Background:The mothers of premature infants are at risk of psychological stress because of separation from their infants. One of the methods influencing the maternal mental health in the postpartum period is kangaroo mother care (KMC). This study was conducted to evaluate the effect of KMC of low birth weight infants on their maternal mental health.Materials and Methods:The study was conducted in the Department of Pediatrics of Isfahan University of Medical Sciences, Isfahan, Iran. Premature infants were randomly allocated into two groups. The control group received standard caring in the incubator. In the experimental group, caring with three sessions of 60 min KMC daily for 1 week was practiced. Mental health scores of the mothers were evaluated by using the 28-item General Health Questionnaire. Statistical analysis was performed by the analysis of covariance using SPSS.Results:The scores of 50 infant-mother pairs were analyzed totally (25 in KMC group and 25 in standard care group). Results of covariance analysis showed the positive effects of KMC on the rate of maternal mental health scores. There were statistically significant differences between the mean scores of the experimental group and control subjects in the posttest period (P < 0.001).Conclusion:KMC for low birth weight infants is a safe way to improve maternal mental health. Therefore, it is suggested as a useful method that can be recommended for improving the mental health of mothers.

Video podcasting technology or vodcasting is a burgeoning technological advancement which can make computer assisted language learning more convenient. Video technology is extensively used in traditional L2 classrooms. Yet, video podcasting together with the application of meaningful, logical, reasonable, and challenging tasks is rarely used in distance language learning programs. The purpose of this study was to examine the effect of video podcasting tasks on listening comprehension progress of Iranian intermediate learners. For this aim, a quasi-experimental design was used to examine the efficacy of these tasks on a group of 120 English learners. The treatment took twelve weeks and it comprised of working on online vodcasting tasks from five different genres. Paired samples t-test was utilized to assess the amount of listening achievement and the test-taking performance by comparing the results of the pre-test and the post-test. The results demonstrated a statistically significant increase in listening comprehension scores from pre-test to post-test. The magnitude of the difference was calculated by the Eta squared statistic which indicated a large effect size. It was concluded that the superior performance of the learners was contributed to the association of vodcastsing tasks. In addition, Pearson's Product-Moment Correlation was used which revealed a significant positive relationship between participants' engagement rate with Vodcasting Tasks and their test performance.

Objectives This study was conducted to design Individual Differences intervention based on parents' expressed emotion and its impact on children's social skills with high-functioning autism disorder. Methods The first part of this study is comparative-causal and the second part is a semi-experimental study. In order to design Floortime treatment plan based on parents' expressed emotion, first in an Embedded Design Mixed Research Method by means of researcher's questionnaire for qualitative measurement and family questionnaire for quantitative part of emotional state of mothers with autistic children were measured. Accordingly, the treatment plan with 23 meetings was codified. Finally, 20 children with high-functioning autism were selected from the autism centers by available sampling. Out of them, 10 children were put into the experimental group and they were provided designed intervention plan in addition to the ABA intervention, and the other 10 children formed the control group, who merely received Applied Behavior Analysis (ABA) intervention. Tools used were Family Questionnaire, ASSQ test, Stanford-Binet intelligence test, and Gilliam and Vineland social compatibility tests. Results Results show that there are significant differences in mother's expressed emotion in case of normal and autistic children. The expressed emotion of mothers of autistic children is high in terms of the total score of expressed emotion, criticism, and Emotional Over-Involvement (EOI). After the intervention, no significant difference was observed in the social compatibility and communication skills between the two groups of children who were under the ABA intervention and who were under Floortime intervention. But after the intervention, the experimental group had a better score in relation variable. Conclusion Given the high level of excitement expressed by parents of children with autism, various interventions have to reduce their excitement. You can also use social interventions such as floortime intervention to increase the association of children with high performance autism disorder.

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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.