Objective Sensory processing refers to reception, adjustment, and integration of sensory information sequentially and generates adaptive responses. People need to have appropriate sensory processing abilities for functioning adequately in the environment and be able to participate in activities of daily living. Dunn's sensory processing model consists of two constructions. The first construction involves neurological thresholds, and the second construction concerns self-regulation. When the two continuums are connected, four basic patterns of sensory processing appear. The four models are: sensation seeking (including representation of high thresholds and active self-regulation strategy), sensory avoiding (including representation of low thresholds and active self-regulation strategy), sensory sensitivity (including representation of low thresholds and passive self-regulation strategy), and low registration (including representation of high thresholds and passive self-regulation strategy). Sensory processing patterns can be seen in each age group from infancy to adulthood. These patterns are different for people with disabilities such as autism, attention deficit disorder/ hyperactivity disorder, schizophrenia, Asperger syndrome, developmental disorders, and learning disabilities compared to those without disability. Dunn sensory profile school companion is provided to assess sensory processing patterns in children. As sensory processing plays an important role in the daily life of people, the purpose of this study was to determine the validity and reliability of Dunn's sensory profile school companion in children and students in the age group of 3-11 years. Materials & Methods The study was a descriptive-analytical one. The population consisted of all children and students aged between 3 and 11 years and studying in Tehran schools in the academic year 94-95 and those who attended preschools. The sample consisted of 384 children and students who were selected through multi-stage cluster sampling. Dunn's sensory profile companion was used to collect data. Dunn's sensory profile companion is a standardized measurement tool for assessing sensory processing abilities of children and students in the classroom and school and preschool environment. This tool was built by Winne Dunn. This profile are using for age range from 3 years to 11 years and 11 months and be completed by teachers and educators. Descriptive statistics such as mean and standard deviation were used for data analysis and confirmatory factor analysis, and Cronbach's alpha was used to draw inferences from the data. Results Confirmatory factor analysis was used to assess the validity of the sensory processing profile school companion. The results showed that sensory processing profiles are school companion and four factors had construct validity (P<0.001). Internal consistency (Cronbach's alpha) was used to evaluate the reliability. Cronbach's alpha for the entire questionnaire was 0.879, and for sensory registration, sensation seeking sensory sensitivi...

Background: Externalizing behavior in deaf children causes many psychological problems for their parents. Aggression and rule breaking behaviors in children with severe hearing loss may cause psychological problems in parents and in managing children's behavior. Consequently, the present study aimed at investigating the effect of parental behavioral training of mothers on reducing the externalized behaviors (aggression and rule breaking behavior) of their 9- to 10- year old children with severe hearing loss. Methods: This was an experimental study with pretest, posttest, and a control group. The research population included all students with severe hearing loss and their mothers. Thus, 30 mothers whose children had the most severe hearing loss were selected as our main sample among 80 mothers who had completed the Child Behavior Checklist. Then, they were placed into the experimental (n=15) and control groups (n=15) after being matched based on age, educational level, and socioeconomic status. The research tool was Child Behavior Checklist-Persian Version. The parental behavior training was provided for the experimental group in nine 90- minute sessions. Results: The results of the present study indicated the effectiveness of experimental treatment on decreasing the aggressive behaviors of children of mothers in the experimental group compared to mothers of the control group (p=0.001). Moreover, the results revealed a decrease in rule breaking behaviors (p= 0.007) in children of mothers of the experimental group compared to mothers of the control group. Conclusion: Parents’ behavioral training is important in decreasing the aggressive and offensive behaviors in children with severe hearing loss who are at risk of behavioral problems. Furthermore, some research has highlighted the necessity of such trainings for parents of these children. Thus, the present study, emphasizing the importance of childhood problems, found that mothers’ behavioral training could prevent behavioral problems of school-aged children with hearing loss and reduce the recurrence of such problems.

The first grade is the cornerstone of the student's education in school. Achievements at this grade wield huge influence on a child's interest and development of a positive attitude towards education and learning environment. The purpose of this study is to investigate the academic factors of first grade retention in primary schools in North Khorasan. In the first study, a causal-comparative method and in the second study, a qualitative method are adopted. The statistical population includes all first-grade students, their teachers, and parents in North Khorasan province. The first study' sample consists of 351 students who were divided into three groups of grade retention, weak academic achievement, and strong academic achievement. The second study consisted of 30 first-grade teachers. Data collection tools included Parental Involvement in the Child's Education Scale, Student-Teacher Relationship Scale, Researcher-Made Questionnaire, and semi-structured interview. The results showed that the parents of students with grade retention and poor academic achievement had limited participation in school activities. Teachers also had more conflicting relationships with weak students that were retained. According to the results of the qualitative method, three components of attitude, cognition, and behaviour in the teaching process served as qualitative subcomponents of difference between teachers of retained students and teachers whose students were not retained. The results have many implications for the prevention and reduction of grade retention, especially in the first grade.