فصلنامه ناتوانی های یادگیری
سال ششم شماره 3 (پیاپی 22، بهار 1396)

The current study intended to examine the effectiveness of group attributional retraining on self-esteem and social skills of children specific learning disabilities in Tehran. This study used a quasi-experimental design with pretest-posttest and a control group. Using and convenient sampling method, 30 people (18 males and 12 females) with the age range of 8-12 were selected among all students with learning disabilities in Tehran (2015-2016), and they were equally assigned into two groups (experimental and control). The experimental group received group attributional retraining for 11 sessions of 45 minutes in six weeks while the control group only received the regular education in learning disabilities centers. Before and after the intervention Coopersmith Self-steam Inventory (1967) and Matson Social Skills Inventory (1983) were administered for both groups. The data were analyzed through multivariate analysis of covariance and multivariate analysis of variance. Attributional retraining resulted in a significant increase in self-esteem and social skills of students with learning disabilities in experimental group. According to the findings, one may conclude that attributional retraining may increase self-esteem and social skills of students with learning disabilities. Therefore, this program may contribute to improvement of mental health and adaptive attributions in these children.

The present research investigated the effect of attention-increasing games program on the math performance of students with dyscalculia. Research population comprised all the 4th grade students with dyscalculia in the academic year 2015-2016 in Tehran. Twenty students were selected using stratified sampling method and were assigned randomly to experimental and control groups. The experimental group had 14 AI games sessions, while the control group continued with their academic routines. Continuous Performance Test (CPT, Hadianfar, et.al, 2000) and Math Test (Golparvar, et.al, 2010) were used as the pre and post tests for both the groups. Data was analyzed using descriptive and inferential statistics-ANCOVA-. Results showed that AI games improved attention level (F=67/34, P> 0.01) and math performance (F=64/44, P> 0.01) of the experimental group; however, it was more influential on students’ attention. It is concluded that design and use of such interventions are beneficial for learning and academic enhancement of students with learning disabilities.

The current research was conducted in order to compare deficits relared to self-directed learning in students with and without specific learning disorders. The method of this study was causal-comparative. The statistical population of this study was composed of all elementary school students with specific learning disorders in Ardabil city in 2014. Thirty persons from this population were selected by simple random sampling method and 30 persons from normal student were selected by multistage clustering random sampling method as the sample of the study. Data were collected using Self-directed learning readiness scale. The gathered data were analyzed by Multivariate analysis of variance and independent t tests. Multivariate analysis of variance indicated that there are significant differences between the two groups of students in Self-management (F=22/39; p

The present research was conducted to examine resilience fostering program impact on parenting stress, marital satisfaction and resiliency in parents of children with learning disability. The study was a quasi-experimental design with pretest-post-test and one control group. Thirty four parents were selected using random sampling and assigned to two experimental and one control groups. Abidin (1983), Houdson (1992) and Conner- Davidson (2003) Questionnaires were used to evaluate parenting stress, marital satisfaction, and resiliency respectively. Covariance analysis revealed that training resilience program could decline parenting stress and one of its subscales, i.e., parenting distress (P≤0.01). On the other hand, significant difference was observed between the two groups about parenting stress. Marital Satisfaction was not enhanced in the posttest and the follow up stage. But training could enhance resilience of experimental group. Accordingly, this study concluded that the resilience program could promote resilience and the quality of life in parents of children with learning disability.

The purpose of this study is to compare the cognitive profile (Visual-spatial working memory, short-term memory and cognitive planning) in children with writing disability and normal children. The research was a causal-comparative study. Its statistical population consisted of students aged 7-11 years old with specific learning disorder at Learning Disorders Center in Ardabil city. Thirty students were selected by convenient sampling. Also the normal group consisted of 30 students randomly selected according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools to be compared with the groups. Data were collected using Benton's visual-spatial memory scales, Proteus's mazes, short-term memory and Wexler's forward and reverse short-term memory span and were analyzed through MANOVA. The findings showed that students with dysgraphia in visual-spatial memory, cognitive planning and short-term memory and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dysgraphia had lower performance compared to normal students in visual-spatial working memory components, short-term memory and cognitive planning.

The aim of this research was to investigate the effect of family-based math curriculum on active memory performance, basic concepts of mathematics, and number understanding of children who are at risk of math learning disability. The Method of the study is quasi-experimental and the population included 5 and 6-year-old preschool children living in Tehran. Twenty pre-school children who have possible criteria for math learning disability were selected based on available sampling. The participants were divided into experimental and control groups. All children at pre and post-treatment stages were evaluated using researcher-made math tests as well as active memory subtest adopted from Stanford-Binet Intelligence Test for Tehran -5. Children received 8 sessions (45 min each) of family-based math teaching. The results revealed that there was a significant difference (p0.05) between the groups regarding active memory. In conclusion, family-based math curriculum, in this study, improved basic concepts of mathematics and number understanding of children who are at risk of math learning disability.

The goal of this study was to examine the effectiveness of neurofeedback treatment in brainwave, executive function and math performance of children with specific learning disorder with mathematics specifier. The research was a case study, with multiple baseline design in one behavior of different people. The population included 7 to 9 years old pupils with dyscalculia in Tehran city. To select the participants, 3 pupils, who referred to psychological clinic, were selected in a purposive sampling. In this study, pupils have received 20 sessions of neurofeedback therapy, two sessions in a week. Neurofeedback training was in the frontal area that was the center of cognitive activity and executive functions. In order to assess the brain waves, executive function and math performance, all the pupils were examined by clinical CAS test and math test; before and after of treatment. The results showed that neurofeedback training was effective on high beta/beta ratio, theta/beta ratio, beta balance, alpha push (clinicalQ) and attention, successive processing, simultaneous processing (CAS test), and mathematics skills (math test).