Examining the effectiveness of the Developmental, Individual-Difference, Relationship-Based (DIR) model on behavioral problems and executive function deficits in children

Mahvelati, Azadeh; Moradi, Naeme; Taherian, Maryam

Volume 14, Issue 1 (3-2026) jmsthums 2026, 14(1): 22-34 | Back to browse issues page

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Mahvelati A, Moradi N, Taherian M. Examining the effectiveness of the Developmental, Individual-Difference, Relationship-Based (DIR) model on behavioral problems and executive function deficits in children. jmsthums 2026; 14 (1) :22-34
URL: http://jms.thums.ac.ir/article-1-1412-en.html

Examining the effectiveness of the Developmental, Individual-Difference, Relationship-Based (DIR) model on behavioral problems and executive function deficits in children

Azadeh Mahvelati¹

, Naeme Moradi¹

, Maryam Taherian¹

1- Department of Psychology and Counseling, Faculty of Humanities, Imam Reza International University, Mashhad, Iran

Abstract: (27 Views)

Background & Aim: Educable children with developmental intellectual disability often experience a wide range of cognitive and behavioral problems that may adversely affect their academic performance, social relationships, and emotional regulation. Parents, particularly mothers, play a crucial role in reducing these problems and promoting children’s cognitive and emotional development. Accordingly, the present study aimed to investigate the effectiveness of mother training based on the Developmental, Individual‑Differences, Relationship‑Based (DIR) model on behavioral problems and executive functions of children with developmental intellectual disability.
Methods: This experimental study employed a pretest–posttest design with a control group and was conducted in 2024. The study population consisted of 30 mother–child dyads (N = 60) selected from students attending preparatory to sixth grade in one school in Mashhad, Iran. Participants were randomly assigned to the experimental (n = 30) and control (n = 30) groups. Data were collected using the Coolidge Executive Functioning Questionnaire (2002) and the Quay and Peterson Children’s Behavioral Checklist (2016). Data analysis was performed using SPSS version 28, applying multivariate analysis of covariance (MANCOVA).
Results: The results of MANCOVA indicated that the DIR‑based intervention had a statistically significant effect on reducing behavioral problems (η² = 0.57, F = 50.35, P < 0.05) and improving executive function impairments (η² = 0.38, F = 15.97, P < 0.05).
Conclusion: : The findings suggest that mother training based on the DIR model can be considered an effective and feasible family‑based intervention for reducing behavioral problems and improving executive functions in children with developmental intellectual disability. By emphasizing emotional interactions, maternal sensitive responsiveness, and strengthening affective relationships, this intervention enhances self‑regulation, cognitive flexibility, and adaptive behaviors in children. Therefore, implementing DIR‑based educational programs in educational and rehabilitation centers may play a key role in promoting the metacognitive and emotional development of these children. Future studies are recommended to examine the long‑term effects of this intervention and the role of fathers.

Keywords: Intellectual Disability, Behavior Problems, Executive Function, Mothers, Developmental, Individual-Difference, Relationship-Based Model (DIR)

Full-Text [PDF 401 kb] (37 Downloads)

Type of Study: Research | Subject: Special
Received: 2025/07/25 | Accepted: 2025/11/5 | Published: 2026/06/29

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