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.
