Mohammad Ashoricurrently works at the Department of Psychology & Education of People with Special Needs, University of Isfahan. He is also the Head of the Service Center for Students with Special Needs (SSS). Mohammad does research in parenting, play therapy, cognitive rehabilitation, psychological and education of deaf and blind people.
People with Special Needs Deaf and Blind Children Play Therapy Parenting
University of Tehran [Tehran, Iran]
Ph.D., Psychology and Education of Exceptional Children
University of Social Welfare and Rehabilitation Sciences [Tehran, Iran]
M.A. , Psychology and Education of Exceptional Children
University of Farhangian [Tehran, Iran]
B.A. , Exceptional Children
My research interests lie primarily in the area of People with Special Needs, Deaf and Blind Children, Play Therapy, Parenting.
Kamali, N;& Ashori,M. (2021). The Effectiveness of Orientation and Mobility Training on the Quality of Life for Students Who are Blind in Iran. British Journal of Visual Impairment, 39(3), 207–219.
Ashori,M;& Karimnejad, R.(2021). Effect of Filial Therapy on the Interaction of Deaf Mothers with their Hearing Children. International Journal of Play Therapy, 30(3), 195–205.
Aghaziarati, A., Nejatifar, S.,& Ashori,M (2021). Comparison of Executive Functions, Emotional Intelligence, and Motivated Strategies for Learning in Adolescents with Normal Hearing and those with Hearing Impairment Using Either Hearing Aids or Cochlear implantation. Pajouhan Scientific Journal (Psj), 19(2), 35-42.
Ashori,M;& Najafi, F. (2021).Emotion Management: Life Orientation and Emotion Regulation in Female Deaf Students. Journal of Child and Family Studies, 30(3), 723–732.
Ashori,M;& Jalil-Abkenar, S. S. (2021). Emotional Intelligence: Quality of Life and Cognitive Emotion Regulation of Deaf and Hard-of-Hearing Adolescents. Deafness & Education International, 23(2), 84-102.
Kamani Mataki, M; & Ashori,M. (2020). The Effictiveness of Affective, Behavioral & Cognitive Leisure Time Cultural Program on the Emotion Regulation of Mothers and Social Skills of Children with Intellectual Disability (ID). J Child Ment Health, 7(4), 147-163.
Safarpour, F;& Ashori,M.(2020). Investigating the Effect of Incredible Years Program Training on Self-efficacy in Mothers of Deaf Children. Research in Cognitive and Behavioral Sciences, 10(1), 21-32.
Ashori,M; Ghasemzadeh, S;&Safarpour, F. (2020).Investigating Psychometric Properties of the Persian Version of Behavioral Emotion Regulation Questionnaire. Psychology of Exceptional Individuals, 10(38), 117-142.
Ashori,M;& Ghaforian, M. (2020).The Effect of Positive Parenting Program Training on the Relationship Profile of Mothers and Hearing Loss Children. JOEC, 20(3), 88-79.
Aghaziarati, A; Njatifar, S;& Ashori,M. (2020). Examining and Discovering the Challenges of Deaf Adolescents in Acquiring their Skills Ability: A Qualitative Study. Journal of Psychological Sciences, 19(94), 1257-1266.
Ashori,M;&Arabi. A. (2020).The Effect of Time Perspective Program on the Perceived Social Support in Mothers of Children with Hearing Impairment. J Child Ment Health, 7(2), 229-240.
Ashori. M. (2020). Effect of Cognitive Rehabilitation Program on Prospective and Retrospective Memory in Students with Hearing Impairment. Journal of Psychological Studies, 16(1), 75-90.
Ashori,M; Norouzi, G;&Khonsari, F. (2020). Effectiveness of Video Modeling Training on Cognitive Emotion Regulation of Mothers and Behavioral Problems of Deaf Children. The Scientific Journal of Rehabilitation Medicine, 9(2), 239-248.
Ashori,M; Rashidi, A; Mortezavi-Nezhad, M;& Banimin, G. (2020). Cognitive Emotion Regulation Strategies Training on Psychological Problems of Depression, Anxiety and Stress in Deaf Students. MEJDS, 10, 93-93.
Rashidi-Asl, H;& Ashori,M. (2020). Cognitive Rehabilitation Program Training on Intelligence Capacity and Cognitive Emotion Regulation in Students with Hearing Impairment. MEJDS, 10, 91-91. 1
Ashori,M;& Abedi A. (2020).Meta-analysis of the Effectiveness of Interventions Based on Play Therapy on the Adaptive Behavior in Children with Intellectual Disability . J Child Ment Health, 7(1), 93-105.
Ashori,M;& Jalil-Abkenar S S. (2020). The Effectiveness of Cognitive Rehabilitation Program Based on Memory on the Behavioral Problems and Working Memory in Children with Hearing Impairment. Advances in Cognitive Sciences, 22(1), 13-24.
Ashori,M. (2020). Adaptation and Validation of Superior Auditory Verbal Early Intervention Program (Superior AVA) to Improve the Speech Skills of Children with Hearing Loss. Empowering Exceptional Children, 11(1), 1-16.
Ashori,M& Najafi, F. (2020).Cognitive Emotion Regulation Training on Cognitive Flexibility and Alexithymia in Hearing-Impaired Students . MEJDS, 10, 50-50.
Ashori,M& Rashidi, Azam. (2020). Effectiveness of Cognitive Emotion Regulation on Emotional Intelligence in Students with Hearing Impairment. Iranian Rehabilitation Journal, 16(4), 331-338.
Ashori, M; & Jalil-Abkenar, S. S. (2018). Students with Special Needs and Inclucive Education. 2nd Ed. Tehran: Roshde-e Farhang Publications.
Jalil-Abkenar, S. S; & Ashori, M. (2018). An Introduction to Inclusive Education and Children with Special Needs. 2nd Ed. Tehran: Roshde-e Farhang Publications.
Afrooz, Gh; &Ashori, M. (2019). Psychological Foundations of Restless and Hyperactive Children. 2nd Ed. Tehran: University of Tehran Press.
Ashori, M;& Jalil-Abkenar, S. S. (2018). Developmental Psychology. 2nd Ed. Tehran: Roshde-e Farhang Publications.
Ashori, M; Ghaforian, M; & Jalil-Abkenar, S. S. (2018). Students with visual impairment. 2nd Ed. Tehran: Roshde-e Farhang Publications.
Iranian Exceptional Children Association
Organization of Psychology and Counseling