Objective Besides their communication and socialization problems, many children with Intellectual Disability (ID) have difficulties with their parents, siblings, and teachers. The enduring nature of social reactions easily leads to social isolation. Thus, many children and adults with ID have few friends, even though they may desperately want to be liked. This can set up a vicious circle in which they attempt to win friends by latching onto the least chance for interaction with others. Regarding the characteristics of nonviolent communication program training, it seems that this program could reduce communication problems and improve mother-child interaction of children with ID. The nonviolent communication training program is one method for improvement of communication skills in parents of the children with ID because these parents are often facing problem in communication with their children. Nowadays, much effort is made for improving mother-child interaction, especially in mothers of children with ID. Therefore, the purpose of the present study was to investigate the effect of nonviolent communication program training on mother-child interaction in mothers of children with ID.
Materials & Methods The present research was a quasi-experimental study with pretest-posttest and a control group. The study population included all of the mothers of children with ID who attend to Alborz Educational and Rehabilitation Institute which is located in Alborz Province, Iran under the supervision of welfare organization. The study sample included 30 mothers selected by convenience sampling method and assigned to two groups. The experimental group participated in a communication skills training program based on life language for 8 sessions (90 minutes for per session; twice a week), while the control group received no such training. The study instrument was the Pianta mother-child interaction scale (1992). The Pianta mother-child interaction scale was completed by mothers for all subjects in pretest and posttest. The study data were collected through the questionnaire before and after the training sessions. Multivariate analysis of covariance was performed in SPSS (Version 22) for analyzing the obtained data.
Results First, the normality of study variables and contingency of variance and covariance assumptions were tested. The Kolmogorov-Smirnov test showed that all variables were normally distributed (P>0.05). Also, the Box test confirmed the contingency of variance-covariance assumption. So, assumptions of the MANCOVA test were confirmed and MANCOVA test can be used for analysis of data. The results of MANCOVA revealed that posttest scores of experimental and control groups had a significant difference with regard to mother-child interaction (P<0.001). Also, the results of MANCOVA revealed that posttest scores of experimental and control groups had a significant difference with regard to conflict, closeness, and dependency subscales (P<0.001). It can be stated that according to Eta2, 67% of the variance in mother-child interaction can be explained by the subjects’ participation in the nonviolent communication training program. Also, according to Eta2, respectively 63%, 65%, and 66% of the variance in components of conflict, closeness, and dependency can be explained by the subjects’ participation in the nonviolent communication training program. Therefore, communication skills training based on life language has a positive effect on mother-child interaction of the mothers of children with ID.
Conclusion Parents of children with ID has more problems in communication with their children than parents of any other kind of exceptional children. It doesn’t take long that these children be ostracized from social activities. Unfortunately, the negative social status experienced by children with ID is difficult to overcome and usually long-lasting. Nonviolent communication program training improves mother-child interaction in mothers of children with ID. Therefore, providing nonviolent communication program training has particular importance for these mothers.

Objective Intellectual Disability (ID) affects all aspect of life. Although children with ID have low intelligence, the educational environment, living environment, and relationships with their others, especially their parents, have an important effect on their potential actualization. With regard to the limitations and problems of children with ID in the working memory, it is very important to plan programs to improve their ability in working memory. One of the most important factors in the study of cognitive development and improvement of memory is active participation in the leisure time. Leisure time is an important issue and one of the main elements of human needs in today's life. The use of the rich and proportional leisure time program has been associated with effective outcomes. The present study aimed to determine the effectiveness of enriched and proportional Arsh leisure time program on the working memory profile of students with educable ID.
Materials & Methods The present research was a quasi-experimental study with pretest, posttest and control group. The participants were 30 female students with ID from exceptional schools in Isfahan City selected by simple random method. Subjects were divided into experimental and control groups, each group consisted of 15 students. The experimental group received 16 sessions of Arsh leisure time program (two 60-minute sessions per week) and the control group did not. The instruments were working memory test battery for children (2001). The obtained data were collected through the scales before and after the training sessions. Multivariate analysis of covariance was used by SPSS (Version 23) for analyzing the data.
Results First, the normality of the study variables and contingency of variance and covariance assumptions were tested. The Kolmogorov-Smirnov test showed that all variables were normally distributed (P>0.05). Also, the Box test confirmed the contingency of variance-covariance assumption. So, assumptions of MANCOVA test were met and it can be used for analysis of data. The results showed that Arsh leisure time program had a significant effect on the working memory (P<0.0001). The results also revealed that Arsh leisure time program had a significant effect on the central executive, visual-spatial sketchpad, and phonological loop subscales in these subjects (P<0.001). It can be said that according to Eta2, respectively 63%, 61%, and 68% of variations in central executive, visual-spatial sketchpad and phonological loop subscales can be explained by the participation of subjects in Arsh leisure time program.
Conclusion Arsh leisure time program improved working memory of students with educable ID. So, this program can be used to enhance cognitive rehabilitation of these students in the working memory domain. Finally, the planning for providing Arsh leisure time program for these children has particular importance. 

Objective Professionals rely on the diagnostic criteria of the American Psychiatric Association (APA) and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) for the diagnosis of  Attention Deficit Hyperactivity Disorder (ADHD). DSM-5 recognizes three subtypes of ADHD; predominantly inattentive, predominantly hyperactive-impulsive, and the combined types. ADHD is widely recognized among the most frequent neurodevelopmental disorders, and the most frequent reason to refer children to clinics. The research suggested that ADHD children have problems with the executive functions of attention and working memory, compared with their healthy counterparts. ADHD affects all aspect of an individual's life. Unfortunately, the negative learning status experienced by ADHD children is difficult to overcome and is usually long-lasting. The cognitive rehabilitation program based on prospective memory seems to reduce executive function problems of attention and working memory and improve the educational skills of ADHD children. The present research investigated the effect of cognitive rehabilitation program based on prospective memory on the executive functions of attention and working memory in ADHD children in Kermanshah City, Iran.
Materials & Methods This was a quasi-experimental study with pretest-posttest and a control group design. The study participants were 32 female children aged 8-11 years with ADHD from schools. They were selected by convenience sampling method. The subjects were divided into the experimental and control groups, each group consisting of 16 children. The experimental group participated in 18 sessions of cognitive rehabilitation program based on prospective memory and the control group did not participate in these sessions. The control group members participated in two sessions at the end of research for observing ethical considerations. The applied instruments were the revised Conners' Parent Rating Scale (CPRS-R), clinical interview, Stroop Color and Word Test (SCWT), and Working Memory Test Battery for Children (WMTB-C). SCWT and WMTB-C were completed by the researcher for all subjects in pretest and posttest phases. The required data were collected by the questionnaires before and after the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used by SPSS for analyzing the obtained data.
Results First, the normality of variables and contingency of variance and covariance assumptions were tested. The Kolmogorov-Smirnov test results indicated that all variables were normal (P>0.05). Moreover, the Box’s M test confirmed the contingency of variance-covariance assumption. Therefore, the assumptions of MANCOVA were confirmed and the MANCOVA test could be used for data analysis. The MANCOVA results demonstrated that cognitive rehabilitation program based on prospective memory had a significant effect on the executive functions of attention and working memory in ADHD children (P<0.0001). The obtained results also revealed that cognitive rehabilitation program based on prospective memory had a significant effect on all subscales of executive functions (correct responses, incorrect responses, no responses, the reaction time of congruent words or reaction time of incongruent words) in these children (P<0.0001). According to eta squares, 67%, 66%, 60%, 62% and 54%, of variations in components such as correct responses, incorrect responses, no responses, the reaction time of congruent words or reaction time of incongruent words, respectively, could be explained by the subjects’ participation in cognitive rehabilitation program based on prospective memory. In addition, according to eta square, 61% of variations in working memory could be explained by the subjects’ participation in the cognitive rehabilitation program based on prospective memory.
Conclusion functions as well as the working memory of ADHD children. It is recommended that planning cognitive rehabilitation program based on prospective memory for ADHD children receives serious attention.