فصلنامه ناتوانی های یادگیری
سال دوم شماره 3 (پیاپی 7، تابستان 1392)

Learning disability is a common problem in eductiond achievement and the most common learning disability is dyslexic disorder. The evidence indicated the influence of Gender Profile differences in Psychiatric Disorders Comorbidity in males and females Middle School Students. To assessm psychiatric comorbidity of comparative study was performed in Gender Profile Male amd Female adolescents with and without Dyslexic in Middle School Student in East region of Teheran. Participants included 400 Middle School Student (200 females and 200 males) The sample consisted of 400 adolescents, 200 with Dyslexic diagnosis and 200 with typical reading skills and abilities, screened from a larger sample in the public schools at age range of 15-16 years old who were selected by cluster sampling method from different school of East region of Teheran. All participants observed Dyslexic Scale, Psychiatric disorders checklist and other Psychiatric Questionnaire. There was significant difference between females and males in Gender Profile in Psychiatric Disorders comorbidity but both gender, obtained higher scores in ADHD. Psychiatric disorders in children with reading disorder have a higher comorbidity and gender profiles of psychiatric disorders in this children with reading disorder is different. The adolescent boys Disorder of ADHD; 34.7%, social anxiety; 15.4%, chronic depression; 13.5%, Conduct disorder; 13.5%, OCD; 11.6% and phobias1; 1.2% respectively rates of comorbidity with reading disorder, and adolescent girls in terms of prominence disorders ADHD, eating; 16.6%, OCD; 14.7%, specific phobia; 14.2%, generalized anxiety; 11.5%, and chronic depression; 10.8%, respectively, had the highest comorbidity.

This study investigated prevalence of dyscalculia between second and fourth grades in Arak (Iran) and reduction ways. In this descriptive study with random cluster stratifed sampling, we went to 32 schools and 64 classes for investigating 1802 students. In refering to schools, at first we selected weak students in math with teachers help and then made sure that these students were not border and hadnot serious problems in vision and hearing health and finally tested them with Key Math test. We used descriptive measures for rate of prevalence, t test of inferential measures and Delphi method for finding reduction ways, in second grade, prevalence of disability in concepts area was %0/54, in operations area was %1/09 and in application area was %0/87. In fourth grade, prevalence of disability in concepts area was % 1/34, in operations area was %2/46 and in application area was %1/57. There were not significant difference between boys and girls, between students from city and from village in 2 grades in getting dyscalculia. Delphi method revealed that to reduce dyscalculia we could do these: training educational leaders, putting purposes of math books at the first of next year math book for assessment before starting to teach new things, starting Resource Teacher desing, taking place applied mathematics festival, training teachers about dyscalculia.

The purpose of the present research is to investigate the effectiveness of Gardner multiple intelligence training on spelling errors of students with learning disability. The methodology is experimental. For this research, 30 students were selected by the method of multi-stage random sampling and were placed in the group of experiment and control at random. To gather the data, from the Raven intelligence test, Gardner intelligences questionnaire, spelling errors check list were used. The training was presented in 12 sessions. The result of the analysis of Covariance revealed that the training was significantly effective on spelling errors of students with spelling learning disability. This result can be used as an intervention to improve math problem in students with mathematic learning disability.

Given the importance of interventions to improve the learning disability, and the need to prevent future problems, the purpose of this study is to determine the effectiveness of psychological and educational interventions to improve academic performance of students with mathematics learning disabilities, by using metaanalysis. This study uses the technique of meta-analysis by integrating the results of different research; defines the effect size of psychological and educational interventions. So, among 33 studies, 22 studies with appropriate methodology were selected and meta-analysis was done on that. The research tool was meta-analysis checklist. Data analysis showed that the rate of the effect size of psychological and educational intervention on improving academic performance of students with mathematics learning disabilities was 0/57. (P ≤0/00001). This rate of effect size according to Cohen table was high.

The aim of this study was to compare the learning styles, personality characteristics and academic performance of students with and without learning disabilities. The study sample included all students in learning disabled and normal boys and girls at middle school in the city of Ardabil in the school year 2013/2011. The sample size was 80 people (including 40 regular students and 40 students with disabilities learning) who were selected by multistage random sampling to collect the data, the Raven's Progressive Matrices test, questionnaire and the Kolb Learning Style Inventory Personality Dimensions (NEO-FFI) was used. Method of Cause- a comparison and analysis of the data multivariate analysis of variance was used. The results show that among of normal and with students learning disablity the three components of the personality dimensions of the components of introversion - extroversion, openness to experience, conscientiousness and also in terms of style of learning in all sub-scales there is significant difference between the two groups. The results of this study showed that personality characteristics and also learning how of learning disabled students is different from normal students. Due to these differences, and how the teaching style and personality to match students learning cause that, this group of students and learning materials to better learn the satisfaction that led to the formation of a positive self-concept in learning disabled students and consequently their performance will be positive.

The goal of this study was to compare the neurofeedback and the Fernald's methods effectiveness in Improving the Intelligence of Children with dyslexia. So, 4 students (2 males and 2 females) with dyslexia were selected by available sampling from five LD centers in Tabriz city, and were divided into two groups, each group included one male and one female. The first group received neurofeedback treatment and the second group received Fernald's method. The present study was performed in framework of empirical plan case study using single base line plan. Wechsler IQ test was used before and after treatment to evaluate students. Findings showed that Neurofeedback subjects improved general, verbal and practical IQ scores, but such an improvement was not observed in Fernald subjects. In this investigation, neurofeedback treatment was in sensorymotor area, which helps the cerebral cortex to code Physical and cognitive duties.

The purpose of this study is to compare behavioral characteristics and social development in students with and without learning disability. The sample of this research contains 45 students learning disabled who refered to learning problems center in Rasht and 45 without learning disability students. Fallahchai reading and writing Test, Kay–math mathematic Test, Achenbach and Edelbrock child Behavior checklist and Vineland social development scale were administered. The results of MANOVA showed that there are significant differences between learning disabled children and normal children in behavioral characteristics. Also learning disabled children are lower than normal children in social development. The results suggest the necessity of more attention to behavioral characteristics and improving social development of learning disabled children.

This study investingated the effectiveness of cognitive-bihavioral play therapy, in reducing behavioral problems in children with reading disorder. The sample population includes all boys and girls of primary school in Gorgan students city from among them, 28 patients were randomly selected from the 14 subjects in the experimental group and 14 patients in the control group were placed by random assignment. Then, play therapy, group cognitive - behavioral techniques were apllied twice a week for 45 minutes - and experimental group received no group sessions. The data collection tools include: behavioral Rutter questionnaire problems (teacher from) that were conducted as pre-and post-test. The data were analyzed using analysis of covariance. Results showed that the play therapy training reduces behavioral problems in children with reading disorder.

The study compares the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia. The population of the study were selected from ammug elementary students in the sixth grade form schools of Ardabil in the (2012-2013) school year.(n=5000). 57 students who had difficulty with mental disabilities were randomly selected. The three groups of acceptance/ commitment training, education, emotion regulation and control were replaced. Acceptance/ commitment training for the first group and the second group was the emotional regulation training of planning education. The control group received no training. To collect the data from the math test key Met was used. For data analysis the method of Multiraviareo analysis of variance (MANOVA) and scheffe post hoc test to compare keymath scale scores minus pre-test - post-test variables were used in the experimental and control groups. The results showed that acceptance/ commitment and emotional regulation training in compared to group controls, significantly improving social adjustment, emotional and educational background were more effective (P<0.01). Conclusions showed of the effectiveness of effectiveness of acceptance/ commitment and emotional regulation training in improving social adjustment, emotional and educational. The Tukey test showed that the mean training was received acceptance/ commitment. The compatibility of the components in the test group and the control group was more emotion regulation. Accept the conclusions of the effectiveness of training and commitment to improving social adjustment, emotion regulation, emotional and academic mathematics disorder, is important.