Introduction:Family is a social system and the most important unit of human social life. In every community, retarded children are born, and their needs should be considered to prevent negative consequences on their families and improve their quality of life. Mindfulness-based interventions are considered as the third generation or third wave of cognitive-behavioral therapy. The present study aimed to investigate the effect of mindfulness-based cognitive therapy on the quality of life and mental health of mothers with deaf children. Materials and Methods:Mothers of 24 deaf children were selected by convenience sampling method from special schools in Kermanshah and were assigned randomly to experimental (n=12) and control group (n=12). The experiment group received 8 sessions of mindfulness training, but the control group received no intervention. Both groups had completed short form questionnaire of the Minnesota Multiphasic Personality Inventory and the World Health Organization quality of Life questionnaire before and after the intervention. For testing the research hypotheses, multivariate analysis of covariance was used.Results: Analysis of the results showed that mindfulness-based practices have significant (P<0.05) positive impact on the quality of life and its components (physical health, social health, environmental health) and on mental health of mothers with deaf children which these findings are consistent with previous research studies. Conclusion:Because, mindfulness-based cognitive therapy improves mental health and quality of life, it is a suitable therapy to prevent problems of families with exceptional children.

Objectives Elderly are exposed to balance dysfunction. This research aims at investigating the effect of physical exercises, mindfulness and mental training on static and dynamic balance in elderly women. Methods & Materials The participants included 60 women in the age group of 60-75 years who were categorized into four groups randomly (three experimental groups "mindfulness, mental training, and physical exercises" and a control group, with 15 members in each group. To measure dynamic and static balance, Berg Balance Scale and Sharpened Romberg test were used. Experimental groups took part in physical exercise and mental training and mindfulness training sessions for eight weeks. Each week had three sessions, and each session was of 75 minutes. Then the post-test was performed, and eight weeks after the post-test, a follow-up test was conducted. For data analyses, the variance for repeated measures and ANOVA test were used at 0.05 significant level. Results In the post-test balance scores (static and dynamic), there was no significant difference between mindfulness training and mental training groups (P<0.001). But the effects of mindfulness and mental training as compared to physical exercise and control groups were positive and significant (P<0.001). Besides, the effects of training in the physical exercise group were positive and significant compared to control group (P<0.001). In the follow-up test balance scores (static and dynamic), there was no significant difference between mindfulness training and mental training groups (P>0.05). Also, there was no significant difference between physical exercise and control groups. However, in comparison to physical exercise and control groups, the effects of mindfulness training and mental training were found to be positive and significant (P<0.001). Conclusion The study showed that physical exercises, mindfulness and mental training have a significant effect on the improvement of static and dynamic balance in elderly women, though the association of cognitive practices (mindfulness and mental training) with motor training (physical exercises) could cause a lasting impact. So, it is recommended to use physical exercises with cognitive training to improve static and dynamic balance in elderly people.

10.30699/jambs.29.132.54 Background & Objective: Autism spectrum disorder (ASD) has three key features, i.e., disorders in social interactions, reciprocal communication problems, and restricted, repetitive behavioral patterns. A child with ASD affects parents and could create tension for parents. Making meaning in life can help parents cope with stressful events. Therefore, the current study aimed to assess the effectiveness of group logotherapy on the meaning of life of mothers of children with ASD. Materials & Methods: This study was a randomized clinical trial incorporating a pre-test, post-test, and control group. To this end, 40 mothers of children with ASD were selected and randomly allocated into two experimental (n=20) and control groups (n=20). The Meaning in Life Questionnaire (MLQ) was used to collect data. The research group received ten sessions of 90 minutes logotherapy twice per week, and the control group received a routine intervention. Data were statistically analyzed using SPSS software, along with descriptive statistical, mean, chi-square, Levene's, and t tests. Results: The results demonstrated significant differences between the experimental and control groups in the mean score of meaning in life after administering logotherapy intervention (P<0.001). Conclusion: The results indicated that group instruction using the logotherapy approach affected the meaning in life of mothers of children with ASD.

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Introduction:The s tudy of individual differences in information processing in order to predict the academic achievement of s tudents with math disability is of great importance.The purpose of this s tudy was to s tudy automatic and controlled data processing speed based on the Stroop tes t in s tudents with math learning disability. Materials and Methods: This descriptive s tudy was causal-comparative. The s tudy population consis ted of s tudents in dis trict 6 education in Tehran city. The sample consis ted of 36 s tudents with and without learning disability in mathematics (18 s tudents with Math Learning Disability and 18 normal s tudents), selected by sys tematic random sampling from the lis t of s tatis tical populations (specific learning problems center) and matching method (normal group).The data were collected by demographic ques tionnaire, Raven's Progressive Matrices, Keymaths math tes t and Stroop tes t and analyzed by multivariate analysis of co-variance, Shapiro-Wilk tes t, Box and Levin tes ts. Results: The findings showed that automatic and controlled information processing in s tudents with and without a math learning disability are significantly different. The mean of reaction time and number of errors in s tudents with math learning disability is significantly higher than s tudents without learning disability is math. Conclusion: According to the results of this s tudy the speed of automatic and controlled information processing in s tudents with math learning disability is weak (low) and educators should pay attention to this problem.