Effectiveness of social-emotional learning program on psychological distress and dysregulation in students with specific learning disorders Shahrooz Nemati, Rahim Badri Gargari, Mahsa Rasi, Elaheh Mahmoudi BMC Psychology, 2025 This study investigates the effectiveness of a social-emotional skills training program on emotional dysregulation and psychological distress among students with Specific Learning Disorders (SLD). The quasi-experimental design involved 32 fourth- to sixth-grade students diagnosed with learning disorders, who were individually randomly assigned to an experimental group receiving the intervention or a control group. The training, implemented in a school setting, consisted of 12 sessions focused on enhancing self-awareness, emotional regulation, and social skills. Pre- and post-test assessments measured outcomes using the Depression, Anxiety, and Stress Scale (DASS-21) and an emotional dysregulation questionnaire. Results indicated statistically significant improvements in both psychological distress ( p < 0.001, η² = 0.661) and emotional dysregulation ( p < 0.001, η² = 0.717) in the experimental group. These findings suggest that social-emotional skills training effectively mitigates the psychological challenges faced by students with SLD, enhancing their emotional and social competencies. The study underscores the necessity of integrating social-emotional learning programs in educational settings to support the well-being and academic success of children with learning disorders.
Evaluation of the Effectiveness of an Integrated Educational Protocol Including Self-Compassion, Parenting, and Cognitive Promoting (PSCP) on Reading Component in Children with Dyslexia Zoleykha Abedini, Rahim Badri Gargari, Eskandar Fathi Azar, Shahrooz Nemati, Shahram Vahedi Journal of Applied Psychological Research, 2025 The aim of this study was to investigate the effectiveness of the integrated educational protocol (PCSP) and its literacy components in dyslexic children. In this fundamental research, 32 dyslexic boys from second to fourth grades who were enrolled in special schools in Tehran during the academic year 2021-2022 were selected using targeted sampling and assigned to experimental and control groups. The quasi-experimental method was employed to conduct the study. The experimental group was subsequently instructed in the Parenting, Cognitive Training, Self-compassion, Integrated Educational (Parenting, Cognitive promotion, Self-compassion) Protocol (PSCP), which included special parenting training, self-compassion training designed specifically for these children and cognitive promotion using Sina software. This training was conducted concurrently with the regular teacher training, while the control group received only direct teacher training. The Nama reading test was employed as a pre-test and post-test to evaluate the reading components of these students in both groups. Next, the mixed factor variance measurements were analyzed in SPSS-21 software to analyze the data extracted from the research. The results of this research indicated that the PCSP multifaceted intervention program had a significant effect on literacy components, and this effect remained consistent during the three-month follow-up. Therefore, it was determined that this Protocol has the potential to enhance the literacy abilities of dyslexic children. It is recommended that this intervention program be implemented in conjunction with the standard training of educators. The results can be attributed to the neuroplasticity of the human brain hypothesis, Vygotsky’s and Piaget's theory, Barclay's model of executive functions, and the self-compassion approach.
Implementation of Cognitive Rehabilitation Intervention on the Comprehension, Generation, and Calculations of Numerical Data Among Students Suffering from a Specific Learning Disability and Mathematical Impairment Shahrooz Nemati, Rahim Badri-Gargari, Shahram Vahedi, Zargham Mehreganfard-Jirandeh Journal of Applied Psychological Research, 2024 The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.
Cognitive Science and Technology Applications in the Rehabilitative Care of Children with Intellectual and Developmental Disabilities Shahrooz Nemati Journal of Applied Psychological Research, 2023 The aim of this study is to investigate the application of cognitive science and technology in the field of intellectual and developmental disabilities. The research design consisted of a systematic review. The PRISMA model will be used to examine research findings regarding the variables of science and cognitive technologies in the rehabilitation of children with intellectual and developmental disabilities. In a similar fashion, a systematic review was conducted using cognitive science and technologies keywords and intellectual and developmental disabilities, intellectual disabilities, mental retardation, cognitive disabilities, down syndrome, and autism spectrum disorder from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, & Google Scholar) from 1985 to 2022, in accordance with the research objectives of the current study. To identify and cover more articles published after searching databases, a number of reputable periodicals in this field, including 27 articles out of 52, will be manually searched (Hand Searching) in order to identify and cover more articles. Personal support technologies such as web trek, assisted care systems, and residential assisted care systems such as smart home, smart transportation system are like global positioning system, Following the principles of universal design, personal robots, and virtual technologies are applied examples of cognitive science technologies in the field of intellectual and developmental disabilities. Cognitive technologies have the potential to significantly improve the independence, productivity, and quality of life of individuals with cognitive impairments. Therefore, it is suggested that cognitive technology be developed and utilized for the rehabilitation of individuals with developmental disabilities, including the group of intellectual and developmental disabilities.
An Examination of the Efficacy of Schema-Based Word Problem Instruction in Improving the Executive Functions of Mathematically Impairment Among Students with Specific Learning Disorders Omid Ebrahimi, Rahim Badri Gargari, Shahrooz Nemati, Touraj Hashemi Journal of Applied Psychological Research, 2023 The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.
A report on the blended short-term supplementary course on “Developmental Care for infants and toddlers” taught with a multidisciplinary approach for pediatricians -qualitative and quantitative study Seifollah Heidarabadi, Mohammad Barzegar, Hakimeh Hazrati, Hassan Shahrokhi, Shahrooz Nemati, Nahideh Hasani Khiabani, Zahra Maleki BMC Medical Education, 2022 Background The implementation of follow-up programs for high-risk infants and toddlers aimed to promptly diagnose developmental delays and disorders and initiate early intervention to help improve their developmental status, reduce their care costs in the future, as well as improve their productivity as members of society. There is a lack of qualified specialists in the infant and toddler development field in Iran. To compensate for the lack of training in this area, for the first time, Tabriz University of Medical Sciences has designed a short-term supplementary course of “Developmental Care for Infants and Toddlers”. Due to the multidisciplinary nature of the field of child development, this course has been designed as such. The current study aimed to evaluate this course and explain the graduates’ relevant experiences using a multidisciplinary approach. Methods The current study is a quantitative/qualitative study conducted in two phases. In the first step, the learners were asked to assess the teaching quality of the short-term supplementary course of “Developmental Care for Infants and Toddlers” in 5 areas of “educational design,“ “course administrators’ support”, " learners’ motivation “, “acquisition of general learning and specialized skills” using the Australian Course Experience Questionnaire (CEQ). All graduates completed the questionnaires. The data from the questionnaires were analyzed using descriptive statistics of medians, and interquartile ranges in SPSS software. The second step was a qualitative study to explain the graduates’ experiences of this course with a multidisciplinary approach. The samples were selected using a purposive sampling technique. The samples were those who had completed the course mentioned above, had rich experiences in this field, and were willing to share them. The data were collected through semi-structured interviews and analyzed using conventional content analysis. Results In general, the graduates’ satisfaction with the course in terms of the five areas studied was evaluated as follows: Educational design, motivating participants to do their best had the greatest median. 5(4-5), Learning objectives; in all items, the median was 4. Course content and resources; all items median were 4 .Relevant learner assessment methods; in all items, the median was 4.The median learners’ satisfaction in the areas of “course administrators’ support” in all items was 4 and “learners’ motivation “, was 5. Learner’s motivation” in all items it was 4, indicating the highest level of satisfaction with the “acquisition of specialized skills”. In the area of education design, the highest satisfaction was found with the appropriateness of teaching strategies. The codes extracted from the analysis of interviews with the graduates, are divided into four categories: “Ethical and professional commitment of course teachers”, “Being a role model in the observance of patients and their caregivers’ rights”, “Course planning with a multidisciplinary approach and teamwork” as well as “The use of virtual platforms to strengthen and maintain team communication between learners”. Conclusion This course was the first experience of applying a multidisciplinary approach in an interprofessional course. Ideally, it is indispensable for the Iranian medical education system to move away from specialization and connect all related specialties and disciplines to achieve its educational and therapeutic goals. Therefore, the design of this course can be applied as an educational model for other disciplines and clinical courses.
The Effectiveness of a Forgiveness Training Program on the Academic Hope of Students Who Have Been Victims of Bullying Rahim BadriGargari, Eskandar Fathi Azar, Shahrooz Nemati, Delaram Mohammadi Journal of Applied Psychological Research, 2022 The purpose of this study was to examine the effectiveness of a forgiveness training program on the academic hope of students who have been victims of bullying. This study was an applied and semi-experimental study with pretest/posttest and a control group with one-month follow-up. A sample of 32 male students who were victims of bullying was selected from the high school students of Tabriz in the academic year 2019-2020 using the one-stage cluster sampling method and randomly divided into two groups of 16. The experimental group received ten sessions of the forgiveness training. After the training, the posttest results were obtained and analyzed using multivariate covariance. Research instruments included the Bullying Victims Scale (BVS), Academic Hope Scale (AHS), and the Forgiveness Training Package. Data were analyzed using multivariate analysis of covariance in SPSS20 software. The results showed that forgiveness training has a positive and significant effect on the components of academic hope in students who are victims of bullying, P <0.01. Based on the results, it can be said that forgiveness training can be a useful coping strategy for bullying victims so that they can use forgiveness to overcome the trauma of past experiences or traumatic events and improve their hope by creating positive emotions. In practice, forgiveness training can be used by educators as a potentially effective approach to improve school hope and prevent victimization.
The Effectiveness of the Positive Psychology Intervention Program based on Culture, on the Self-Handicapping and Academic Risk-Taking in Students S Nemati, R Badri Gargari, Y Adib, R Jahrdi Journal of Research in Educational Systems, e242802 , 2026 2026
Obstacles to Marriage from the Students' Perspective: A Phenomenological Study on Youth S Nemati, E Mahmoudi Journal of Modern Psychological Researches 21 (81), 27-43 , 2026 2026
The Effect of Emotional Self-Regulation Training Program on Positive Emo-tions of Learning and Academic Seriousness of Students S Nemati, R Badri Gargari, R Mohammadi Gaiglu, S Rezapour Niri Journal of Educational Psychology Studies 23 (61) , 2026 2026
Comparison of Children’s Academic-Behavioral Performances and Mothers' Perception of Intra-Family Adaptations in Children Born by Cesarean Section and Normal S Nemati, R Badri Gargari, S Azarnejad Gargary Journal of Research in Behavioural Sciences 23 (4), 650-661 , 2026 2026
The Relationship between Attachment to God and Religious Practice with Risky Behaviors among Students S Nemati, R Badri Gargari, F Saadat, G Balipour Journal of Religion and Health 13 (2), 0-0 , 2026 2026
TMS and Pharmacotherapy and Combined Effects of Transcranial Magnetic Stimulation and Pharmacotherapy on Symptoms of Depression, Anxiety, and Obsessive-Compulsive Traits in … S Nemati, S Sadeghi Journal of Research in Psychopathology 7 (1), 34-39 , 2026 2026
Comparison and Combined Effects of Transcranial Magnetic Stimulation and Pharmacotherapy on Symptoms of Depression, Anxiety, and Obsessive-Compulsive Traits in Individuals with … S Nemati, S Sadeghi Journal of Research in Psychopathology 7 (1) , 2026 2026
Effectiveness of Positive Psychology Intervention Program on Self-efficacy and Positive and Negative Academic Achievement of Students with Specific Learning Disorder S Nemati, R Badri Gargari, M Jafari Journal of Learning Disabilities 15 (2) , 2026 2026
Journal of Research in Behavioral Sciences Year 2026, Volume 23, Issue 4 S Ahmadi, M Keyvanlou 2026
The Effectiveness of Gamified Integrated Training in Basic Reading Skills and Working Memory on Reading Performance and Academic Engagement in Students with Specific Learning … S Nemati, S Vahedi, H Dehghanzadeh, Z Hosseinpour Journal of Applied Psychological Research , 2025 2025
Effectiveness of social-emotional learning program on psychological distress and dysregulation in students with specific learning disorders S Nemati, RB Gargari, M Rasi, E Mahmoudi BMC psychology 13 (1), 1386 , 2025 2025 Citations: 1
The Effectiveness of the Tuning in to Kids Program on the Dimensions of Social-Emotional Competence of Preschool Children S Nemati, R Badri Gargari, R Sarvazad Teaching and Learning Research , 2025 2025
The effectiveness of the combined mindset change (Dweck)-motivational (Martin) program on interpersonal self-regulation and resilience of bullied female students S Vahedi, S Nemati, R Badri Gargari, S Roofiya Journal of Educational Innovations, e233891 , 2025 2025
Mapping the Intellectual Structure of Four Decades of Research on Interventions for Anger, Aggression, and Bullying: A Bibliometric Analysis of Structures, Emerging Trends … S Nemati, A Hamdipour, A Abolhasani Joband Scientometrics Research Journal , 2025 2025
The Mediating Role of Emotional Self-Regulation in the Relationship of Psychological Hardiness and Grit with Academic Self-Handicapping S Nemati, R Badri Gargari, S Hasanzadeh Journal of New Thoughts on Education 21 (3), 35-48 , 2025 2025
The Effect of the Drawing Pre-Skills Training Program on Writing Ability and Belonging to School Among Students with Specific Learning Disabilities with Dysgraphia S Nemati, R Badri Gargari, AA Rasooli Journal of Modern Psychological Researches 20 (79), 53-62 , 2025 2025
A Systematic Review of the Determinants of Adolescent Students' Anger in Iranian Studies S Nemati, R Badri Gargari, A Abilhasni Jouband, N Sadat Naghib Alsadati, ... Emotional and Behavioral Disorders , 2025 2025
The Effectiveness of compassionate mind training on the academic well-being in students with separation anxiety S Nemati, R Badri Gargari, S Alinezhad Zarnaghi Journal of Research in Psychopathology , 2025 2025
The Effectiveness of Social-Emotional Learning Program (Yari Garan Plan) on Moral Judgment and Positive Thinking Skills of Male Students of Elementary Schools M Bardel, S Nemati Thinking and Children 16 (1), 61-82 , 2025 2025 Citations: 2
The Effectiveness of the Strong Kids' Social-Emotional Learning Training Program on Caring Thinking and Basic Human Values toward Children R Badri Gargari, S Nemati, Z Fartash Thinking and Children, e10301 , 2025 2025
MOST CITED SCHOLAR PUBLICATIONS
The relationship between life satisfaction and happiness: The mediating role of resiliency S Nemati, FM Maralani International Journal of Psychological Studies 8 (3), 194-201 , 2016 2016 Citations: 96
Difficulties in parenting hearing-impaired children G Movallali, S Nemati Bimonthly Audiology-Tehran University of Medical Sciences 18 (1), 1-11 , 2009 2009 Citations: 55
Comparison of general health status in mothers of hearing and hearing-impaired children G Movallali, M Abdollahzadeh Rafi, S Nemati Audiol 22 (2), 33-9 , 2013 2013 Citations: 28
Prevalence of children with behavioral disorders in primary schools in Tehran B Ghobari-Bonab, A Parand, A Hossein Khanzadeh Firoozjah, ... Journal of exceptional children 9 (3), 223-238 , 2009 2009 Citations: 18
Goodenough-harris drawing a man test (GHDAMT) as a substitute of ages and stages questionnaires (ASQ2) for evaluation of cognition N Baraheni, S Heidarabady, S Nemati, M Ghojazadeh Iranian journal of child neurology 12 (4), 94 , 2018 2018 Citations: 17
The role of resiliency and psychological hardiness in predicting psychological well-being S Nemati Positive Psychology Research 5 (3), 1-12 , 2019 2019 Citations: 16
The effectiveness of acceptance and commitment training program on the level of academic stress and academic burnout in students with specific learning disability S Nemati, N Pourtaleb, R BadriGargari, T Hashemi, R Deetjen, ... Advances in Neurodevelopmental Disorders 7 (4), 502-511 , 2023 2023 Citations: 14
Mindfulness-based resilience training on the psychological well-being of medical students during the COVID-19 pandemic S Nemati, RB Gargari, S Vahedi, MH Mirkazempour Research and Development in Medical Education 12 (1), 1-1 , 2023 2023 Citations: 13
Academic well-being and self-compassion in students with and without specific learning disability S Nemati, R Badri Gargari, S Erfani Journal of Learning Disabilities 11 (1), 64-79 , 2021 2021 Citations: 12
Meta-analysis of the Effectiveness of Teaching Emotion Regulation on Specific Learning Disability S Nemati, R Jamei, M Jafari Journal of Learning Disabilities 14 (2), 49-64 , 2025 2025 Citations: 11
The effectiveness of self-regulation strategies program on attitudes toward school and peers interaction in students with specific learning disabilities SH Nemati, M Asadollahi Journal of Learning Disabilities 8 (3), 7-25 , 2019 2019 Citations: 11
Exploring the variables of the psychological well-being of mothers of children with autism spectrum disorder through self-compassion and psychological hardiness S Nemati, N Shojaeian, M Bardel, R Deetjen-Ruiz, Z Khani, L McHugh Journal of Autism and Developmental Disorders 54 (10), 3739-3744 , 2024 2024 Citations: 10
Maternal acceptance–rejection, self-compassion and empathy in mothers of children with intellectual and developmental disabilities S Nemati, N Shojaeian, AE Martínez-González, AA Hosseinkhanzadeh, ... International journal of developmental disabilities 68 (2), 102-106 , 2022 2022 Citations: 10
The rehabilitation of autism spectrum disorder through assistive technology: A systematic review K Taghipour, S Nemati Quarterly Journal of Child Mental Health 5 (3), 192-202 , 2018 2018 Citations: 10
Developing and Validation of Intervention Program Based on Multiple Learning Systems for Students with Specific Learning with Reading Disabilities: Meta-Synthesis Study S Rasouli, S Vahedi, A Gharadaghi, S Nemati Quarterly Journal of Child Mental Health 9 (2), 1-20 , 2022 2022 Citations: 9
The relationship between psychological well-being and academic vitality with students' perceptions of the classroom environment S Nemati, R Badri-Gargari, A Katourani Journal of School Psychology 11 (1), 117-131 , 2022 2022 Citations: 9
Psychometric properties of Behavioral Emotion Regulation Questionnaire in sample of adolescent students in Urmia city SG Mosleh, R Badri Gargari, S Nemati Clinical Psychology and Personality 18 (1), 163-175 , 2020 2020 Citations: 9
The effectiveness of mindfulness training on span of working memoryin children with specific learning disability R BadriGargari, S Nemati, Z KhaniSalavat Journal of Learning Disabilities 10 (1), 32-47 , 2020 2020 Citations: 8
Investigating emotion regulation skills training on academic adjustment in students with specific learning disabilities R Badri, S Nemati, L Mohseni Nezhad Middle Eastern Journal of Disability Studies 10, 127-127 , 2020 2020 Citations: 8
Exemplary child abuse from parents' perspectives: qualitative content analysis IH Gabalo, A Gharadaghi, S Nemati 2020 Citations: 8
