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Objectives This study was conducted to design Individual Differences intervention based on parents' expressed emotion and its impact on children's social skills with high-functioning autism disorder. Methods The first part of this study is comparative-causal and the second part is a semi-experimental study. In order to design Floortime treatment plan based on parents' expressed emotion, first in an Embedded Design Mixed Research Method by means of researcher's questionnaire for qualitative measurement and family questionnaire for quantitative part of emotional state of mothers with autistic children were measured. Accordingly, the treatment plan with 23 meetings was codified. Finally, 20 children with high-functioning autism were selected from the autism centers by available sampling. Out of them, 10 children were put into the experimental group and they were provided designed intervention plan in addition to the ABA intervention, and the other 10 children formed the control group, who merely received Applied Behavior Analysis (ABA) intervention. Tools used were Family Questionnaire, ASSQ test, Stanford-Binet intelligence test, and Gilliam and Vineland social compatibility tests. Results Results show that there are significant differences in mother's expressed emotion in case of normal and autistic children. The expressed emotion of mothers of autistic children is high in terms of the total score of expressed emotion, criticism, and Emotional Over-Involvement (EOI). After the intervention, no significant difference was observed in the social compatibility and communication skills between the two groups of children who were under the ABA intervention and who were under Floortime intervention. But after the intervention, the experimental group had a better score in relation variable. Conclusion Given the high level of excitement expressed by parents of children with autism, various interventions have to reduce their excitement. You can also use social interventions such as floortime intervention to increase the association of children with high performance autism disorder.

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The aim of the present study was to investigate and compare effectiveness of family, child, and family-child based intervention on the rate of ADHD symptoms in third grade students. The population for this study was all of students with ADHD diagnoses in the city of Isfahan, Iran. Multi-stage random sampling method was used to select subjects (60 children were included in this study). Children were randomly assigned into 4 groups, including 3 experimental and 1 control groups (each group consisted of 15 students). The children had been diagnosed by clinicians as having ADHD. In order to verify this diagnosis, Conner's parental rating scale was used at baseline to confirm that children had ADHD as well. The results indicated a significant difference between the 4 groups (In post-test). Results showed that family-child based intervention is the most effective method to decrease students' ADHD symptoms.

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The purpose of this study was to determine the efficacy of Circle of Security (COS) on preschool children's attachment and well-being. 48 mothers with children's age 4 to 6 year were randomly selected through cluster sampling and randomly assigned to experimental and control groups (24 mothers and child in each group). Then the experimental group received 20 weekly COS sessions in the center of preschool. The attachment Q-set and Preschool children wellbeing questionnaire (PCWQ) were used as the pretest, post-test and in the course of follow-up. Results of Multivariate Analysis of Covariance (MANCOVA) showed that the mean scores of attachment, in the experimental group, was significantly greater than the control group in posttest (P = 0.000) and follow-up (P = 0.002). Results also showed that the scores of well-being in experimental group was significantly greater than the control group in post-test (P = 0.006) and follow-up (P = 0.018). The finding of the study emphasized the importance of training of attachment in improvement of preschool children's attachment and well-being. More studies are suggested to understand better efficacy of maternal behavior on preschool children's well-being.

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