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Introduction: The purpose of this study was to compare the effectiveness of self-determination theory (SDT) training and acceptance and commitment therapy (ACT) on anxiety and cyberbullying in male students with Internet gaming disorder (IGD) with and without comorbidity of attention-deficit/hyperactivity disorder (ADHD). Materials and Methods: This study was a quasi-experimental study with a control group including pre-test, post-test, and follow-up test procedures. The statistical population consisted of all students aged 12 to 14 years with IGD in Khorramabad, Iran; from which 42 children were selected by purposive sampling method and randomly assigned to two experimental groups and one control group. The instruments used included IGD-20 Test, the Child Symptom Inventory-4, the Beck anxiety inventory, and the Cyber-bullying/victimization experiences questionnaire. The intervention groups underwent 9 two-hour sessions of SDT training (intervention group 1) and ACT (intervention group 2). The intervention groups also underwent 9 sessions of two-hour of SDT training (intervention group 1) and ACT (intervention group 2). Results: The results of the data analysis showed no significant difference between the effect of two intervention programs with SDT and ACT training on anxiety and cyberbullying. Moreover, the interaction of the two variables of group membership and comorbidity of ADHD groups on cyberbullying was significant. Conclusion: Both methods of SDT training and ACT can equally benefit students with IGD with a significant impact on anxiety and cyberbullying.

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Introduction: Autism spectrum disorder is a neurodevelopmental condition characterized by persistent impairments in communication and social interactions, as well as restricted interests and repetitive behaviors. The present study was conducted to develop play therapy based on sensory integration and its effectiveness in the development of social skills in boys with autism spectrum disorder. Materials and Methods: The present study was quasi-experimental with a pretest-posttest design and a 1.5-month follow-up with the control group. The statistical population of this research included all boys with autism spectrum disorder aged 5 to 12 in Guilan province, Iran. Based on the criteria for entering the research and the purposeful sampling method, 30 children from the Guilan Autism Association were selected as sample members and were randomly placed in experimental and control groups. Play therapy based on sensory integration was performed individually for 15 sessions of 30-45 minutes in the experimental group. The research tool included the Vineland Social Maturity Scale. Results: The results indicated a significant difference between the average scores for the total social development score and its sub-scales—including general self-help, self-help eating, self-help dressing, occupational skills, locomotion skills, communication skills, and socialization skills—between the experimental and control groups in the post-test phase. This difference persisted during the follow-up phase. However, no significant difference was observed in the self-direction sub-scale. Conclusion: Our findings suggest that play therapy based on sensory integration can lead to significant improvements in social skills among boys with autism spectrum disorder.