Background and Purpose:A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. Students with a specific learning disability may struggle with reading, writing, or math. This study aimed to investigate the effectiveness of the five senses enhancement training (5-SET) on cognitive ability and social skills of students with mathematical learning disabilities (MLD). Method: The present study was a quasi-experimental study with pretest-posttest-follow-up design with control group. The statistical population included all students referred to the Learning Problems Center of Ferdows City in the 2019-20 academic year. A sample of 30 students was selected by purposive sampling and randomly assigned in the control and experimental groups. Then, the Wechsler Intelligence Scale for Children (WISC-IV) (2003) was performed, and the Matson Evaluation of Social Skills with Youngsters (1983) and Behavior Rating Inventory of Executive Function (Givia et al., 2000) were used as data collection instruments in two phases of pretest and posttest. The experimental group received the 5-SET for ten 70-minutes-sessions, while the control group underwent no interventions. Then, both groups were assessed as the posttest. Finally, the follow-up phase was performed after two months. Data were analyzed by the one-way analysis of covariance in the SPSS statistics-23 software. Results:The results of the data analysis showed that the effect of the group on the combination of cognitive ability variables (F = 149.942, p <0.001, effect size = 0.847) and social skills (F = 126.809, P <0.001, effect size = 0.824) is significant in students with learning disabilites. Conclusion: According to the results of the present study the 5-SET can be used as an effective intervention on the cognitive ability and social skills of students with MLD.

Background and Objective: parenting is an important issue in the growth process of children that affects their health. A new approach in parenting styles is mindful parenting. mindfulness in parenting means taking care of the children with no judgmental approach and having an open welcoming attitude toward children’s actions in the very moment parents and offspring(s) are living in. This study aimed to localize the MIPQ questionnaire into Persian language through translation and validation in order to create a useful valid measure for assessing mindfulness in parenting in Iran. Methods and materials: the MIPQ- original version- was translated through forward-backward translation into Persian, and then was pilot-tested on mothers of children aged 7-12 after confirming the validity of the measure using CVR-CVI method. Confirmatory factor analysis was used to ensure the item-development validity of the measure. To evaluate the factor structure of data, AMOSE (version 24) software was used. In order to assess the reliability of translated version 15 mothers included in the first phase of the study. They filled out the MIPQ questionnaire, and also they filled out simultaneously “parenting scale” by Arnold and O’leary -1993 and MMAS by Brown and Ryan-2003. After having the measure confirmed regarding validity and reliability, it was distributed among 400 mothers of which 306 returned the questionnaire fully administered. Results: Confirmatory factor analysis assessed and it indicated that the two-factor model in the original measure was of a good fit. The total score of the questionnaire and the scores of the two domains (‘Mindfulness’ and ‘Being in the moment with the child’) were correlated significantly positive with the total score of the MAAS and PS. The CVR-CVI of the questionnaire was also confirmed. Conclusion: regarding psychometrics of the measure, according results of our study, it seems that the questionnaire benefits from a highly standard structure and content as well. As one could notice, this study is the second effort for translation and validation of MIPQ which in both the measure could meet the criteria’s requirements. Therefore, it seems that the measure could be a useful standard questionnaire for evaluating mindfulness in parenting. More research is needed to evaluate the effectiveness of the measure (P-MIPQ) in different kind of people.

Context: Coronavirus disease 2019 (COVID-19) has affected people’s lives in all aspects. One of the most critical yet neglected features is parenting and the experience of mindful parenting for kids and their parents. Objectives: This study systematically reviewed the strategies for mindful parenting during the COVID-19 outbreak. Methods: In this systematic review, all related databases, including Web of Science, Scopus, PubMed, Google Scholar, and SID (Persian), were used to explore and search for the most relevant articles that had addressed mindfulness in parenting during the COVID-19 pandemic. A content analysis approach was applied to categorize the data. Codes were specified to every helpful strategy, and the codes were put in different themes and subthemes subjectively using a framework thematic analysis. Results: Three studies were included in our review. The two dimensions of mindfulness were considered as two subgroups for strategies identified to improve mindfulness in parenting in the final articles: (1) being in the moment, which means concentrating on the living moment and not worrying, thinking, or ruminating about other problems; and (2) non-judgmental approach, which means avoiding cognitive biases, such as pre-judgment. All suggested strategies could be classified into the mentioned categories. Conclusions: Strategies such as mindfulness in parenting are becoming more necessary for enhancing the quality of life for kids and their parents. Consequently, there is a need for policymakers and planners to facilitate parenting through social support systems and adjusting to the new situation, which will be on the agenda for a while.