Effectiveness of Teaching Self-regulation Strategies on Social Adaptation and Visual-Motor Coordination of Students with Learning Disabilities

The purpose of the present research was to investigate the effectiveness of teaching self-regulation strategies on social adaptation and visual motor coordination of students with learning disabilities.

In terms of the purpose, the current research was applied research and in terms of method, it was a semi-experimental study with a pre-test, post-test design with a control group. The research population consisted of all students with learning disabilities in Tehran in 1401-1400. 30 people were selected by connivance sampling method and randomly were assigned into two experimental (15 people) and control (15 people) groups. The tools of this research included Sinha and Singh's compatibility questionnaire (1993) and visual motor coordination (1950). The experimental group received the protocol of self-regulation strategies during 8 sessions of 50 minutes, but the control group did not receive any intervention. Data analysis was done through mixed variance analysis (with repeated measurement) in SPSS version 26 software.

The findings showed that there was a significant difference between the scores of social adaptation and visual motor coordination in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05).

According to the results, it can be said that teaching self-regulation strategies can be effective on social adaptation and visual-motor coordination of students with learning disabilities and can be used as a method to improve social adaptation and visual-motor coordination of students.Students have assessment problems.