Background: Cerebral palsy is a nonprogressive neuro-developmental disorders that are caused by damage to the developing brain and affect movement and posture. Children with cerebral palsy suffer difficulty in motor function (coordination and control).The present inquiry investigated the impact of conductive education on motor skills in children having cerebral palsy.Methods: A quasi-experimental research was done using pretest-posttest and control group design. The study subjects consisted of all children with cerebral palsy in Shiraz. A sample of 30 subjects was randomly chosen to employ convenience sampling procedure and classified to two groups of treatment (15 subjects) and control (15 subjects). The pretest was performed for both groups, and the experimental group received conductive education in 20 sessions. While the control subjects did not have this education, finally, the post-test was performed for both groups. The Lincoln-Oseretsky test was used to measure motor skills. The data were analyzed using ANCOVA and MANCOVA. Results:The results showed that conductive education had a significant effect on motor skills (P<0.001) and its subscales such as speed of movement (P<0.001), general static coordination (P<0.001), general dynamic coordination (P<0.001), dynamic manual coordination (P<0.001), synchronous-asymmetrical voluntary movements (P<0.001), and asynchronous-asymmetrical voluntary movements (P<0.001) in children with cerebral palsy. Conclusion:The findings indicated the effectiveness of conductive education on cerebral palsy children's motor skills. Therefore, it is recommended to design and implement a conductive education program to improve motor skills of cerebral palsy children.

Introduction: Since disability and its associated problems are permanent, it can have a profound effect on the mental health and resilience of parents. Aim:The aime of the present study was to compare the resilience and mental health in parents of people with and without mobility impairment. Method:The statistical population of this causal-comparative research included all parents of people with and without mobility impairment in Shiraz city, whose children have 10-18years. The sample were 120 parents of children with mobility impairment was recruited by purposeful sampling and 120 parents of children without mobility impairment were selected through a multistage random sampling method from Shiraz city schools. The Connor-Davidson Resilience Scale (CD-RTS9) and mental health scale (GHQ28) was utilized for Collecting data. Data were analyzed by using Two-way ANOVA and MANOVA.Results: Analysis of the findings showed resilience and mental health (physical symptoms, depressive symptoms, social functioning and anxiety) of parents of people with mobility impairment were significantly lower than parents of people without mobility impairment (P<0.001). Conclusion:According to this finding it is suggested to design and implement appropriate intervention programs in order to improve mental health and resilienc in parents of children with mobility impairment.

The aim of the present study was to determining the effect of mindfulness intervention on social skills of the students with specific learning disability (SLD). For this purpose, in a single- subject multiple baseline across subjects, three students with SLD in the third grade of primary school were selected as participants. The instrument for assessment of social skills was social skills rating system (SSRS) by Gresham, & Elliott, in a checklist format that was completed by parents. Mindfulness intervention was conducted in eight 45-minutes’ sessions individually, in a single subject multiple baseline across subjects. The checklist of social skills were completed by the parents during the base line, intervention, and follow-up procedures. Comparing the participants’ performance in the base line, intervention and follow-up procedures demonstrated that the mindfulness intervention had positive effects on the social skills of all the three participants. This study demonstrated that mindfulness intervention improves social skills in children with SLD.