Introduction:with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities.Methods:with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist.Results:The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported.Conclusions:The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.

Introduction: PASS cognitive processes dysfunction is considered as a common feature of autism spectrum disorders. It seems likely that any breakdown in this capacity might impact on the capacity for future thinking in this group. Accordingly, this study aimed to investigate the relationship between PASS cognitive processes and future thinking in children with autism spectrum disorder in the city of Isfahan. Methods: The research design was descriptive and correlational. The study population included all children 6-8 years old with a high-functioning autism spectrum disorder in Isfahan. The sample included 15 students with high-functioning autism who were selected by convenience sampling method. The Cognitive Assessment System, Autism Spectrum Screening Questionnaire, and Trip Task were used to collect data. Results:The statistical results showed that the correlation coefficients between future thinking and PASS cognitive processes (planning, attention, simultaneous and successive) were significant at the (P≤0.05). Conclusion:These findings provided evidence regarding cognitive mechanisms that may be related to the defects of future thinking in autism spectrum disorder. Besides, obtained results could have crucial implications in the clinical and theoretical level

Background and Purpose: Dyslexia is a neurodevelopmental disorder. Recently, researchers have focused on the cognitive correlates of this disorder. Identifying the cognitive processes of children with dyslexia can provide a deeper understanding of this disorder and guide the effective intervention programs for it. Therefore, the present study aimed to investigate the role of four cognitive processes of Planning, Attention, Simultaneous, and Successive (PASS) in explaining the ability of word reading and text comprehension in children with dyslexia. Method: This research was a descriptive correlational study. The study population included all the students with dyslexia who were studying at grades two to five of primary school in Isfahan in the academic year of 2017-2018. A sample of 100 students was selected by multistage sampling. Raven's Progressive Matrices (1956), Reading and Dyslexia Test (Karami Noroozi & Moradi, 2005), Assessment System-second edition (Naglieri, Das & Goldstein, 2014) were used to collect the data. Data were analyzed by Pearson correlation coefficient and regression analysis. Results: Findings showed that "word reading" was associated with simultaneous and successive processing and attention, and "text comprehension" was associated with simultaneous and successive processing, planning and attention (P≤0.01). Based on the regression analysis, the simultaneous and successive processing predicts 49% of the variance of "word reading", whereas successive processing and planning predict 44% of the variance of "text comprehension". Conclusion: Results showed that children with dyslexia have dysfunction in simultaneous and successive processing and planning. These finding can be helpful in the process of diagnosing this disorder and designing interventions for it. In fact, identifying the cognitive processes involved in "reading" can provide a deeper understanding of how to facilitate and improve reading performance through explicit training of PASS processes.

Introduction: Cognitive processes deficits is considered a common feature of autism spectrum disorder, it seems that any deficit in this processes might impact on the abilities and behaviors in this group. Aim:The aim of this research was study of working memory components in autism children and comparison with normal children. Method:The design of this research was ex post facto that done on 40 children aged 4-6 (20 autistic and 20 normal children).Sampling method for Autism children was available and for normal children was multistage random sampling method. The instruments were Autistic Behaviors Assessment Scale, Direct Digit Span, Indirect Digit Span, Corsi Blocks Task. Data were analyzed by ANOVA. Results:The results showed that there is a significant difference between autism children and normal in central executive, phonological loop and visual-spatial sketchpad components of working memory. Conclusion:Children with autism had deficits in working memory components. This problem should be assessed in order to plan appropriate interventions in autism children based on components of working memory.

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