Objective: In this research, comparison of social adjustment in mothers of educable mentally retardedand girls mothers of normal girls has been investigated. The purpose of this study was answer to this questions that whether presence of mentally retarded child has a negative effect on social adjustment of mothers.

Materials & Methods: This research is a case–control and analytical study. 80 mothers (composed of 40 mothers having mentally retarded girls and 40 mothers having normal girls who educated in middle schools) were selected with random sampling. In the present study the weissman & paykel social adjustment scale (1974) was used. This is a semi-structured interview which investigates social adjustment in seven main areas: used work, social and leisure activities, extended family relations, marital relations, parental role, family unit and economic position.

Results: The findings showed that there is a significant difference between social adjustment in mothers of mentally retarded and mothers of normal girls (P<0.01). One way ANOVA and correlation showed that there was not significant difference between the demographic variables (child age, mother age, the length of marriage, the education level of mother, number of children the position of the child in the family) and social adjustment of mothers of mentally retarded girls (P<0.01).

Conclusion: From the results, we can come up with the point, that the social adjustment of mothers of mentally retarded girls is less than that of mothers of normal girls.

Objective: SNAP-IV rating scale to diagnosis Attention Deficit Hyperactivity Disorder (ADHD) developed by Swanson, Nolan and Pelham. The aim of this study is determination of psychometrics specifications of this scale.

Materials & Methods: This Descriptive research is a methodological, applied and validity assessment study. One thousand students at 7 to 12 age of primary school in Tehran city were selected by cluster sampling. Then the students mothers was asked to complete rating scale to consider behavior of their children.30 staff members of sample group were retest after one mounts. Diagnostic interview was administered at 36 members of sample group. Data were analyzed by using pearsonian correlation coefficient, Kolmogorof – Smirnoff and Behrens – Fisher T test.

Results: Criterion validity was 48%, factor analysis was detected 3 factors that explain 56% of the total variance. Reliability coefficient was 82% . internal consistency coefficient was 90% and split –half coefficient was 76%, Cut-off point in scale and subscales was 1.57,1.47 and 1.9 respectively.

Conclusion: The SNAP-IV Rating scales have fit psychometrics specifications. Therefore, it is useable in various diagnostic and therapeutic conditioning.

Objective: This research is aimed to investigate the effect of rhythmic movement and music on attention span of mentally-retarded girl students.

Materials & Methods: Twenty six mentally- retarded forth and fifth graded girls who were educating in an exceptional children school in shahr-e-rey participated in this survey. In this research which is an experimental–interventional study with a pretest-posttest and control group design, the students were selected by convenient sampling and assigned to two matched groups by balanced randomized method. Then musical activities intervention including music and rhythmic movements executed in experimental group for 15 weeks and twice in a week. During this period the control group received routine educational program. Before and after intervention, the attention spans of two groups were assessed by cancellation subscale of KLT. Data were analyzed by use of non – parametric statistical tests such as: Wilcoxon test and U-Man-Witney test.

Results: There was significant difference in experimental group between mean of attention pretest and posttest scores (P<0/001), but in control group, there was no significant difference (P=0/367). Also, there was significant difference between mean of attention scores of two groups after intervention (P=0/002), but there was no significant difference before intervention (P=0/520).

Conclusion: This finding reveals that musical activities can enhance attention level in mentally-retarded students.

Objective: Age at implantation is one of the most important factors in improving speech and language skills in children with cochlear implants. Moreover, good vowel articulation is very important in the speech. So, the purpose of this research was to determine whether age at cochlear implantation influences the production of Persian simple vowels when cochlear implantation is undertaken below the age of 2 years as compared with cochlear implantation later in life.

Materials & Methods: This research was a comparative and cross-sectional study. Based on inclusive and exclusive criteria (i.e., have physical and mental health, monolingual or bilingual, have 9±1 months post-surgery rehabilitation, no hearing handicapped parents and no medical problems history), 140 children who cochlear implanted in Amir-Alam and Hazrate Rasool hospital of Tehran city were selected by convenient sampling and assigned to two groups, children implanted under the age of 2 years and those implanted above the age of 2 years Also 238 normally hearing children were selected for control group by randomized sampling. The first and second formant frequency (F1 & F2) of the Persian simple vowels /i, e, æ, a, o, u/ were evaluated by the version of 1.2 of SFSwin software. Data were analyzed by Independent T test.

Results: The findings indicated that there were significant differences between two groups in the mean of F2/i/ (P=0.046), F1/e/ (P=0.011), F2/e/ (P=0.005), F2/æ/ (P=0.039), F2/a/ (P=0.012), F2/o/ (P=0.012) and F2/u/ (P=0.006), but there was no significant difference between then in the mean of F1/i/, F1/æ/, F2/a/, F1/o/, F1/u/ (P>0.05). According to these results, no significant difference was seen between normal group and children who received their cochlear implants under the age of 2 years in the mean of variables (P>0.05).

Conclusion: Observing significant differences in the quality of the production of Persian simple vowels between children implanted under the age of 2 years and children who received their implants after the age of 2 years, and no significant differences between children who implanted before 2 years of age and normally hearing children is in the favor of the positive effect of early cochlear implantation on speech sound development. Also, the results indicate that when performed under the ages of 2 years, cochlear implantation can prevent from vowels distortions in the speech flow of the receivers.

Objective: Aggression behavior is a common problem among mentally retarded people. Art therapy is one of the methods suggested for treatment of aggression. Therefore the aim of present research is investigating the effect of painting on decreasing of aggression in educable mentally retarded girl students in elementary course in Karaj Township.

Materials & Methods: In this research which is an interventional study from the type of Quasi-experimental with pre and post-test with control and experimental groups, 52 educable mentally retarded girls' students in elementary course in Karaj township, after considering standards entrance to study, with using of cluster multistage sampling, were selected for participating in research. For assessment of aggression rate of students, Aggression test of mentally retarded children (B.D.Gh) was used. After extraction of pre-test results, considering to educational levels, age and aggression rate, students were located into two similar groups and by accident one group was selected as control group and the other one as experimental group. Then, experimental group painted in 8 continuous sessions according to procedure. After 10 days of last session, aggression questionnaire was performed as post-test to define that if this method was effective on decreasing of aggression or not? Data was analyzed by using of independent and paired T-test, Kolmogrov-Smirnov test, one-way ANOVA and Post Hoc Tokey test.

Results: The results showed that there's significant different between the average scores of pre and post-tests of total aggression, nonverbal aggression to self, verbal aggression to others and nonverbal aggression to others of experimental group in comparison with control group (P<0.001) but there's not significant different between the average scores of pre and post-tests of verbal aggression to self (P>0.001). Also results showed that there's significant difference between aggression of different age groups in pre-test (P=0.01) and post-tests (P=0.03). So, Post Hoc Tokey test was used. The results showed that age groups 11-12 years old have had less aggression average than age groups 14-15 years old in pre-test situation.

Conclusion: Painting is effective on decreasing of aggression in educable mentally retarded girl students in elementary course.

Objective: anti-social behaviors and aggression are among the most common causes of children and adolescents referred to mental health clinics, That seen many among individuals with mental retardation. For the treatment of mental retardation children'aggression have been proposed Several methods. Puppetry as one of these interventions, can be effective in treatment of aggression and behavioral problems in mental retardation children . The purpose of this study is to determine the effect of puppetry (with uv light) in reducing aggression of educable mental retardation students in primary school.

Materials & Methods: This study is a quasi-experimental study. In this study, 40 mental retardation students selected randomly through Tehran schools and randomly put in intervention group (20 cases), and the control group (20 cases). The intervention group exhibited puppet show (with uv light) seven successive sessions every day ( 15 to 20 minnutes) . the end of intervention mentally retarded aggression scale (B.D.GH) was done and data analyzed by paired t-test and independed t-test..

Results: aggression Mean of control and experimental showed no significant statistical difference in pre-test (p=0.999) but after the test, aggression mean of experimental group is significantly lower than control group (p<0.001). The aggression mean of experimental group is significantly in the post-test lower than pre-test is (p<0.001). Conclusion: This research finding showed that puppetry(with uv light) was effective on reduction of Aggression of Educable Mentally Retarded Students.

Conclusion: This study showed that the intervention was effective in reducing aggression and display dolls mental students was effective.

Objective: This study investigates the effectiveness of Token economy reinforcer on the academic achievement of 9th grade boy students with intellectual disability in science class in Tehran Province.

Materials & Methods: The experimental method by pre-test, post- test with the control group was used in this study. Twenty 9^th grade boy students with Intellectual disability from two junior high school were participated in this study. The sample was chosen by cluster method. After random assignment of students in both experiment and control groups, for students of experimental groups were used Token economy reinforce in the 17 sessions instruction and the control group students did not provide a reinforcer in the same sessions. The Wechsler intelligence test was used for matching the groups in terms of IQ and also a teacher made tests were used for measuring the progress of students in science. The data was analyzed by using descriptive statistics (mean, standard deviation, frequency charts and tables) and t-test.

Results: The results of this study showed that there was a significant increase in academic achievement of students with intellectual disabilities in the experimental group (used token economy) compare with the control group (P<0.001).

Conclusion: Token economy reinforcement increases the academic achievement of students with intellectual disability in science. Token economy reinforcers, increases motivation in students' intellectual disability.

Objective: The purpose of this study was to investigate development of the theory of mind (TOM) of mentally retarded students and its relationship with the number of siblings.
Materials & Methods: This descriptive study was in correlation determination type, the total number of 8-14 years old mentally retarded students (59 people) who were studying in 1st to 5th degree of primary school in Mee’aad education center of Torbat-e Heidarieh (the only male education center of Torbat-e Heidarieh) in academic year 2008-09 participated. To collect data of theory of mind (TOM) Unexpected-content task and 38-item test of theory of mind were used. In order to analyze data, ANOVA, Scheffe, Pearson correlation coefficient and Chi- square were carried out.
Results: The first and second level of the evolution theory of mind of the mentally retarded students ascending to 12 years (P<0.001) and then fixed (P=0.87). But that theory of mind development which was measured by Unexpected-content task, was ascending (P=0.02). Also, the number of siblings was not statistically significantly correlated with theory of mind development of mentally retarded students (P=0.52).
Conclusion: Theory of mind development of mental retarded students varies based on that type of task being used to assess. In total, the claim of Theory-Theory approach, that says theory of mind development is on the basis of necessary processes, could be accepted. Also those theories which are based on cultural-social approaches calming that experience with other people causes development of mind understanding need to be more examined.

Objective: The purpose of this study was to determine the relation between parentsʼ child bearing methods parents and school anxiety, regarding to the self-concept as a variable, especially in mentally retarded school students.

Materials & Methods: The study Population included all known-available educable mentally retarded students, aged 12-18 years, in Kermanshah. The other entry criteria for the above-mentioned population were the parents’ age between 30-55 years and having at least 5-year elementary education. Entire community (157 people) was applied, this way parents of students 30 to 55 years of age and at least fifth of their study, were enrolled After applying these criteria remain Number 125 remained, test your imagination on all students was conducted among 125 students, then 83 patients were available. And then by parents child rearing styles test methods and test anxiety of students by teachers of the school was completed. Obtained data with statistical tests, including tests Kolmogorov-Smirnov (for study being normal data distribution), Pearson and Spearman correlation (for relation between variables) and Covariance analysis tests were analyzed.

Results: Results showed that children husbandry practices powerful father (P=0.002) and mother (P=0.001) a significant negative relationship with school anxiety. The autocratic style husbandry child's father (P=0.009) and mother (P=0.020) a significant positive relationship with school anxiety. In addition, simple husbandry practices lighter child's father (P=0.319) and mother (P=0.452) have a significant relationship with school anxiety and determined that a significant effect on anxiety self concept school students are mental (P=0.004).

Conclusion: Statistical test results showed child rearing methods parents ways anxious school students are effective but moderate effect on self concept child rearing parents practices is an important than part of school anxiety. This means that students who have strong self concept less students who are weak self concept, anxiety, school experience.

Objective Spinal cord injury is a major problem for all communities that affect personal and social aspects of the patient’s life. The most common issues that spinal cord injury patients face are paralysis, muscle atrophy, pain, and spasticity. The ability to walk also may be disrupted or lost in many of the patients with spinal cord injury. Most common approaches to rehabilitation for patients with spinal cord injury are the emphasis on healthy neuromuscular sections to promote these sectors and compensate existing defects. But recent studies have reported that the neuromuscular system is capable of plasticity and after spinal cord injury is necessary to pay attention to health and impaired neuromuscular parts of the body. Gait training is one of the rehabilitation approaches that is trying to recruit impaired neuromuscular parts and improve them. This rehabilitation is performed in different ways. In this study, the effect of body weight supported treadmill training on balance and quality of life in patients with incomplete spinal cord injury was evaluated.
Materials & Methods This is a quasi-experimental study. Patients with incomplete spinal cord injury (n=15) aged 26 and 48 years with a chronic (>1 year post-injury), grade D=4 and C=11 (according to American spinal cord injury association scale [ASIA]) voluntarily participated in this study. Sampling was conducted from hospitals and spinal cord injury rehabilitation centers of Tehran. For intervention, the patient was in the body weight support system. Patients’ weight supported and suspended with harnesses and lifter of the body weight support system to the extent that knees were not bent in stance phase and fingers can’t be dragged into swing phase. Treadmill speed and amount of weight support adjusted depending on the patient’s conditions. Intervention applied for eight weeks and three sessions a week. Each session lasted 30 minutes. Outcome measures were Berg balance scale and SF-36 questioner. The quality of life evaluated before and after the intervention. Berg balance scale was evaluated at baseline and every two weeks throughout the intervention. The results were compared with each assessment. Repeated measure ANOVA test used for analysis of the scores of Berg balance scale and SF-36, paired t-test used.
Results The evaluation results indicated that the scores of Berg balance scale, increased significantly compared to the previous stage in each reevaluation. Between the various stages of evaluation, the maximum difference was between the second and third stages (P=0.008) that were after two and four weeks after the first session respectively. The score of SF-36 showed no significant difference. Between 8 items that measured in SF-36 questioner, just score of »emotional roll functioning « increased significantly (P=0.006).
Conclusion According to achieved results, eight weeks body weight supported treadmill training can improve the balance of the patients with spinal cord injury. It was observed that the gait training with stimulation and use of proprioceptors and increase of patient’s confidence in walking and standing positions improve the patient’s balance. The patients were also able to control the internal and external perturbations and maintain the better balance. But eight weeks gait training had no significant effect on the quality of life in patients with spinal cord injury which suggest that more extended rehabilitation is required.