Iranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260622The Effectiveness of the Family-Centered Responsive Teaching Steps Program Based on Functional Reading on Adaptive Behavior and Communication Skills in Children with Down SyndromeThe Effectiveness of the Family-Centered Responsive Teaching Steps Program Based on Functional Reading on Adaptive Behavior and Communication Skills in Children with Down Syndrome241424683310.22034/ceciranj.2026.581543.2037FAEbrahimRahbar KarbasdehiPh.D. Student of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran0000-0002-8215-274XGholam AliAfroozDistinguished Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran0000-0001-9819-6790ZahraNaghshAssociate Professor, Department of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran0000-0001-6065-7838Journal Article20260202The present study examined the effectiveness of the family-centered Responsive Teaching Steps program based on functional reading on adaptive behavior and communication skills in children with Down syndrome. This research employed a quasi-experimental design with pretest, posttest, and a three-month follow-up. The statistical population consisted of 53 children aged 9 to 12 years with Down syndrome, who attended the Pardis Rehabilitation Center in Rasht in 2025, along with their parents. A sample of 15 children with Down syndrome (9 boys and 6 girls) was selected through convenience sampling and assigned to the experimental group. The research instruments included the Adaptive Behavior Assessment System–Third Edition (ABAS-3) and the Children’s Communication Checklist–Second Edition (CCC-2). The training program was delivered to parents in the experimental group over eight 90-minute sessions. Data were analyzed using one-way repeated-measures multivariate analysis of variance (MANOVA) with Bonferroni post-hoc tests via SPSS-27. The results indicated that the program significantly improved adaptive behavior and communication skills in children with Down syndrome (p < .05). Post-hoc analyses further demonstrated that these effects remained stable through the follow-up phase. Based on the findings, the family-centered Responsive Teaching Steps program grounded in functional reading appears to have meaningful implications for enhancing behavioral and communication skills in children with Down syndrome and demonstrates adequate effectiveness.The present study examined the effectiveness of the family-centered Responsive Teaching Steps program based on functional reading on adaptive behavior and communication skills in children with Down syndrome. This research employed a quasi-experimental design with pretest, posttest, and a three-month follow-up. The statistical population consisted of 53 children aged 9 to 12 years with Down syndrome, who attended the Pardis Rehabilitation Center in Rasht in 2025, along with their parents. A sample of 15 children with Down syndrome (9 boys and 6 girls) was selected through convenience sampling and assigned to the experimental group. The research instruments included the Adaptive Behavior Assessment System–Third Edition (ABAS-3) and the Children’s Communication Checklist–Second Edition (CCC-2). The training program was delivered to parents in the experimental group over eight 90-minute sessions. Data were analyzed using one-way repeated-measures multivariate analysis of variance (MANOVA) with Bonferroni post-hoc tests via SPSS-27. The results indicated that the program significantly improved adaptive behavior and communication skills in children with Down syndrome (p < .05). Post-hoc analyses further demonstrated that these effects remained stable through the follow-up phase. Based on the findings, the family-centered Responsive Teaching Steps program grounded in functional reading appears to have meaningful implications for enhancing behavioral and communication skills in children with Down syndrome and demonstrates adequate effectiveness.https://www.ceciranj.ir/article_246833_fe8fa0f921c747aa9f6cec3604d65eae.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260623The Effectiveness of Imago Relationship Therapy on the Resilience of Mothers of Children with Physical-Motor DisabilitiesThe Effectiveness of Imago Relationship Therapy on the Resilience of Mothers of Children with Physical-Motor Disabilities241424683410.22034/ceciranj.2026.573921.2028FASeyed MohammadrezaMoosaviM.A. in Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.0009-0008-4122-0559SakinehSoltani KouhbananiAssociate Professor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran0000-0003-1469-0244Seyyed MohsenAsghari NekahProfessor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.0000-0001-5127-0949Journal Article20260204<span>The purpose of this study was to determine the effectiveness of Imago Relationship Therapy on the resilience of mothers of children with physical-motor disabilities. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of mothers of children studying in special primary schools for children with physical-motor disabilities in Mashhad during the 2024-2025 academic year. Through a public call and based on inclusion criteria, 30 mothers volunteered to participate in the study and were randomly assigned to either the experimental or control group. Data collection was performed using the Connor-Davidson Resilience Scale (CD-RISC). The experimental group received Imago Relationship Therapy in eight weekly 90-minute sessions, while the control group received no intervention during this period. Data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS-27. The results indicated that Imago Relationship Therapy had a significant positive effect on maternal resilience (p < .01), with the effect size ranging from 0.67 to 0.98. The findings demonstrate that Imago Relationship Therapy is effective in significantly increasing the resilience of mothers of children with physical-motor disabilities. Consequently, therapists and counselors are recommended to utilize this approach to enhance resilience in this population</span>.<span>The purpose of this study was to determine the effectiveness of Imago Relationship Therapy on the resilience of mothers of children with physical-motor disabilities. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of mothers of children studying in special primary schools for children with physical-motor disabilities in Mashhad during the 2024-2025 academic year. Through a public call and based on inclusion criteria, 30 mothers volunteered to participate in the study and were randomly assigned to either the experimental or control group. Data collection was performed using the Connor-Davidson Resilience Scale (CD-RISC). The experimental group received Imago Relationship Therapy in eight weekly 90-minute sessions, while the control group received no intervention during this period. Data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS-27. The results indicated that Imago Relationship Therapy had a significant positive effect on maternal resilience (p < .01), with the effect size ranging from 0.67 to 0.98. The findings demonstrate that Imago Relationship Therapy is effective in significantly increasing the resilience of mothers of children with physical-motor disabilities. Consequently, therapists and counselors are recommended to utilize this approach to enhance resilience in this population</span>.https://www.ceciranj.ir/article_246834_84d22508e6ec3f2e4e8061de63f01ef2.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260622The Effectiveness of an Educational Intervention Based on the Social Information Processing Model on the Social Skills of Slow LearnersThe Effectiveness of an Educational Intervention Based on the Social Information Processing Model on the Social Skills of Slow Learners412524685310.22034/ceciranj.2026.570438.2022FAFatemehHosseiniM.A. in Educational Psychology, Faculty of Humanities, University of Kashan, Iran0009-0007-2918-835XMajidSadoughiAssociate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Iran0000-0002-6439-6513Journal Article20260108The present study aimed to evaluate the effectiveness of a structured social skills training program based on the Social Information Processing (SIP) model in improving the social functioning of slow learners. The study employed a quasi-experimental pretest-posttest design with a control group and a one-month follow-up period. The statistical population included all mild slow learners enrolled in a special school in Arak. From this population, 36 mild slow learners aged 9 to 13 years were selected through convenience sampling and randomly assigned to either the intervention group (n = 18) or the waitlist control group (n = 18). Parents and teachers completed the parent and teacher forms of the Social Skills Rating System developed by Gresham and Elliott (1990) at the pretest, posttest, and one-month follow-up stages. The intervention group received 15 sessions of 60-minute social skills training based on the structured instructional package developed by Crick and Dodge, whereas the control group received no intervention. Data were analyzed using repeated-measures multivariate analysis of variance with SPSS-26. The findings showed that the intervention based on the Social Information Processing model led to significant improvement in social skills and reduction in behavioral problems compared with the control group. These improvements remained stable at follow-up, and a similar pattern was observed in both parent and teacher reports. Social skills training based on the Social Information Processing model may serve as an effective approach for enhancing the social functioning of slow learners. These findings support intervention approaches focused on modifying cognitive-social processing mechanisms and underscore the importance of integrating Social Information Processing-based programs into structured school-based interventions to improve the interpersonal adjustment of slow learners.The present study aimed to evaluate the effectiveness of a structured social skills training program based on the Social Information Processing (SIP) model in improving the social functioning of slow learners. The study employed a quasi-experimental pretest-posttest design with a control group and a one-month follow-up period. The statistical population included all mild slow learners enrolled in a special school in Arak. From this population, 36 mild slow learners aged 9 to 13 years were selected through convenience sampling and randomly assigned to either the intervention group (n = 18) or the waitlist control group (n = 18). Parents and teachers completed the parent and teacher forms of the Social Skills Rating System developed by Gresham and Elliott (1990) at the pretest, posttest, and one-month follow-up stages. The intervention group received 15 sessions of 60-minute social skills training based on the structured instructional package developed by Crick and Dodge, whereas the control group received no intervention. Data were analyzed using repeated-measures multivariate analysis of variance with SPSS-26. The findings showed that the intervention based on the Social Information Processing model led to significant improvement in social skills and reduction in behavioral problems compared with the control group. These improvements remained stable at follow-up, and a similar pattern was observed in both parent and teacher reports. Social skills training based on the Social Information Processing model may serve as an effective approach for enhancing the social functioning of slow learners. These findings support intervention approaches focused on modifying cognitive-social processing mechanisms and underscore the importance of integrating Social Information Processing-based programs into structured school-based interventions to improve the interpersonal adjustment of slow learners.https://www.ceciranj.ir/article_246853_00acc053e51cecb84e70e7565f4dbfd8.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260622Qualitative Research Synthesis of the Application of Deep Learning in Video Analysis of Social Interactions for Early Diagnosis of Autism Spectrum Disorder in Preschool ChildrenQualitative Research Synthesis of the Application of Deep Learning in Video Analysis of Social Interactions for Early Diagnosis of Autism Spectrum Disorder in Preschool Children664224685410.22034/ceciranj.2026.566116.2013FARahimMoradiAssociate Professor, Department of Educational Sciences, Faculty of Humanities, University of Arak, Arak, Iran0000-0001-9401-9631MozhganGhanatM.A. in Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran0009-0006-1274-9467Journal Article20251214Early diagnosis of autism spectrum disorder (ASD) in preschool children requires a precise analysis of social interactions, which is often prone to subjectivity and human error when using traditional methods. Deep learning, with its ability to automatically extract complex patterns from video data, offers a novel opportunity to enhance diagnostic accuracy and objectivity. This research synthesis aimed to systematically analyze the applications of deep learning in the video analysis of social interactions for the early identification of ASD symptoms in children aged 4 to 6 years. The study was conducted using a qualitative research synthesis method following the PRISMA guidelines. A systematic search was performed across Scopus, Web of Science, PubMed, ERIC, and specialized Persian journals for the period between 2013 and 2025. Following the application of inclusion criteria (empirical studies utilizing deep learning models to analyze social interaction videos of preschool children with or without ASD) and exclusion criteria (indirect studies, reviews without primary data), 27 eligible studies were selected. Data analysis was carried out using a two-stage coding method (open codes →\rightarrow→ concepts →\rightarrow→ core components) assisted by MAXQDA 2022 software. The quality of the included studies was appraised using the CASP checklist. From the analysis of 112 initial codes, 14 concepts and ultimately 6 key components were extracted, which are characterized by three distinguishing features: (1) focusing on objective behavioral indicators such as gaze tracking, motor coordination, and facial micro-expressions using CNN and LSTM models; (2) multimodal data fusion by combining video with neural (EEG) and physiological (GSR) signals within multi-model architectures; and (3) designing smart interactive environments based on robotics and serious games that simultaneously collect data and deliver educational interventions. Most importantly, this synthesis revealed that previous studies have predominantly focused on diagnostic accuracy (up to 94%), while seriously neglecting ethical dimensions (privacy of children’s video data), the generalizability of models to culturally diverse populations (including Iranian children), and algorithmic transparency. In conclusion, although deep learning holds transformative potential for the early diagnosis of ASD, transitioning from the laboratory to clinical practice requires the development of an ethical-pedagogical framework that integrates algorithmic objectivity with cultural sensitivities and children’s rights. Future research is recommended to: (1) develop transfer learning models to adapt Western architectures to the behavioral characteristics of Iranian children; (2) collaborate with child psychology experts to define criteria for “healthy interaction” within the Iranian population to prevent cultural bias in data labeling; and (3) design localized platforms for collecting and sharing anonymized video data of Iranian children in compliance with personal data protection regulations.Early diagnosis of autism spectrum disorder (ASD) in preschool children requires a precise analysis of social interactions, which is often prone to subjectivity and human error when using traditional methods. Deep learning, with its ability to automatically extract complex patterns from video data, offers a novel opportunity to enhance diagnostic accuracy and objectivity. This research synthesis aimed to systematically analyze the applications of deep learning in the video analysis of social interactions for the early identification of ASD symptoms in children aged 4 to 6 years. The study was conducted using a qualitative research synthesis method following the PRISMA guidelines. A systematic search was performed across Scopus, Web of Science, PubMed, ERIC, and specialized Persian journals for the period between 2013 and 2025. Following the application of inclusion criteria (empirical studies utilizing deep learning models to analyze social interaction videos of preschool children with or without ASD) and exclusion criteria (indirect studies, reviews without primary data), 27 eligible studies were selected. Data analysis was carried out using a two-stage coding method (open codes →\rightarrow→ concepts →\rightarrow→ core components) assisted by MAXQDA 2022 software. The quality of the included studies was appraised using the CASP checklist. From the analysis of 112 initial codes, 14 concepts and ultimately 6 key components were extracted, which are characterized by three distinguishing features: (1) focusing on objective behavioral indicators such as gaze tracking, motor coordination, and facial micro-expressions using CNN and LSTM models; (2) multimodal data fusion by combining video with neural (EEG) and physiological (GSR) signals within multi-model architectures; and (3) designing smart interactive environments based on robotics and serious games that simultaneously collect data and deliver educational interventions. Most importantly, this synthesis revealed that previous studies have predominantly focused on diagnostic accuracy (up to 94%), while seriously neglecting ethical dimensions (privacy of children’s video data), the generalizability of models to culturally diverse populations (including Iranian children), and algorithmic transparency. In conclusion, although deep learning holds transformative potential for the early diagnosis of ASD, transitioning from the laboratory to clinical practice requires the development of an ethical-pedagogical framework that integrates algorithmic objectivity with cultural sensitivities and children’s rights. Future research is recommended to: (1) develop transfer learning models to adapt Western architectures to the behavioral characteristics of Iranian children; (2) collaborate with child psychology experts to define criteria for “healthy interaction” within the Iranian population to prevent cultural bias in data labeling; and (3) design localized platforms for collecting and sharing anonymized video data of Iranian children in compliance with personal data protection regulations.https://www.ceciranj.ir/article_246854_0fd2aa653d00f848d82afe27000fe007.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260622The Effectiveness of Schema Therapy on Perceived Social Support and Meta-Emotion in Mothers of Children with Autism Spectrum DisorderThe Effectiveness of Schema Therapy on Perceived Social Support and Meta-Emotion in Mothers of Children with Autism Spectrum Disorder806724685510.22034/ceciranj.2026.560018.2005FASaiedehHammamiMaster’s Degree, Department of Clinical Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran.0009-0009-4461-1616NafisehKhodadadiAssistant Professor, Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran.
Assistant Professor, Department of Psychology, Maaref and Quran and Atrat university.0000-0002-2956-4040Journal Article20251213The purpose of this study was to examine the effectiveness of schema therapy on perceived social support and meta-emotion in mothers of children with autism spectrum disorder (ASD). The study employed a quasi-experimental pretest-posttest design with a control group. The statistical population comprised all mothers of children with ASD in Zarrin Shahr during the 2024-2025 academic year. Out of this population, 30 mothers were selected using purposive sampling and randomly assigned in equal numbers to either the experimental or control group. The schema therapy program was delivered to the experimental group in eight 90-minute sessions, while the control group received no intervention. Participants were evaluated using the Multidimensional Scale of Perceived Social Support (MSPSS) by Zimet et al. and the Meta-Emotion Scale (MES) by Mitmansgruber et al. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS-27. The findings indicated that schema therapy significantly improved the total score of perceived social support and the subscale of significant others’ support (P<.05); however, it failed to significantly improve the subscales of family support and friend support (P>.05). Additionally, the intervention significantly improved the positive meta-emotion dimension along with its subscales of suppression and compassion (P<.05). Nonetheless, this therapeutic approach did not lead to a significant improvement in the negative meta-emotion dimension or the subscales of anger, shame, thought control, and interest (P>.05). Consequently, it can be concluded that schema therapy is effective in enhancing positive meta-emotion dimensions and perceived social support in mothers of children with ASD.The purpose of this study was to examine the effectiveness of schema therapy on perceived social support and meta-emotion in mothers of children with autism spectrum disorder (ASD). The study employed a quasi-experimental pretest-posttest design with a control group. The statistical population comprised all mothers of children with ASD in Zarrin Shahr during the 2024-2025 academic year. Out of this population, 30 mothers were selected using purposive sampling and randomly assigned in equal numbers to either the experimental or control group. The schema therapy program was delivered to the experimental group in eight 90-minute sessions, while the control group received no intervention. Participants were evaluated using the Multidimensional Scale of Perceived Social Support (MSPSS) by Zimet et al. and the Meta-Emotion Scale (MES) by Mitmansgruber et al. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS-27. The findings indicated that schema therapy significantly improved the total score of perceived social support and the subscale of significant others’ support (P<.05); however, it failed to significantly improve the subscales of family support and friend support (P>.05). Additionally, the intervention significantly improved the positive meta-emotion dimension along with its subscales of suppression and compassion (P<.05). Nonetheless, this therapeutic approach did not lead to a significant improvement in the negative meta-emotion dimension or the subscales of anger, shame, thought control, and interest (P>.05). Consequently, it can be concluded that schema therapy is effective in enhancing positive meta-emotion dimensions and perceived social support in mothers of children with ASD.https://www.ceciranj.ir/article_246855_64c3068ebfe44288915aba9f077f3bda.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260622Exploring the Lived Experience of Individuals with Physical-Motor DisabilitiesExploring the Lived Experience of Individuals with Physical-Motor Disabilities918124685610.22034/ceciranj.2026.558671.2002FANegarFalmarziPhD student, Department of psychology and educational of exceptional children, Shi.C., Islamic Azad University, Shiraz, Iran0009-0005-3440-6804SajjadAminimaneshDepartment of psychology, Shi.C., Islamic Azad University, Shiraz, Iran0000-0002-8613-0708BanafsheOmidvarDepartment of psychology, Shi.C., Islamic Azad University, Shiraz, Iran0000-0002-2373-6921MohammadMozaffariDepartment of psychology, Shi.C., Islamic Azad University, Shiraz, Iran0000-0001-5071-6566Journal Article20251109The purpose of this study was to explore the lived experience of individuals with physical-motor disabilities. A qualitative phenomenological approach was employed. The statistical population comprised all individuals with physical-motor disabilities in Shiraz in 2024. Purposive sampling was used, which continued until theoretical saturation was achieved, resulting in semi-structured interviews with 13 individuals with physical-motor disabilities. The thematic analysis of the participants’ lived experiences yielded 3 main themes and 25 subthemes. The main themes included: relationships with friends; relationships with the opposite sex and romantic relationships/marriage; and childbearing and parenting. The findings indicated that understanding individuals with physical-motor disabilities in society requires a comprehensive recognition of their characteristics and desires for a stress-free life, free from negative attitudes toward their physical and emotional traits and relational capacities. Indeed, a physical-motor disability influences the mindset and attitudes of both the individuals themselves and other members of society more than it affects the physical body. Based on these findings, it is recommended that support systems be established for individuals with physical-motor disabilities to facilitate anxiety- and shame-free peer relationships and marriage, and to empower them to raise children without economic, social, or emotional concerns.The purpose of this study was to explore the lived experience of individuals with physical-motor disabilities. A qualitative phenomenological approach was employed. The statistical population comprised all individuals with physical-motor disabilities in Shiraz in 2024. Purposive sampling was used, which continued until theoretical saturation was achieved, resulting in semi-structured interviews with 13 individuals with physical-motor disabilities. The thematic analysis of the participants’ lived experiences yielded 3 main themes and 25 subthemes. The main themes included: relationships with friends; relationships with the opposite sex and romantic relationships/marriage; and childbearing and parenting. The findings indicated that understanding individuals with physical-motor disabilities in society requires a comprehensive recognition of their characteristics and desires for a stress-free life, free from negative attitudes toward their physical and emotional traits and relational capacities. Indeed, a physical-motor disability influences the mindset and attitudes of both the individuals themselves and other members of society more than it affects the physical body. Based on these findings, it is recommended that support systems be established for individuals with physical-motor disabilities to facilitate anxiety- and shame-free peer relationships and marriage, and to empower them to raise children without economic, social, or emotional concerns.https://www.ceciranj.ir/article_246856_2cbb44ee1940b07c4da1d41f4f6232b4.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260623Comparison of the Effectiveness of Working Memory Intervention and Perceptual-Spatial Ability Training on Behavioral Symptoms in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)Comparison of the Effectiveness of Working Memory Intervention and Perceptual-Spatial Ability Training on Behavioral Symptoms in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)1049224685810.22034/ceciranj.2026.554210.1995FAAzamZadehnourPhD student of Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran0009-0002-3250-9912VahidNejatiProfessor, Department of Cognitive Neuroscience (Brain and Cognition), Shahid Beheshti University, Tehran, Iran0000-0003-0419-5207MajidEbrahimpourAssistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran0000-0001-9313-7783SamiraVakiliAssistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran0000-0002-2419-5995Mohammad ParsaAziziAssistant Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, IranJournal Article20251019<span>The purpose of this study was to compare the effectiveness of a working memory intervention program and a perceptual-spatial ability training program on behavioral symptoms in children with attention-deficit/hyperactivity disorder (ADHD). The study employed a quasi-experimental pretest-posttest control group design with a two-month follow-up. The statistical population comprised all children with ADHD in Tehran during the 2025–2026 academic year. A convenience sample of 45 children with ADHD was selected and randomly assigned to either the first experimental group (n=15), the second experimental group (n=15), or the control group (n=15). The first experimental group received the working memory training program in 13 sessions of 45 minutes over two and a half months (twice a week), while the second experimental group received the perceptual-spatial ability training program in 10 sessions of 45 minutes over the same period (twice a week). The research instrument was the Swanson, Nolan, and Pelham Rating Scale (SNAP-IV) by Swanson et al. (1981). Data were analyzed using repeated-measures analysis of variance (ANOVA) via SPSS-24. The results revealed a significant difference across the pretest, posttest, and follow-up stages in behavioral symptoms (attention deficit and hyperactivity-impulsivity) between the experimental groups and the control group (p<.001). Both the working memory and perceptual-spatial interventions significantly reduced behavioral symptoms, including inattention and hyperactivity-impulsivity, and these therapeutic effects remained stable during the follow-up phase (p<.05). Furthermore, the findings indicated that the working memory intervention was significantly more effective in reducing behavioral symptoms than the perceptual-spatial training program (p<.05). Based on these results, both working memory and perceptual-spatial interventions can be utilized effectively to alleviate behavioral symptoms in children with ADHD, and it is recommended that clinicians incorporate these training programs alongside other therapeutic interventions</span>.<span>The purpose of this study was to compare the effectiveness of a working memory intervention program and a perceptual-spatial ability training program on behavioral symptoms in children with attention-deficit/hyperactivity disorder (ADHD). The study employed a quasi-experimental pretest-posttest control group design with a two-month follow-up. The statistical population comprised all children with ADHD in Tehran during the 2025–2026 academic year. A convenience sample of 45 children with ADHD was selected and randomly assigned to either the first experimental group (n=15), the second experimental group (n=15), or the control group (n=15). The first experimental group received the working memory training program in 13 sessions of 45 minutes over two and a half months (twice a week), while the second experimental group received the perceptual-spatial ability training program in 10 sessions of 45 minutes over the same period (twice a week). The research instrument was the Swanson, Nolan, and Pelham Rating Scale (SNAP-IV) by Swanson et al. (1981). Data were analyzed using repeated-measures analysis of variance (ANOVA) via SPSS-24. The results revealed a significant difference across the pretest, posttest, and follow-up stages in behavioral symptoms (attention deficit and hyperactivity-impulsivity) between the experimental groups and the control group (p<.001). Both the working memory and perceptual-spatial interventions significantly reduced behavioral symptoms, including inattention and hyperactivity-impulsivity, and these therapeutic effects remained stable during the follow-up phase (p<.05). Furthermore, the findings indicated that the working memory intervention was significantly more effective in reducing behavioral symptoms than the perceptual-spatial training program (p<.05). Based on these results, both working memory and perceptual-spatial interventions can be utilized effectively to alleviate behavioral symptoms in children with ADHD, and it is recommended that clinicians incorporate these training programs alongside other therapeutic interventions</span>.https://www.ceciranj.ir/article_246858_0bf8d1753d3c52bc3d560c568a22fd60.pdfIranian Exceptional Children FoundationEmpowering Exceptional Children2588-348817220260623Predicting Risky Decision-Making Based on Response Inhibition and Working Memory in 5- to 6-Year-Old BoysPredicting Risky Decision-Making Based on Response Inhibition and Working Memory in 5- to 6-Year-Old Boys11910524686810.22034/ceciranj.2026.552379.1994FASeyed PouriaPourmohamadMaster in Psychology and Exceptional Children Education, Faculty of Psychology and Educational, University of Tehran, Tehran, Iran0009-0006-3225-447XAli AkbarArjmandniaProfessor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran0000-0001-8030-8416MohsenRafikhahAssistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran0000-0002-0822-3220Journal Article20251010<span>The present study aimed to examine the extent to which boys’ risky decision-making performance can be predicted by response inhibition and working memory systems. This study used a correlational design. The statistical population comprised all 5- to 6-year-old boys attending schools in Babol County during the 2024–2025 academic year. The participants included 100 children who were selected via multistage cluster sampling based on the inclusion criteria. Data were collected using the Balloon Analogue Risk Task (BART; 2002), the Stop-Signal Task (SST; 2019), the Go/No-Go Task (GNGT; 2006), and the Working Memory Test Battery for Children—Huff-Bach (WMTB; 2017/1396). Data were analyzed using Pearson correlation and multiple regression analyses in SPSS-27. The findings indicated significant negative associations between working memory and response inhibition with risky decision-making. The results further showed that prepotent response inhibition significantly predicted children’s risky decision-making (P<.001), whereas ongoing response inhibition and working memory did not significantly contribute to the prediction of risky decision-making. These findings suggest that when decision-making occurs impulsively and under motivational pressure, response control—particularly the inhibition of prepotent responses—serves as a primary predictor of risk-related behaviors. Accordingly, these results may inform the development of educational and preventive programs aimed at strengthening inhibitory control and reducing children’s risky behaviors.</span><span>The present study aimed to examine the extent to which boys’ risky decision-making performance can be predicted by response inhibition and working memory systems. This study used a correlational design. The statistical population comprised all 5- to 6-year-old boys attending schools in Babol County during the 2024–2025 academic year. The participants included 100 children who were selected via multistage cluster sampling based on the inclusion criteria. Data were collected using the Balloon Analogue Risk Task (BART; 2002), the Stop-Signal Task (SST; 2019), the Go/No-Go Task (GNGT; 2006), and the Working Memory Test Battery for Children—Huff-Bach (WMTB; 2017/1396). Data were analyzed using Pearson correlation and multiple regression analyses in SPSS-27. The findings indicated significant negative associations between working memory and response inhibition with risky decision-making. The results further showed that prepotent response inhibition significantly predicted children’s risky decision-making (P<.001), whereas ongoing response inhibition and working memory did not significantly contribute to the prediction of risky decision-making. These findings suggest that when decision-making occurs impulsively and under motivational pressure, response control—particularly the inhibition of prepotent responses—serves as a primary predictor of risk-related behaviors. Accordingly, these results may inform the development of educational and preventive programs aimed at strengthening inhibitory control and reducing children’s risky behaviors.</span>https://www.ceciranj.ir/article_246868_fbd6f8fdb2ad1e8837e763ce54502938.pdf