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: The purpose of present research was the comparison of mothers irrational believes with severe or profound mentally handicapped child and mothers with normal child from 6 to14 years old in Tehran city.

Materials & Methods: This study was an analytical, cross – sectional and comparative (case – control) research. From mothers with severe or profound mentally handicapped child who had refered to Tehran welfare services centers, 80 mothers were selected by regular randomized sampling from two rehabilitation centers and 80 mothers with normal child were selected for peering with the group of testimonial from schools areas of east, west, south, north and center of Tehran, through multi - stage cluster sampling in for variables of: age of mothers, educational levels, the location of living and the number of children. They answered to questionnaire of irrational believes of jons (IBT). Analysis of data was done by descriptive and infringing statistics methods (Independent T test, U Mann Whitney, Chi-square and fisher).

Results: The findings showed that: there are significantly differences in total irrational believes and irrational believes of blame proneness, frustration reactive, anxious over concern, problem avoiding and dependency, perfectionism between two groups of mothers (P<0/05). There was no significant difference in irrational believes between mothers who had mental handicap daughter and mothers who had mental handicap son (P=0/314). There was no significantly difference between two groups of mothers in four believes of demand for approval (P=0/737), high-self expectation (P=0/126), emotional irresponsibility (P=0/727), helplessness for change (p=0/283).

Conclusion: Irrational believes and many its sub scales. In mothers of severe or profound mental handicap children were more than mothers with normal child. But believes of demand for approval, high self expectation, emotional irresponsibility, helplessness for change in mothers with handicap child was not more than mothers with normal child. Also sexuality of handicap child doesn't effect in mothers irrational believes.

Objective: Handwriting difficulties are a common educational problem in mentally retarded students. The aim of this survey is producing an instrument for handwriting evaluation and executing it on the mentally retarded students.

Materials & Methods: In this descriptive and cross – sectional research which is a relationship and validity assessment study, one hundred and twenty six mentally- retarded students (53 girls and 73 boys) ranging from 9 to 19 years old from two exceptional children schools in Shahr-e-rey participated. A handwriting check-list made by the researcher was executed on all of the students. Data were analyzed by use of independent T test, Mann Whitney test and Spearman correlation.

Results: Executing handwriting checklist on the mentally-retarded students showed that there is not a significant relationship between handwriting and laterality (P=0.196), sex (P=0.487) and age (P=0.449). There is significant relationship between handwriting and grade (r=0.448, P<0.005), but between different grades wasn’t seen significant difference. The most common damaged legibility component in the sample was “interruption during writing words” with 81 percent and the least common was “spacing between letters and words” with 34.9 percent.

Conclusion: The rate of legibility components difficulties in handwriting of mentally-retarded students indicates that handwriting difficulties in exceptional schools needs professional attention.

Objective: The purpose of this research is determining the instructional games effect on learning of some mathematics concepts in boy students with educable mentally retarded.

Materials & Methods: The method of this research is quasi-experimental. By convenient sampling two elementary schools mentally retarded boys were selected and all of their first grade students were assigned to experimental and control groups randomly (8 students in each group). The mathematical concepts presented to experimental group via instructional games and regulatory teaching style conduced to control group. The instruments consist of four investigator’s inventive instructional games, four investigator’s inventive sub-tests and an investigator’s inventive post-test. Data were analyzed by Mann-Whitney U test.

Results: There was significant difference between two groups in total score of mathematics concepts (P=0.025). As well as, the intervention caused increased the means of numbers in experimental group in each of concept than of control group, but their difference was not significant.

Conclusion: Instructional games can improve learning of mathematics concept in mentally retarded students.

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: 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 In our community, there are many children and adults who have certain distinctive aspects of mental, physical, emotional, or behavioral characteristics. The purpose of this study was to examine the effect of eight weeks play therapy program on the balance of the mentally retarded children. On this basis according to the needs of the children to play for freshness and lack of research in the field of corrective exercise in a game formats 
Materials & Methods Thirty mentally retarded girl children with increased normal thoracic kyphosis (kyphosis angle≥40) were selected and randomly divided into two groups; training group (n=15 with mean[SD] age 12.06[2.8] y, mean[SD]height 1.4[0.1] m, mean[SD]weight 42.3[1.3] kg) and control group (n=15 with mean[SD] age 12.26[2.8] y, mean[SD]height 1.4[0.9] m, mean[SD]weight 43.6[1.3] kg). The angle of kyphosis was measured using a flexible ruler, and the dynamometer was used to evaluate the strengths of trunk muscle. The experimental group performed corrective games for a period of eight weeks (three sessions per week), and during this period, the control group did not perform any exercises. Independent and dependent t-tests were used to analyze the data. All statistical analyses were performed using SPSS statistical software version 16, and the significance level was set at 0.05.
Results The results of the research showed that corrective games had a significantly positive effect on the kyphosis Angle (P=0.001, t=4.41) and the strength of trunk muscle (P=0.004, t=3.15) in mentally retarded children. 
Conclusion Corrective games can improve kyphosis curve and strength of trunk muscles in mentally retarded children. Based on the results of this research on the corrective effect of play therapy on kyphosis curve and strength of trunk muscle in kyphotic mentally retarded children who need to have an independent living and get rid of physical abnormalities, it is recommended to do play therapy protocols to improve physical abnormalities.