Purpose: Research shows an atypical cognitive process in children with nonverbal learning disorder (NLD) compared to typically developing children, but a wealth of information indicates that physical activity can influence cognitive processes. However, little is known about the effects of perceptual-motor training and its impact on the cognitive process of children with NLD. Thus, the major goals of this study are to compare the executive functions (EFs) in children with NLD with typically developing children and then to investigate the effect of perceptual-motor training on EFs of children with NLD. Methods: To achieve the first goal, 400 typically developing (IQ >80) and NLD children (7-13 years old) were randomly selected in the city of Mashhad, Iran, during the period 2017-2018. As for the second goal, 50 children with NLD were randomly assigned to an experimental or control group. To evaluate executive functions, Delis-Kaplan executive function system test was used at the pretest, posttest, and 3-month follow-up. The experimental group received the Werner and Reini's perceptual-motor training program in sixteen 45-min sessions (three sessions per week), but the control group did not receive any intervention. Results: The results showed that children with NLD were significantly weaker than typically developing children in London Tower Test (t (38) = −4.662, p <0.01), Trail Making Test (t (33.926) = −3.11, p <0.01), Card Sorting Test (t (38) = −3.427, p <0.01), and Stroop Color Test (t (30.035) = −5.876, p <0.01). The Pilates training had an obvious effect on enhancing the performance of participants in the experimental group (p<0.001), but similar results were not observed in the control group. Conclusion: Children with NLD have problems in EFs, but perceptual-motor training can be used as an effective intervention for these children.

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Background: Improving behavioral and social problems in children with autism requires extensive training programs even with parents at home. The main goal of this study is to design a virtual reality (VR) intervention based on the TEACCH method in combination with risperidone to evaluate its effectiveness on social and behavioral problems. Methods: Forty-three children with autism (6-12 years old) randomly were divided into three groups: risperidone (n = 15), risperidone + VR (n = 15), and control (n = 13). The interventions lasted for 3 months (90 sessions) and post-test assessments were done immediately after intervention. Follow up tests were done 3 months after that. Results: Risperidone + VR group showed significant differences in social skills (MD = 36.59; 95% CI: 30.74 to 38.42, P < 0.001, ŋ2 = 1.51 in post-test; MD = 19.63; 95% CI: 17.27 to 21.63, P < 0.001, ŋ2 = 0.86 in follow up); and behavioral symptoms (MD = -36.12 ; 95% CI: -39.72 to -36.91, P < 0.001, ŋ2 = 1.99 in post-test; MD = -28.82 ; 95% CI: -29.43 to -25.32, P < 0.001, ŋ2 = 1.58 in follow up) compared to the control group. However, the risperidone group showed significant differences in social skills (MD = 2.03; 95% CI: 0.82 to 3.67, P < 0.001, ŋ2 = 0.12) and behavioral symptoms (MD = -36.66; 95% CI: -38.96 to -34.27, P < 0.001, ŋ2 = 1.96) only in post-test. Thus, the experimental groups did not have any significant difference in post-test. Conclusion:Combined interventions such as VR can enhance the effectiveness of risperidone response and boost children's preparedness to practice and learn social interaction.

Introduction: Nowadays, the long-term use of screens leads to physical, cognitive, and behavioral injuries in children. Aim: The present study was conducted to investigate the psychometric characteristics of the screen-time questionnaire in children. Method: The present is applied in terms of objective and developmental in terms of methodology. The statistical population of the study comprised 90 children aged 8-12 years in Mashhad in 2021-2022 who were selected based on availability sampling method. The research tools included the Screen-time Questionnaire (2019) and Conners’ Questionnaire (1999). Test-retest reliability was used to measure the reliability of screen time questionnaire in children using the intra-class correlation coefficient and standard error of measurement. Moreover, the correlation between the scores of the components of the screen-time scale and the parental version of the Conners’ questionnaire was checked to verify the convergent validity. Results: Intraclass correlation coefficient values for the components of children’s screen-time questionnaire on normal days of the week were between 0.80-0.92, weeknights between 0.79-0.90, and weekends between 0.78-0.85, while the use of the screen in the background was between 0.73-0.80. All these values indicated high reliability or favorable retest reliability of the screen-time questionnaire components in children. Furthermore, the results of convergent validity suggested that there is a positive and significant relationship between the components of the screen-time questionnaire and the lack of attention component at 0.01 level. Conclusion: The results of this study revealed that the screen-time questionnaire is a reliable and valid tool for the quantitative evaluation of the use of electronic-screen devices in Iranian children. Therefore, this tool can be used for research and clinical applications in the field of cognitive disorders related to children.

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