Introduction: Cognitive abilities are necessary for successful learning. Children with different cognitive ability levels may have diverse performances. The current study aimed at investigating the cognitive profile in children and its relationship with Academic Performance. Methods: The population of the current cross sectional study consisted of all students in Jajarm City, Iran. The subjects were selected using multi-stage cluster sampling; and 289 students aged 6 to 13 years were included in the study. Data were collected using the Rey-Osterrieth complex figure test, coding subtest from Wechsler intelligence scale and behavioral rating inventory of executive functions. The Spearman rank correlation coefficient and the Scheffe post hoc test were used for data analysis. Results: The obtained results showed that ‘processing speed’, ‘perceptual organizational ability’, ‘monitoring’, ‘planning’, ‘working memory’, ‘initiate’, ‘emotional regulation’, ‘shifting’, and ‘inhibit ‘ were significantly correlated with Academic Performance (P<0.001). Conclusion: There was a significant relationship between cognitive profile and Academic Performance. Thus, teachers need to consider the variable of cognitive abilities in academic success.

Objective: In this study, we aimed to evaluate the effectiveness of training on emotion regulation skills and emotion regulation strategies to overcome anxiety in female students. Methods:We used a quasi-experimental design with pre-test and post-test evaluations to compare the experimental group with a control group. A total of 30 students were selected by multistage cluster sampling and were randomly assigned to either the experimental group (15 students) or the control group (15 students). Data were collected via Beck Anxiety Inventory and Gross and John Emotion Regulation Questionnaire. The experimental group received eight training sessions on emotional regulation, whereas the control group did not receive any training. An analysis of covariance was used for data analysis.Results: According to the results, training on emotion regulation strategies had a significant effect in decreasing anxiety and maladaptive emotional regulation strategies as well as in increasing the adaptive emotional regulation strategies in students (P<0.01). Conclusion:Training on emotion regulation skills can decrease anxiety, and suppression of maladaptive emotional regulation strategy can increase the reappraisal of an adaptive emotional regulation strategy for students.

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Objective children and adolescents are faced with wide range of social challengeable situations every day. Intellectual Disability is a condition that determined by significant limitations both in intellectual functioning and in adaptive behavior. This condition occurs before the age of 18 years. The prevalence of intellectual disability is estimated to be at 1-3% of the total population. Children and adolescents with intellectual disabilities have deficits in social skills and hence, require social skills training. It is important for students with intellectual disability to make and maintain positive social relationships with family, peers, teachers and other community members. Social skill training will have the most positive effects on the behavior of students with intellectual disability during the adolescence period. The present study was designed to investigate the effect of social skills on behavioral problems in adolescents with intellectual disability. Materials & Methods This was a quasi-experimental research with pretest and posttest and a control group. The study population included 28 adolescents aged 14-16 years with mild intellectual disability in Tehran who were selected using the convenience sampling method. The subjects were randomly assigned into control and experimental groups. The experimental group participated in a training program for 10 sessions. In these sessions, social skills were taught individually. The control group did not receive any social skills training. After this stage, problem behaviors questionnaires were completed by all subjects (control and experimental group). The data obtained was analyzed using descriptive statistics (such as mean, standard deviation and Kolmogorov-Smirnov test for normality of the data) and inferential statistics (such as analysis of covariance). Results It was found that despite the difference in pre-posttest mean between both the groups, social skills training did not have any significant effect on the behavioral problems of students with intellectual disability (P>0.05). Conclusion This research showed that social skills training were not significantly effective on behavioral problems in adolescents with intellectual disability. Although our results were not effective, research evidence shows that people with cognitive delays (such as intellectual disability) require social skill training programs that include all of their academic, career, daily life, and social skills. As social skills learning plays a role in personal and social adjustment, it is necessary to pay more attention to these skills.

Objectives: Behavior rating scales have been developed to increase ecological validity in the measurement of executive functions. As the teachers have a lot of contact with the students in the school environment, behavioral rating scale teacher's form can provide useful information. The purpose of this study was to investigate the reliability and validity of the behavioral rating inventory of executive functions teacher's form among primary school students of Iran. Methods:The statistical population consisted of primary school students of Jajarm city who were studying in the academic year 2016-2017. Students (n=360) were selected through sampling two-stage clusters. The behavioral rating inventory of executive functions (BRIEF) teacher's form for students was completed by their teachers, and the Wechsler's coding subscale was completed by the students. Results:The results showed that the internal consistency of this inventory was 0.98 and for all subscales ranged 0.75 to 0.92. Also, subscales related to each other significantly. Regarding convergent validity, Wechsler's coding subscale had a significant correlation with the subscales of executive functions. Also, results showed that two-factor model with eight subscales were confirmed by confirmatory factor analysis.Discussion: Given the satisfactory reliability and validity of BRIEF tool in the school environment and results of this study indicated the relationship of executive functions with academic problems; this tool could be used to examine students' executive functions.