The defective development of motor skills in autistic children has widespread adverse impacts on the formation of high level perceptual and cognitive skills in this group. Movement deficits are correlated with the degree of cognitive and social difficulties, and even stereotyped behaviors observed in this spectrum; they also impact the quality of life in individuals with autism. The aim of this study was to achieve appropriate motor programs for improvement of motor growth and development in children with autism. This single subject study was arranged based on A/B with follow up design. The subject was selected through purposive sampling among autistic students enrolled in the Taha Creative Thinking Center in Karaj city. The subject was Ashkan, an autistic boy aged 9, without any additional sensory or motor disability. Motor skills were measured using Lincoln-Ozeretski Motor Development Scale (oseretski, 1948) as baseline Data during 3 sessions. Treatment was based on pediatric motor developmental profile. Initially, 70 movements in which the child showed weakness were selected from the remedial package of motor capacities (Kharazmi, Rahimabadi and Nazari, 2016) and practiced in the presence of child’s mother during 9 sessions each taking 20 minutes. Data were analyzed utilizing visual analysis of graphic displays and Cohen’s coefficient effect size for statistical significance. The remedial package of motor capacities improved the motor proficiency of the autistic child with a high effect size of 2.07.

Emotional self-regulation is important component in educational achievement.The main purpose of current study was investigating of the effect of the emotional self-regulation training on decreasing the behavioral problems in gifted students with minor educational achievements. To do so, thirteen female gifted students from Pars Abad middle school were chosen using objective sampling and they were randomly assigned to experimental and control groups (15 for each). All examinees responded to Self-regulation in student’s questionnaire (1986) and Achenbach child behavioral inventory (1991) in pretest and post measurement. Analyzing the data using ANCOVA showed that gifted students with minor educational achievements in experimental group have improvement in behavioral problems. The effect size of treatment implied that there is relatively strong association between the treatment and dependent variables. In sum, results of current study implied that instructing learning strategies for self-regulation is advisable for improvement of behavioral problems of gifted students with minor educational achievements.

The purpose of this study is to investigate the effect of parental training on preschool children's social skills and behavior problems. This study is a quasi-experimental research, pretest-post with control group. The population consisted of all mothers who brought their children to kindergartens in Amol. Of these, 30 were selected and were placed in two experimental and control groups. The experimental group in 8 sessions, over a period of approximately 2 months, received parent training sessions each week. Data were collected by using social skills Gresham and Elliott (1990) and a scale teacher’s behavioral problems Ayshnbakh (1991) questionnaires and were analyzed using statistical tests. Result of this research show efficiency of parent training program and there was a significant different between post test results in two groups. Parental training program on improving social skills and reduce behavioral problems in children is very effective. This program can be used in kindergartens and preschools to improve children's behavior.Key words: parental training, social skills, behavior problems, preschool children's.

This study examined the effectiveness of differential reinforcement of other behaviors technique to decrease the aggressive behaviors in intellectually weak students. The single-subject research method known as AB design was used and five intellectually weak male students that have been the most aggressive were selected as the subjects. The instruments used in this study included Durand’s Motivational Assessment Scale (1990), history questionnaire, questionnaire survey to evaluate the extension of treatment, interviews and behavioral observation. To implement the study, 9 cases of aggressive behavior in children that had the higher frequency were considered as the target behavior and then, using the behavior observation worksheet, the target behaviors were observed in four stages of B2, A2, B1, A1 and follow up and the results were recorded. To analyze the data, chi-square statistics, significance factor and the mean bisection method were used. Results showed that the differential reinforcement of other behaviors had a significant effect on aggression decrease in intellectually weak male boys and this effect was also stable over time and also had therapeutic effect in the natural environment and could also be generalized to the home environment. The results showed that the differential reinforcement of other behaviors can lead to aggression decrease in students.

According to clinical and research evidences, mother-child interaction correlates with functional-somatic symptoms (FSS) in children. So it is assumed that the use of interactional based interventions for mother and child, can reduce the FSS in children. The main purpose of this study was to test this hypothesis and efficacy assessment of this method. The design of research projects is single case study and A-B. Randomly among 20 children 5 to 7 years in Tehran that went to a private clinic and had FSS criteria, 3 children were selected as sample. Assessment instruments for FSS was including soma assessment interview (SSA) and psychiatric clinical examination. Methods was video recordings of mother-child interaction, qualitative content analysis of videos, designing treatment method based on mother-child interaction, implementing and monitoring its effect on children's functional somatic symptoms. Implementation of planned treatment, improved mother-child interaction indicators up to 66.5 percent. Assessments after a month, shows reducing in the frequency and severity of functional somatic symptoms, improving performance and reducing child's discomfort and distress through this symptom. Follow quarter (3 month) also showed changes are consistent and progressive.

Spotting common errors can help understand the causes of these errors and provide effective solutions for eliminating or modifying them in primary school children. The aim of present study is identifying the amount of writing dictation errors in girls’ and boys’ students in first, second and third grade of primary schools in third region, Qom province. The subjects of this study contain 631 students (305 girls and 325 boys) that were collected by multistage cluster sampling. Data were collected and analyzed by evaluation of students’ dictation notebooks and using list checkout that is scholar made and it is based on Tabrizi theoretical framework. (2013). The results showed that the most dictation mistakes are type of visual memory and the least dictation mistakes is type of sequence visual memory. This error in girls of third grade (22/67%) was higher than boys (21/58%). There weren’t any symmetry writing and inverted writing in students. Among the observed errors visual memory and dysgraphia in female students were maximum but in male students’ carelessness error, sensitive auditory memory and visual sequence memory were maximum. Regarding the fact that students have the least mistakes average in visual sequence errors and have the most mistakes average in visual memory, training and precision, Additional attention is required on such domains.