy of children with learning disabilities, so it could be a good technique for NLD children and suggested for them. Further studies with control group and greater sample size are warranted to evaluate the efficacy of art therapy for NLD clients.  

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Aim and Background: Migraine is a common neurological disorder characterized by severe and disabling headache usually accompanied with nausea or vomiting, photophobia, and phonophobia, and results in varied levels of disability. Thus, clinicians must consider factors which influence the development, course, and severity of individual headache attacks and subsequent disability in order to minimize the frequency of attacks, reduce their severity, and limit their impact on functioning. Methods and Materials: This quasi-experimental clinical trial was conducted with a 3-month follow-up and control group. The study subjects consisted of 55 patients with migraine who had referred to neurologic clinics of hospitals in Ahwaz, Iran. The subject were selected through continuous sampling and randomly assigned to the 3 groups of psychosocial therapy (n = 20), biofeedback therapy (n = 15), and control (n = 20). Psychosocial and biofeedback therapies were implemented in 8 sessions, each lasting 60 minutes, based on the designed protocol. Data collection tools were a demographic checklist, the Migraine Disability Assessment (MIDAS) questionnaire, and biofeedback galvanic skin response (GSR) system. Data were collected for each group in 3 stages (pretest, posttest, and follow-up). Data were analyzed using repeated measures MANOVA in SPSS software. Findings: The severity of headache attacks in the three stages was significantly different (P < 0.001) in the two groups. A significant correlation was observed between mean severity of the stages and the groups (P < 0.001). Mean headache disability of the three stage were also significantly different (P < 0.001); in addition, there was a significant correlation between mean scores and groups (P < 0.001). Psychosocial therapy showed higher reduction in the severity of migraine attacks and headache disability, compared to biofeedback therapy, and its effects had persisted in the follow-up stage. Conclusions: The findings of this study revealed that psychosocial and biofeedback therapies were effective on improvement of migraine attacks and decreasing of headache disability. However, psychosocial therapy was more efficient in decreasing migraine attacks and headache disability in comparison to biofeedback therapy.

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Aim and Background: Learning mathematics is difficult for ordinary students, and thus, twice as difficult for students with mathematics learning disability (MLD). Therefore, the purpose of this study was to study the effectiveness of training based on Gardner’s multiple intelligences on the performance of female students in third grade primary schools with MLD. Methods and Materials: The research method was experimental with pretest-posttest and control group. The research population included all female third grade primary students with MLD in Isfahan, Iran. From among them, 42 subjects were selected through cluster sampling and were assigned to intervention and control groups. Then, the intervention group was divided into 8 groups. The intervention groups received 6 sessions of Gardner’s multiple intelligence training (60-minutes each) and the control group participants were on the waiting list. The data collection tool was a teacher-constructed mathematical test (Multiplication operation). The data were analyzed using ANCOVA. Findings: Results showed significant differences between the mean math score of the intervention and control groups in the posttest and the follow-up (P < 0.001). The mean score of the intervention groups was significantly higher than the control group. Conclusions: According to the results, it can be concluded that mathematics education based on Gardner's multiple intelligences can be effective on the academic performance of students.

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Aim and Background: The presence of a mentally retarded child in each family affects the structure and mental health of that family, especially the parents. The aim of this study was to evaluate the effectiveness of training problem-solving skills on depression and anxiety in mothers of children with mental retardation. Methods and Materials: This was a quasi-experimental study with pretest, posttest, and follow-up method along with the control group. The study population was mothers of children with mental retardation in Shahrekord City, Iran, in the year 2016. 30 mothers were randomly selected and assigned to two equal groups of experimental and control. The research instruments were as Beck Depression Inventory second edition (BDI-II) and Beck Anxiety Inventory (BAI). First, both groups were given pretest; then, experimental group was trained for 7 sessions of 2 hours twice a week according to training problem-solving skills; and after training, posttest was taken from both groups. Data were analyzed using covariance method. Findings: Compared with the control group, problem-solving skills reduced depression and anxiety among experimental group (P < 0.050). Problem-solving skills reduced depression and anxiety in mothers of children with mental retardation with covariance changes of 71.9 and 72.7 percent, respectively. Conclusions: Training problem-solving skill can be used as an effective educational program to decrease depression and anxiety in mothers of children with mental retardation.

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Aim and Background: Learning disability is one of the most important causes of students' poor academic and social performance. The aim of this research was to investigate the effectiveness of attributional retraining intervention and emotion regulation on reduction of academic burnout and improvement of social adjustment in students with early learning disabilities in Tehran, Iran. Methods and Materials: This was a quasi-experimental study with pre-test, post-test, and follow-up stages. 30 students with learning disability aged 8 to 12 years old were selected through simple random sampling from the learning disability center No. 3 in Tehran and randomly assigned to 2 experimental groups and a control group. Attributional retraining and emotion regulation training were presented to the 2 experimental groups in 8 sessions, each lasting 1 hour. But the control group did not receive any interventions. Educational Burnout Questionnaire (Brosu et al.) and Adjustment Inventory for College Students (AICS) by Sinha and Singh were used in the pretest, posttest, and follow-up stages. The data were analyzed using multivariate analysis of covariance (MANCOVA). Findings:  Attributional retraining and emotion regulation training caused a significant decrease in academic burnout and a significant increase in social adjustment. Attributional retraining program was more successful in decreasing academic burnout than emotion regulation training program. However, there was no significant difference between attributional retraining and emotional regulation training programs in promoting social adjustment. Conclusions: Educational programs that use the social-cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the results of the present research can be effective in designing preventive educational programs and improving educational achievements.

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Aim and Background: The attendances a child with intellectual disabilities in each family impress their structure and mental health, particularly mothers. Thus, the aim of this study was to compare the effect of chronic sorrow and feelings of entrapment in mothers that have children with intellectual disabilities and without, in Kashan 2017-2018. Methods and Materials: This study was a causal-comparative study, and its statistical population include all mothers of disabled and non-disabled children, in exceptional and normal schools in Kashan. The sample consist 66 mothers (31 mothers of children with intellectual disabilities and 35 mothers of non-disabled children), which were selected mothers of children with intellectual disability, by available sampling method and mothers of non-disabled children by multistage random sampling. To measure information, were used Kendall's Chronic Sorrow Instrument (KCSI) and entrapment questionnaire. The method of analysis was descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of variance). Findings: The results showed the significance difference between the feeling of chronic sorrow and feelings of entrapment in mothers of children with intellectual disabilities and without, in Kashan (p=.0001) and mothers of children with intellectual disabilities have chronicle chronic sorrow and feelings of entrapment more. Conclusions: Regarding the negative effects of two chronic sorrow and feelings of entrapment in mental health, it is necessary to provide psychological services to mothers of mentally disabled children.

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Aim and Background: The personal evaluation of mothers with children who have learning disabilities is crucial for their psychological well-being in stressful situations. This study aimed to predict how these mothers assess crises based on their cognitive flexibility and explore the mediating role of their spiritual beliefs.
Methods and Materials: The research employed a descriptive-correlational path analysis method. 202 mothers of children with learning disabilities participated in the study, which took place in 2021 and 2022. These mothers were referred to learning disorder centers in the Baran and Sahel areas of Hamedan province. Data collection utilized several tools, including the personal assessment questionnaire for family crisis (Elson et al., 1981), the cognitive flexibility questionnaire (Dennis and Vanderwaal, 2010), and the religiosity/spirituality assessment from the National Institutes of Health of the United States (1999). All analyses were performed using Amos and SPSS version 24 software.
Findings: The results indicated that cognitive flexibility significantly positively affects spiritual beliefs (P< 0.01, β= 0.65). Additionally, spiritual beliefs positively and significantly influence personal evaluation (P< 0.01, β = 0.63). However, the direct impact of cognitive flexibility on personal evaluation was found to be insignificant (P > 0.05). Nonetheless, the indirect effect of cognitive flexibility on personal evaluation was significant (P< 0.01, β= 0.40).
Conclusions: The findings of this study provide valuable insights for counselors working with exceptional children, helping them enhance the effectiveness of their supportive interventions for mothers of children with learning disabilities. These improvements are facilitated through strategies focused on increasing cognitive flexibility, strengthening spiritual beliefs, and fostering positive self-evaluation.