<p>The purpose of the present study was to predict the resiliency in parents with exceptional children based on their mindfulness. This descriptive correlational study was performed on 260 parents of student (105 male and 159 female) that were selected by cluster sampling method. Family resiliency questionnaire (Sickby, 2005) and five aspect mindfulness questionnaire were used as measurement instruments. Data were analyzed using descriptive statistics, pearson correlation coefficient and inter regression showed some dimension of predicted.</p>

Background and Purpose: Motor skills are essential skills for learning and success in school. Movement and learning are the source of all perceptions and learning. In relation to motor impairments in students with intellectual disability, motor-sensory integration is one of interventions that is consistent with perceptual-motor theories. The purpose of this study was to investigate the effect of motor sensory integration exercises on the gross motor skills of students with intellectual disability. Method: The present study was conducted with experimental design with pre-test, post-test, and follow-up period with control group. The study population consisted of all students with intellectual disability in Firoozabad city during the academic year of 2017-2018. The sample consisted of 30 students from this papulation (7-14 years old) who were selected by convenience sampling and then randomly assigned to experimental and control groups. The experimental group received motor sensory integration training for 10 sessions (two days a week), while the control group did not receive any training. In this study, the Bruininks-Oseretsky Test of Motor Proficiency, was used as pre-test, post-test, and follow-up for data collection. Multivariate analysis of variance was used to analyze the data. Results: The results of the data analysis of this study showed that the intervention of motor sensory integration increased the scores of gross motor skills in the experimental group which remained stable after one month (P <0.001). Conclusion: According to the findings of this study, it can be concluded that the intervention based on motor sensory integration method has been able to control basic motions, maintaining body posture or balance, lateral superiority, movement and orientation movements, body awareness and imagery, and thus improve motor skills in students with intellectual disabilities.

Background and Objective: Living up based on authentic goals, meaning and striving to achieve personal growth have been defined as mental health. Many studies have addressed the effect of personal and contextual factors on the mental health. This study aimed to determine the relationship of parenting styles and to satisfy basic psychological needs on mental health among gifted students in Shiraz. Methods: Participants consisted of 250 gifted school students (135 boys and 115 girls) which were selected through cluster sampling method. In this study, parental scales as social context, mental health and basic psychological needs were used. Cronbach's alpha was used to check the validity of research data, and confirmatory factor analysis was used to assess the validity of the data from the. The data were analyzed through LISREL. Results: The results of path analysis showed that that there is a significant relationship between parenting styles and satisfying basic psychological needs with mental health among gifted students. This means that, rejection and control style negatively and warmth and autonomy support positively effects on mental health. Also, need to autonomy and competence positively effects on mental health. Also, the satisfying basic psychological needs of involvement were mediated by parenting styles and mental health. Multiple indexes of fitness were used to evaluate the model. Which results (RMSE=0/042, GFI=0/98) showed that there is a fitness between model and data. Conclusion: According to results, Proper parenting style (i.e. warmth and structure styles and lack of correction style) could lead to a higher level of competency and wellbeing among gifted students.