Sensory integration training plays a crucial role on the attention span and motor skills of students with Down syndrome. The present research aimed to investigate the effect of sensory integration training on the attention span and motor skills of students with Down syndrome. Methods: This was a quasi-experimental research with a pretest, posttest design and control group. Participants were 28 male students with Down syndrome from two exceptional schools in Tehran. The samples were selected by convenience sampling method. Students were randomly divided into the control and experimental groups and each group consisted of 14 students. A 10-session sensory integration training was provided to the experimental group, while the control group did not receive this training. The Stroop color-word test and Bruininks Oseretsky Test of Motor Proficiency were used for measuring the attention span and motor skills of the students. The obtained data were analyzed using MANCOVA. Results: MANCOVA indicated a significant difference between the attention span and motor skills in the experimental group after the training sessions (P<0.0001). Discussion: Sensory integration training led to the improvement of attention span and motor skills of students with Down syndrome. Therefore, Sensory integration training could have positive impacts on the attention span and motor skills of students with Down syndrome.

The aim of this research was to examine the effectiveness of positive parenting program (Triple-P) on the mental health of mothers of children with intellectual disability (ID). This study was a quasi-experimental research with pretest, posttest design, and a control group. Thirty-six mothers of students with ID participated in this study and were divided into two groups (intervention group and control group). Each group consisted of 18 participants. The intervention group received a parent training program during 12 sessions, each session lasting for 80 min, while the control group did not receive any special training. Multivariate analysis of covariance test was applied to analyze the obtained data using SPSS software. The results of this study indicated that Triple-P had significant effect on the somatic symptoms, anxiety, depression, social dysfunction, and mental health of mothers of children with ID. As a result, this research emphasized that parenting skills training will improve the mental health of mothers of children with ID, and therefore, planning for Triple-P training is of particular importance.

Objective:In this study, we planned to investigate the effectiveness of life skills training on the social skills of students with intellectual disabilities. Methods:In this experimental study, with pretest and posttest design and control group, an equal number of participants was randomly assigned to experimental and control group. Life skills training were provided to experimental group (n=20) in nine sessions, whereas control group was in neutral state. The teacher completed the pretest and posttest Social Skills Rating Scale (Teacher Form) for the participants. The data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS software. Results:The results of MANCOVA revealed a significant difference between total social skills and subscales of the test (cooperation, assertiveness, and self-control) in the experimental group (P<0.005), whereas there was no significant difference in the control group. It is important that educators and parents reinforce learning of social skills through direct and indirect life skills training procedure. Conclusion:The results of this study support the effectiveness of life skills training including cooperation, assertion, and self-control on social skills of high school students with intellectual disabilities.

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Motor therapy plays a key role on the bilateral coordination skills and motor activities of children with Intellectual Disability (ID). The present research aimed to investigate the effectiveness of motor therapy on motor skills and bilateral coordination skills of students with ID. Methods: This was a quasi-experimental research with pre-test and post-test and control group design. The study participants were 26 male students with ID from 2 special schools in Tehran City, Iran. The samples were selected by cluster sampling method. They were randomly divided into the experimental and control groups and each group consisted of 13 students. In the experimental group, motor therapy was performed during 16 sessions, while the control group did not receive any trainings. Bruininks-Oseretsky Test of motor proficiency was used for measuring gross motor skills, fine motor skills and bilateral coordination skills of the students. The obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results: MANCOVA results indicated a significant difference between the gross motor skills, fine motor skills and bilateral coordination skills in the experimental group, following the intervention (P<0.0001). Discussion: Motor therapy improved motor skills and bilateral coordination skills of students with ID. Therefore, taking motor therapy could have positive impacts on the motor skills and bilateral coordination skills of students with ID.