The effectiveness of parent-based pivotal response treatment on social health and psychological well-being among mothers with autistic children

Introduction: Parents of children with autism are increasingly are considered as one of the primary source of intervention for their children, also there is an increasing demand for access to effective interventions for families who have children with autism. The aim of this study is to investigate the impact of parent-based pivotal response treatment (PRT) on social health (the amount of interaction a person has with their community) among mothers with autistic children.Methods: The present study is a semi-experimental research and its design consists of pretest, posttest with control group and a sample of 40 mothers with autistic children referring to the educational and rehabilitation center of Tehran and Karaj from fall to winter of 2016., participants  were selected in two groups of control (20 people) and tested (20 people). To measure the independent variables in the pretest, post-test questionnaires, Reef psychological well-being and the social health of Keyes and Shapiro (short form) were used. The experimental group was trained for PRT during three months. Ultimately, the collected data were analyzed applying SPSS software via paired t-test and independent t-test method.  Results: The results showed that there was significant increase in scales of social heath and psychological well-being in both experimental group and control group; but the increment was significantly higher in experimental group (P < 0.001; P < 0.023 respectively).Conclusion: According to benefits of parental intervention in treatment and importance of increasing therapy sessions for children with autism, it is recommended that this therapy method in conjunction with conventional methods is offered to parents of children with autism specially mothers.

The Efficacy of Parent Management Training on Depression and Anxiety in ADHD Children\'s Mothers

Introduction : This study examined the efficacy of the Management Behavioral Training on the levels of depression, anxiety in the mothers of ADHD children. Depression and anxiety were examined as the main variables.   Materials and Methods: In this clinical trial study, Twenty mothers (10 in each experimental and control group) who had at least one child with clinically diagnosed ADHD and aged between 6 to 12 years old were recruited from the consecutive referrals to the child and adolescent psychiatric clinic of Gil and baby clinic, Rasht, Iran . The mothers in two groups were matched in some demographic variables. Mothers in both groups completed two scales: Beck depression inventory and Cattle anxiety scale to assess their depression and anxiety as a pre test and post test assessment.   Subjects in experimental group participated in nine subsequent management behavioral training workshop sessions. The discrepancies of pre and post intervention were compared between two groups by SPSS software using repeated measure ANOVA statistical method.   Results: Intervention group had significant improvement on measures of depression and anxiety in Beck depression inventory, Cattle anxiety scale in comparison with the control group (P<0.001).  Conclusion: According to the findings of this study, implication of Management Behavioral Training is recommended to reduce depression and anxiety of mothers of ADHD children

Effectiveness of Executive Functions Training on Social Skills in Students with Dyslexia

The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators