1. Home
  2. Search
  3. Results
  4. » فارسی
» Advanced search
Only first 10,000 results will be saved in the file.
No item is selected. Use checkboxes to select search results.
Displaying 1-1 of 1 results.
 
{{ selectedCountPage }} items selected on this page, {{ selectedCountPage }} item selected on this page, {{ selectedCountTotal }} item in total {{ selectedCountTotal }} items in total
The Effectiveness of a Mindfulness-Based Intervention on the Quality of the Parent–Child Relationship in Families of Children with Learning Disabilities
Study aim: To assess the effect of child-centered mindfulness training on parent–child relationship quality in families of children with specific learning disorder Design: Parallel randomized pretest–posttest trial; 40 children allocated 1:1 using computer-generated variable blocks (sizes 4 and 6) and opaque sealed envelopes; unblinded; drug phase not applicable Settings and conduct: At learning-disability schools in Mashhad, Iran; consent and baseline assessment precede allocation; posttest occurs one week after the final session Participants/Inclusion and exclusion criteria: Children aged 8–12 with confirmed specific learning disorder, parental consent and child assent; exclusions: severe comorbidity, concurrent similar intervention, or irregular attendance Intervention groups: Intervention: Twelve weekly 60-minute child-centered mindfulness sessions; control: usual school services without mindfulness training Main outcome variables: Primary outcome: Caregiver-reported total CPRS score, comparing posttest groups adjusted for baseline
IRCTID: IRCT20250822066951N2
  1. Comparing the effectiveness of emotion regulation-based play therapy with child-centered mindfulness-based intervention on adjustment, emotion management, and executive functions of children with attention deficit hyperactivity disorder (ADHD)
  2. Designing Interventions based on occupation performance coaching with four quadrant model of facilities learning and its effect on the participation in activities outside of school in students with specific learning disorder
  3. Developing a family-centered eclectic model and comparing its effectiveness with parent-child interaction therapy in improving parent-child relationship and reducing behavioral problems in children with autism
  4. Comparison of effectiveness of brain gym exercises and filial play therapy on emotional management skills, social competence, Empathy and parent – child related students with specific learning disorder in Tehran City in 2021.
  5. The Effect of Cognitive Rehabilitation with and without Transcranial Alternating Current Stimulation (tACS) on Improving Neurocognitive and Behavioral Performance in Children with Attention Deficit Hyperactivity Disorder (ADHD)
  6. The comparison of the effectiveness of sensory-motor integration and cognitive rehabilitation on executive functions (attention, working memory and inhibition), fine motor skills, and reading of slow learner students
  7. Comparing the effectiveness of positive parenting intervention program and cognitive therapy based on mindfulness on the quality of parent-child relationships, dysfunctional schema and psychological fatigue in mothers of children with attention deficit/hyperactivity disorder
  8. The effectiveness of self-regulated learning strategies on learning disorders and the level of social functions of students
  9. An investigation into the effect of training peer-based parenting skills on parent-child relationships in Gypsy families residing in Harandi square, Tehran.
  10. "The effect of mindfulness based cognitive behavioral therapy for children (MBCT-C) on cognitive inhibition, emotional self-regulation, and behavioral problems of children with learning disabilities"
Loading...