Mahsa Fadavighaffari | Neurorehabilitation | Best Researcher Award

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Ms. Mahsa Fadavighaffari | Neurorehabilitation | Best Researcher Award

Faculty member occupational therapy Instructor at Ahvaz Jundishapur University of Medical Sciences, Iran

Mahsa Fadavighaffari is an accomplished researcher and lecturer in occupational therapy, specializing in neurorehabilitation and geriatric rehabilitation. She serves as a faculty member at the Musculoskeletal Research Center, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences. Her career has been marked by a strong integration of teaching, clinical practice, and research, focusing on rehabilitation strategies for individuals with neurological disorders and older adults with cognitive or motor impairments. Mahsa’s academic journey began with a Bachelor of Occupational Therapy at Shiraz University of Medical Sciences, followed by a Master’s in Occupational Therapy at Iran University of Medical Sciences. Her contributions include randomized clinical trials, psychometric validation of rehabilitation tools, and cross-cultural adaptation of assessment instruments, ensuring evidence-based practice for Iranian populations. With numerous peer-reviewed publications and presentations at national and international conferences, she has established herself as a promising voice in the global rehabilitation research community.

Professional Profile

Google Scholar | ORCID

Education

Mahsa Fadavighaffari pursued her Bachelor of Science in Occupational Therapy at Shiraz University of Medical Sciences, where she graduated with distinction. Her bachelor thesis explored the effects of Cawthorne and Cooksey exercises on balance and quality of life in elderly individuals, highlighting her early commitment to geriatric care. Building on this foundation, she completed her Master of Science in Occupational Therapy at Iran University of Medical Sciences. Her master thesis focused on the translation, reliability, and validation of the Persian version of the Patient-Rated Wrist Evaluation (PRWE) for patients with distal radius and scaphoid fractures. This work demonstrated her strong expertise in psychometric evaluation and evidence-based practice. Through her education, Mahsa combined clinical research with academic rigor, producing impactful findings that remain highly relevant in rehabilitation sciences. Her educational background reflects both scientific depth and a strong focus on practical applications of occupational therapy within diverse patient populations.

Experience 

Mahsa has accumulated extensive academic and clinical experience in occupational therapy and rehabilitation sciences. She has served as a faculty member and lecturer at Ahvaz Jundishapur University of Medical Sciences, teaching courses on neurorehabilitation, occupational therapy for neurological disorders, and geriatric care. She has supervised student internships in stroke rehabilitation centers and hospital-based clinical settings. Previously, she held a lecturer position at Shiraz University of Medical Sciences, where she guided internships in multiple sclerosis and spinal cord injury rehabilitation. Her clinical experience includes working at Tavanafza Private Clinic, Shahid Rajaei Hospital, and Noorafshar Hospital, where she treated patients with neurological disorders. She also contributed to geriatric rehabilitation at Shiraz School of Rehabilitation Sciences. Across academic and clinical settings, Mahsa has consistently integrated teaching, research, and therapy, fostering evidence-based interventions while mentoring students. Her dual role as educator and practitioner highlights her dedication to advancing occupational therapy practice.

Research Focus 

Mahsa Fadavighaffari’s research is centered on neurorehabilitation, psychometrics, and geriatric care. She focuses on developing and validating culturally adapted rehabilitation assessment tools, ensuring reliability and applicability in clinical practice. Her notable works include the Persian adaptation of the Patient-Rated Wrist Evaluation (PRWE) and the psychometric validation of the Falls Efficacy Scale for elderly populations in nursing homes. She has also contributed to clinical trials, such as evaluating Cawthorne and Cooksey exercises for balance and quality of life among older adults. More recently, her research extends to innovative therapies such as action observation training for multiple sclerosis patients, reflecting her forward-looking approach to neurological rehabilitation. Mahsa’s interdisciplinary scope includes musculoskeletal rehabilitation, behavioral assessment, and geriatric fall prevention, aligning clinical practice with research-driven solutions. Her focus on bridging evidence-based research with direct patient outcomes positions her as a promising leader in neurorehabilitation research and clinical translation.

Awards and Honors 

Mahsa has received several honors that underscore her academic excellence and professional contributions. At Shiraz University of Medical Sciences, she won multiple first-place awards at the “Celebration of Knowledge and Research of Distinguished Students” and the Shiraz University Alumni Association Festival. During her master’s program at Iran University of Medical Sciences, she ranked among the top students in occupational therapy. She earned recognition at the Shahid Motahari Festival for her innovative teamwork project in clinical education. She was also awarded a provincial prize for successfully implementing life skills education in schools. Beyond individual accolades, she has actively contributed to academic committees, including the executive and scientific committees of the National and International Clinical Movement Sciences Congresses. These recognitions reflect her blend of research impact, teaching excellence, and community engagement. Her awards highlight her growing influence in rehabilitation sciences and her capacity to translate research into meaningful clinical and educational practices.

Publication Top Notes

Title: Effect of Cawthorne and Cooksey Exercises on Balance and Quality of Life of 60 to 80 Year-Old Individuals in Shiraz: A Randomized Clinical Trial
Authors: AF Abarghuei, M Fadavi-Ghaffari, S Tousi, M Amini, AR Salehi
Journal: Medical Journal of the Islamic Republic of Iran.
Summary: This trial showed that Cawthorne and Cooksey exercises significantly improved balance and quality of life in elderly participants, offering a cost-effective fall-prevention method.

Title: Falls Efficacy Scale and Single Item Question: Screening Accuracy for Older Adults Residing in Nursing Homes
Authors: M Meimandi, M Fadavi-Ghaffari, G Taghizadeh, A Azad, L Lajevardi
Journal: Clinical Gerontologist.
Summary: The study validated simple tools for assessing fall risk in nursing home residents, proving effective for large-scale geriatric screening.

Title: Translation, Cultural Adaptation, Face and Content Validity of the Persian Version “Patient-Rated Wrist Evaluation” (PRWE-Persian) Questionnaire
Authors: M Fadavi-Ghaffari, A Azad, H Shariatzadeh, G Taghizadeh, S Aminizadeh
Journal: Journal of Modern Rehabilitation.
Summary: This research adapted and validated the PRWE into Persian, ensuring reliability for evaluating pain and disability in wrist injuries.

Title: The Psychometric Properties of Falls Efficacy Scale in the Elderly Iranian Residents of Nursing Homes
Authors: M Fadavi-Ghaffari, A Azad, M Meimandi, Z Arani-Kashani, H Ghorbanpoor
Journal: Iranian Rehabilitation Journal.
Summary: Confirmed the validity and reliability of the Falls Efficacy Scale in elderly Iranian nursing home residents, enhancing clinical use.

Title: The Psychometric Features of the Patient-Rated Wrist Evaluation in Iranians With Scaphoid or Distal Radius Fracture
Authors: M Fadavi-Ghaffari, A Azad, G Taghizadeh, N Nakhostin-Ansari, H Shariatzadeh, S Aminizadeh
Journal: Iranian Rehabilitation Journal.
Summary: Evaluated PRWE’s psychometric properties in fracture patients, confirming its reliability across musculoskeletal injuries.

Title: Comparison of Students’ Performance and Attitude Between Collaboration Testing and Written Examination of Ethics Course
Authors: R Mofateh, N Orakifar, N NooriMombeini, M Fadavighaffari
Journal: Future of Medical Education Journal.
Summary: Compared collaborative testing with traditional exams, finding that teamwork assessments improved engagement and learning.

Title: Effect of Zoledronic Acid and Vitamin E on Surgical–Induced Femoral Head Osteonecrosis in Rabbit
Authors: K Gharanizadeh, S Aminizadeh, AX Amir Darbandi, S Nadjafi, M Fadavighaffari, et al.
Journal: Archives of Bone and Joint Surgery.
Summary: Animal model study showing that combined therapy reduced osteonecrosis risk, suggesting potential for clinical application.

Conclusion

Mahsa Fadavighaffari’s research contributions, particularly in psychometric validation, geriatric rehabilitation, and evidence-based occupational therapy interventions, establish her as a promising and impactful researcher in rehabilitation sciences. Her blend of clinical, academic, and research expertise supports her suitability for recognition under the Best Researcher Award. With continued expansion of her international research visibility and adoption of emerging rehabilitation technologies, she is well-positioned to make even greater contributions to the field.

Ali Akbar Arjmandnia | Cognitive Rehabilitation | Best Researcher Award

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Prof. Ali Akbar Arjmandnia | Cognitive Rehabilitation | Best Researcher Award

Psychologist, University of Tehran, Iran.

Professor Ali A. Arjmandnia is a distinguished psychologist and full professor at the University of Tehran’s Faculty of Psychology and Educational Sciences. With a career spanning over two decades, he has made impactful contributions in the field of psychology, particularly focusing on the cognitive development and rehabilitation of children with learning disabilities, ADHD, and intellectual disabilities. His academic journey began with a B.S. and M.S. in Psychology and Education of Exceptional Children, followed by a Ph.D. from Allameh Tabataba’i University. Professor Arjmandnia has held key academic and administrative positions, including Vice Dean and Head of Department, and currently leads Avaye Iman Counseling Center. He is a prolific researcher with over 20 peer-reviewed publications, many of which explore evidence-based interventions and executive function training. His work bridges theory and practice, benefiting both the scientific community and children with special needs in clinical settings.

🔹 Education

Professor Arjmandnia pursued all his higher education in Tehran, Iran, specializing in the field of psychology and education of exceptional children. He obtained his Ph.D. in Psychology from Allameh Tabataba’i University in 2007, where he conducted research on child development and cognitive interventions. He earned his M.S. in 2000 from the University of Tehran, majoring in Psychology and Education of Exceptional Children. His undergraduate studies were also in the same field at Allameh Tabataba’i University, completed in 1997. Throughout his academic progression, he developed a strong foundation in psychological assessments, special education strategies, and intervention design. His educational background has equipped him with the expertise to lead clinical programs and publish influential research. These credentials laid the groundwork for his contributions to both academic scholarship and community-based therapeutic practices for children with cognitive and learning disorders.

🔹 Experience 

Professor Arjmandnia has accumulated a wealth of academic, clinical, and administrative experience. He began as an assistant professor in 2010 at the University of Tehran and rose to full professor by 2023. He has served as Head of Department and held vice dean positions, overseeing academic affairs and student culture. His administrative expertise includes acting as Vice Dean for Administrative and Financial Affairs. Clinically, he has worked as a child psychologist at Ostad Roozbeh Counseling Center and currently heads the Avaye Iman Counseling Center. Earlier in his career, he taught and managed a special school (Ehya School) for children with special needs. His professional experiences span over 25 years, with deep involvement in educational systems, child psychology, and executive function development. His leadership in psychological services and educational research makes him a key contributor to advancing inclusive and rehabilitative education in Iran.

🔹 Research Focus

Professor Arjmandnia’s primary research focus is on cognitive rehabilitation and the psychological development of children with learning and behavioral disorders. His work spans various domains, including working memory, visual-spatial processing, executive function training, and emotional regulation. He investigates the effectiveness of computerized and play-based cognitive training interventions, particularly for children with ADHD, dyslexia, and mathematical learning disorders. He also studies teacher awareness and parental involvement in managing disabilities. Through controlled experiments, case studies, and comparative analysis, he evaluates innovative approaches such as neurofeedback, hydrotherapy, and emotion regulation training. His research is applied in both educational and clinical settings, bridging gaps between theory and therapeutic practice. Arjmandnia’s goal is to design and implement evidence-based programs that enhance cognitive and social skills in exceptional children, improving their educational outcomes and quality of life.

🔹Publications Top Notes

1. The study on relationship between organizational justice and job satisfaction in teachers working in general, special and gifted education systems

Authors: M.I. Nojani, A.A. Arjmandnia, G.A. Afrooz, M. Rajabi
Journal: Procedia – Social and Behavioral Sciences, 46, 2900–2905 (2012)
Summary:
This study explores how perceptions of fairness within educational institutions affect teachers’ job satisfaction across general, special, and gifted education. It emphasizes that equitable policies and transparent processes significantly improve morale and professional commitment.

2. The Effectiveness of Positive Parenting Program (Triple-P) Training on Interaction of Mother-Child with Intellectual Disability

Authors: M. Pourmohamadreza-Tajrishi, M. Ashouri, G.A. Afrooz, A.A. Arjmandnia, et al.
Journal: Rehabilitation, 16(2), N2 (2015)
Summary:
Evaluates the impact of Triple-P training on mother–child relationships in families with children who have intellectual disabilities. Results show enhanced interaction quality and reduced behavioral issues in children.

3. The study of awareness and capability of primary school teachers in identifying students with learning disability in the province of Kermanshah

Authors: K. Kakabaraee, A.A. Arjmandnia, G.A. Afrooz
Journal: Procedia – Social and Behavioral Sciences, 46, 2615–2619 (2012)
Summary:
Investigating teachers in Kermanshah, Iran, the study finds that most educators lack adequate skills to recognize learning disabilities, suggesting urgent need for targeted professional development programs.

4. Impact of Cognitive Inhibition Training on Visuo-Spatial Working Memory and Planning Performance of Student with Reading and Mathematics Disorders

Authors: M. Rafikhah, A.A. Arjmandnia, B. Ghobari Bonab
Journal: Journal of Psychology of Exceptional Individuals, 29
Summary:
This research shows that cognitive inhibition training significantly enhances visuospatial memory and planning skills in students with combined learning disorders, supporting its use in educational interventions.

5. The Effectiveness of Computerized Cognitive Training on the Performance of Visual-Spatial Working Memory of Students with Mathematical Problems

Authors: A.A. Arjmandnia, A. Sharifi, R. Rostami
Journal: Journal of Learning Disabilities, 3(4), 6–24 (2014)
Summary:
The study demonstrates that computerized cognitive exercises improve the working memory of students facing difficulties in math, supporting the integration of tech-based tools in special education.

6. Comparative Study of Visual Perception and Selective Attention Skills of Primary School Students with and without Reading Disability

Authors: M. Hasani Rad, A.A. Arjmandnia, F. Bagheri
Journal: Empowering Exceptional Children, 7(4), 24–33 (2016)
Summary:
Students with reading disabilities showed significantly lower visual perception and attention skills. Findings suggest incorporating sensory and attentional training in reading interventions.

7. The Effectiveness of Computer-Based Executive Function Training on Cognitive Characteristics and Math Achievement of Children with ADHD

Authors: A. Ahmadi, A.A. Arjmandnia, M.P. Azizi, S. Motiee
Journal: Journal of Pediatric Nursing, 4(1), 43–50 (2017)
Summary:
This study found that executive function training significantly improved both cognitive flexibility and math achievement in children with ADHD, indicating long-term academic benefits.

8. The Effects of Response Inhibition and Working Memory Training Programs on Improving Social Skills in Children with ADHD

Authors: B. Ghobari–Bonab, A. Beh-Pajooh, G.A. Afrooz, E. Hakimi Rad, A.A. Arjmandnia
Journal: Journal of Psychological Studies, 9(4), 9–30 (2013)
Summary:
Social skills in children with ADHD can be improved through targeted cognitive training, particularly in response inhibition and working memory, supporting holistic approaches to behavioral therapy.

9. Transcatheter Atrial Septal Defect Closure under Transthoracic Echocardiography in Children

Authors: K.S. Zanjani, A. Zeinaloo, E. Malekan-Rad, A. Kiani, M.M. Bagheri
Journal: Iranian Journal of Pediatrics, 21(4), 473 (2011)
Summary:
This medical study evaluates a non-invasive cardiac procedure in children, offering insights into echocardiography-guided interventions. Arjmandnia’s contribution reflects interdisciplinary collaboration.

10. The Effectiveness of Computerized Cognitive Training on the Working Memory Performance of Children with Dyslexia

Authors: M. Shokoohi-Yekta, S. Lotfi, R. Rostami, A.A. Arjmandnia, et al.
Journal: Audiology, 23(3) (2014)
Summary:
Computer-based memory interventions significantly enhance cog

🧾 Conclusion

Professor Ali A. Arjmandnia presents a strong and well-rounded profile for a Best Researcher Award, particularly within the domains of child psychology, special education, and applied cognitive interventions. His consistent research productivity, leadership roles, and community impact demonstrate excellence in scholarship and service.