988368

This paper is a short review on the Jann and content of speech and language rehabilitation services and the trend of their institutionalization in Iran. A summary of formal education in speech and language therapy in Iran as originated by establishing a 4 year BS rehabilitation program in the College of Rehabilitation Sciences in Tehran in 1974 is given. Since then, speech and language Rehabilitation programs have been expanding both in size and quality, resulting in about 1200 speech therapists practicing in hospitals and rehabilitation centers throughout the counfly. The expansion of the first BS program, into 5 different graduate prgranis at MS Level in different universitties and a prospective PhD Program starting as of next year are also adding to the quality of these services. A summary of the content of the theory courses and clinical practice courses as well as research on assessment and diagnostic tools of specific Speech and language impairments and cross linguistic studies are briefly described.

This article is a review on occupational therapy in Iran. Occupational therapy started in the Rehabilitation faculty of Iran Medical University as a BS degree in 1973. About 2000 students were graduated in occupational therapy and are active in different parts of the country. They assist disabled individuals to achieve maximal independence. In this article a summary of the history and educational structure of occupational therapy and job opportunities of graduates of this speciality in Iran is given.

Objectives: One of the education ministry’s concerns in high schools is the problem of academic achievement. The researches have mentioned that student’s false attribution and absence of scholastic counseling service are the most important factors affecting student’s low performance and achievements. The main goal of this research was to study the rate of cognitive reconstructive effect on attribution style and girl students’ academic performance at high school in Khalkhal.

Methods: Pre-test and post-test experimental designs with control group were used in this study. Thirty high school girl students were chosen randomly in 2 groups including 15 persons in experimental group and 15 persons in control group. Eight sessions of cognitive reconstructive counseling, like communal for experimental group, were held. Subjects were evaluated by attributive style inventory and school year average by per-test and post–test. The general hypothesis was “cognitive reconstructive education influence, students’ attribution style and academic performance”. Manava and independent groups’ t-test for testing hypotheses were used.

Results: Analyses showed that cognitive reconstructive education increase internal, permanent and general attributions for positive events and decrease those attributions for negative events.

Discussion: Cognitive reconstructive education increase students’ academic performance.

Objectives: The purpose of the present study was to investigate the effectiveness of cognitive-behavior education on decreasing deterministic thinking in mothers of children with autism spectrum disorders.

Methods: Participants were 24 mothers of autistic children who were referred to counseling centers of Tehran and their children’s disorder had been diagnosed at least by a psychiatrist and a counselor. They were randomly selected and assigned into control and experimental groups. Measurement tool was Deterministic Thinking Questionnaire and both groups answered it before and after education and the answers were analyzed by analysis of covariance.

Results: The results indicated that cognitive-behavior education decreased deterministic thinking among mothers of autistic children, it decreased four sub scale of deterministic thinking: interaction with others, absolute thinking, prediction of future, and negative events (P<0.05) as well.

Discussions: By learning cognitive and behavioral techniques, parents of children with autism can reach higher level of psychological well-being and it is likely that these cognitive-behavioral skills would have a positive impact on general life satisfaction of mothers of children with autism.

Objectives: The objective of this study was to examine the psychometric properties of the ‘physical well-being, health and motor development inventory’ used to assess school readiness in ordinary and mentally retarded pre-school children.

Methods: A descriptive study examining validity was conducted using random sampling. Two hundred students (160 ordinary and 40 mentally retarded children) were randomly selected from the city of Tehran. In investigating the validity of the inventory, evidence related to content validity and construct validity were used.

Results: The evidence related to content validity showed that the questions related to the domain elements of gross motor skills, fine motor skills, nutrition and safety exercises all had high correlation coefficients with the overall elements. Some of the questions related to the domain elements of sensorimotor skills, physical fitness and activities of daily living did not have acceptable correlation coefficients. However, after removing the outliers the overall validity coefficient and subsequently that of the overall test increased. The t computed for construct-related evidence was significant too. Eventually, the validity coefficients were estimated at 0.859, 0.832, 0.671, 0.585, 0.725, 0.719 and 0.719 for gross motor skills, fine motor skills, sensorimotor skills, physical fitness, activities of daily living, nutrition and safety exercises, respectively.

Discussion: The results indicate that the overall inventory and its elements have good validity for assessing preschool children’s readiness in the domains of physical well-being, health and motor development.

Objectives: To report a case of somatoform disorder (not otherwise specified-NOS).

Methods: The patient was an eight-year-old boy who complained of anxiety and seeing visual hallucinations of colorful shapes. He was administered ant migraine and antiepileptic drugs. However, no changes were observed. Psychotherapy was started, as well as fluoxetine (20 mg per day). Initial assessments included a behavioral interview, charting of daily activities, and recording visual hallucinations with a description of the patient’s emotional and situational condition during the hallucinations.

Results: The patient’s visual hallucinations disappeared completely after two months of treatment.

Discussion: Somatoform disorders may respond well to a combination of behavioral therapy and antidepressant medication.

Objectives: Inclusive education is a process of enabling all children to learn and participate effectively within mainstream school systems. It does not segregate children who have different abilities or needs. This article explores the attitudes of regular and itinerant teachers about inclusion of hearing impairment children in their schools in general education.

Methods: In a descriptive Survey research design, the sample included 100 teachers (50 regular and 50 itinerant) who were selected randomly, according to a multistage sampling method. Data was collected by using questionnaire with 32 questions regarding their attitudes. One-way Analysis of Variance and t-test were performed to obtain between- group comparisons.

Results: The results indicated that the teacher's positive attitudes towards inclusive educational system of students with hearing impairment. Significant difference in attitudes was observed, based on the teaching experience, gender, level of teaching. The results also indicate that most teachers are agreeable to the inclusion of students with hearing impairment in their classrooms.

Discussion: successful inclusion for hearing impairment children in regular classrooms entails the positive attitudes of Regular and itinerant teachers through a systematic programming within the classroom.

Development is a dynamic and continuous phenomenon  that is under the influence of various factors forming a complicated multidimensional system together. Any impairment in these factors can lead to impaired development in children, which is one of the most common problems in children. Therefore, this study provides a brief overview of these factors and the way they affect early childhood development. A brief review was performed in databases including Google scholar, PUBMED, Proquest, SID, Magiran, Iranmedex, Irandoc with following keywords: child  development, income, occupation, education, employment, boy, girl,  gender, sex, social class, Race and Ethnicity. All of article was reviewed then categorized based on WHO model. Among the papers reviewed, most of the studies were about employment, education, and income and most of them investigated these risk factors in terms of socioeconomic status. Structural factors of social determinants of health had a close relationship with each other, and they  had affected development through each other. Given that, only few studies on structural factors, except for socioeconomic factors, have been conducted and little attention has been paid to the way these factors affect child development, further studies in this area are required to propose a model in order to better understand the interaction between these factors.

The Iranian Rehabilitation Journal has published many articles related to  different dimensions of treatment and psycho-education. As a reference we will review some articles which already published in this Journal. Dadkhah and his colleagues evaluated an individually family-based Dohsa exercise programme of balance in the aged people and its effect on self confidence for performing common daily tasks with less falling could be influenced by training (1). Sajedi, et al (2) stated that in addition to conventional methods, complementary medicine like homeopathy has been used in treatment of neuro-developmental disorders. They tried to determine the effect of adding homeopathic treatment to  rehabilitation on abnormal reflexes of children with spastic cerebral palsy. Regarding children rehabilitation, we understand that children have different needs than adults, and all of the professionals should be fully licensed and specially trained in pediatrics. The facilities for babies, children and their families should be designed with kid-friendly waiting  rooms and size-appropriate equipment with the most advanced technology and the providers should work to help children gain new skills and abilities that they aren't able to learn on their own and help children to return to their previous functional status.

Objectives: The needs and problems of students with physical-motor disabilities should be properly identified in order to solve them. The main purpose of this research was to determine the needs and problems of Iranian male students with physical-motor disabilities in the education and employment dimensions. 
Methods: This was a descriptive study. All the male students with physical-motor disabilities were selected from the special high schools of Tehran, Iran, in the year 2013-14 as a statistical research community. Of all, only 150 male students with physical-motor disabilities were chosen by convenience sampling method. An edited version of the questionnaire from a previous study on the needs and problems of girls and women was used for this study. 
Results: According to our results, the main needs of the students in the employment dimension include transportation services, specific training courses, and quotas for employment. However, the main problems in the employment dimension include displacement and transportation problems, and lack of policy enforcement. Similarly, the priority needs in the education dimension include community education and professional training, whereas the priority problems include displacement and transportation problems. 
Discussion: The results of this study indicated a variety of problems and needs of the Iranian students with physical-motor disabilities, indicating the requirement of planning and policies to address them.

Objectives: Multimedia messages are designed considering how the human brain functions as opposed to other forms of media that are not planned accordingly. They are likely to lead to more effective and meaningful learning. In the cognitive theory of multimedia learning, it is assumed, firstly, that the human information processing system has two separate channels for processing: visual and auditory. 
Methods: This research is an applied one in terms of objective. A pretest and posttest, with a control group, research design for the collection of data also makes it a quasi-experimental one. The statistical population included all educable, mentally retarded students in grades two and three of elementary schools in Qasr-e Shirin in the academic year 2014-2015. Twelve students were selected through accessible sampling method and were randomly assigned into control and experimental groups. 
Results: The results showed that the implementation of multimedia training is effective in the development of self-help and life skills of educable, mentally retarded students. 
Discussion: The findings indicated that multimedia education can be used to develop self-help and life skills along with traditional methods.  

Objectives: Handwriting problems are among the most frequent reasons for case referrals to school-based occupational therapy centers. Persian Handwriting Assessment Tool (PHAT) is a valid tool available in Iran to evaluate handwriting components in school-aged children. However, its reliability has not been investigated yet. This study aimed to determine the reliability of the PHAT in Iranian primary school-aged children.
Methods: The current methodological study was performed in Tehran city, Iran during 2015-2016. In total, 208 primary school-aged students participated in this study that aimed to investigate the internal consistency of the PHAT. Forty-eight students were also recruited to examine the intra- and inter-rater reliabilities of the PHAT. Selection of the schools and sampling were conducted using the random cluster sampling method.
Results: Results suggested good to excellent internal consistency (α=0.84 to 0.99) for the measures of PHAT in dictation and copying domains. Intra-rater reliability of the PHAT ranged from 0.87 to 1.00. Furthermore, PHAT inter-rater reliability ranged from 0.7-1.00.
Discussion: The PHAT is a reliable tool to evaluate handwriting components in primary school-aged children. It can also be useful for Iranian therapists to identify primary school students with handwriting problems.