---

Objective: This study examines an thropometric specifications of mentally retarded children with microcephalia, macrocephalia, and idiopathic etiology, and comparing them with normal children. Method: For this field study, 15 subjects were selected for each group. For measuring the specifications we used balance, meter, and caliper. Results: The ANOVA and Sheffé post hoc tests analysis displayed significant differences in physical indications in the groups such as weigh, sitting and standing position size, circumference of head, width and length of nose, and some other features. Conclusion: These results suggest significant differences in the physical characteristics in children with different etiologies. Clinical implications and related limitations have been discussed.

---

    The purpose of this study was to determine the effectiveness of Psycho-motor rehabilitation (Dohsa-hou) method on executive functions, mental flexibility and the theory of mind in high performance autistic children  in Behbahan city. Research design was a semi experimental type of pre-test and post-test with control group. The subjects were 10 autistic children with high performance whom were selected by convenience sampling method that randomly assigned to two test groups (5 people) and a control group (5 people). The data was collected by implementing Gilliam Autism Ranking Scale GARS (1995), Behavior Rating Inventory of Executive Function BRIEF (2000), Wisconsin Card Sorting Test (WCST (1948) and the Theory of Mind Test (1999). To perform the intervention, first both test and control groups, were pre-tested. The test group received interventions during 12 sessions of 60 minutes. Then, from the both groups, post-test was taken and after one month the research was terminated by follow-up. For data analysis, one-way covariance analysis (ANCOVA) was applied. The results showed, Dohsa-hou method was effective on the executive functions, mental flexibility and the theory of mind in high-performance autistic and this result was sustained after one month follow-up.
 

---

Purpose: The purpose of the present study was to develop and validate a Persian language metaphors training package using an electronic method and to determine its effectiveness on verbal communication skills in students with hearing impairment. Method: The statistical population of the study included all students with hearing loss in the ninth grade of the first year of high school in Tehran, 30 of them were selected using the purposeful sampling method and randomly replaced in experimental and control groups (15 people in each group). In order to collect information, Queen Dam's communication skills scale (2004) was used. The research method was an experimental type with a pre-test-post-test design, follow-up with a control group. The experimental group was taught Persian language metaphors using the electronic method (8 sessions) and the control group did not receive any intervention except formal school training. The data were analyzed using statistical test of analysis of covariance and repeated measurement. Findings: The results showed that the Farsi language metaphors training package using the electronic method had the necessary validity and was effective on the communication-verbal skills of students with hearing impairment (P<0.01). Conclusion: Considering the nature of communication in the deaf and the importance of using modern technologies, the teaching of Persian language metaphors through the electronic education package has led to the improvement of communication-verbal skills in students with hearing impairment, and such methods can be used as supplementary education in schools.

---

Objective: The present study aimed to compare the effectiveness of teaching Persian language metaphors using the mixed method and the electronic educational package method on the progress of motivation and self-concept in students with hearing impairment. Method: The research population included all students with hearing loss in the ninth grade of the first year of high school in Tehran, 45 of them were selected using the purposeful sampling method and randomly replaced in experimental and control groups (15 people in each group). To collect information, Hermans' (1970) achievement motivation questionnaire was used. The research method was an experimental type with a pre-test-post-test design with a control group. The experimental group participants were taught Persian language metaphors by mixed method (8 sessions) and electronic method (8 sessions), and the control group did not receive any intervention except formal school training. The data were analyzed using the Covariance statistical test. Findings: The results showed that the teaching of Persian language metaphors using the mixed and electronic methods was effective in the progress motivation of students with hearing impairment. There was a significant difference between the effectiveness of the training group with mixed method and the electronic training method on the progress motivation in favor of the electronic training group. Conclusion: Considering the importance of teaching Persian language to hearing-impaired students, it is necessary to use various methods to teach Persian language metaphors, as part of supplementary education in schools.
Keywords: Teaching Persian language metaphors, Electronic method, Progress motivation, Students with hearing impairment