Aim: This study aimed to evaluate the effectiveness of parent-child communication and parental stress Positive Parenting Program students with attention deficit were performed. Methods: A quasi-experimental research design with a control group and the pre-test and post- test design with two disparate group, 24 mothers of children with attention deficit volunteered from among the available city Aliabad professor of Golestan two experimental groups and one control group. 8 sessions and weekly mothers group and each week a 2-hour session, Positive Parenting Program were trained. Parent-child Relationship Inventory (PCR) and parental stress scale as pre and post-test were used and data between a one-way ANCOVA univariate were analyzed. Results: The findings indicate significant differences pre- and post-test scores (P<0.05), respectively. Conclusion: It can be concluded Positive Parenting Program improves parent-child relationships and parental stress can be reduced
momeni, K. M., & taziki, T. (2017). The effectiveness of parent-child communication and parental stress Positive Parenting Program on students with attention deficit. Empowering Exceptional Children, 8(1), 83-93.
MLA
Khoda morad momeni; tayebe taziki. "The effectiveness of parent-child communication and parental stress Positive Parenting Program on students with attention deficit". Empowering Exceptional Children, 8, 1, 2017, 83-93.
HARVARD
momeni, K. M., taziki, T. (2017). 'The effectiveness of parent-child communication and parental stress Positive Parenting Program on students with attention deficit', Empowering Exceptional Children, 8(1), pp. 83-93.
VANCOUVER
momeni, K. M., taziki, T. The effectiveness of parent-child communication and parental stress Positive Parenting Program on students with attention deficit. Empowering Exceptional Children, 2017; 8(1): 83-93.
