haniyeh gholamzade nikjoo

Specific learning disabilities Based on the latest statistical diagnostic version of mental disorders, neurodevelopmental disorder of biological origin is considered, which causes abnormalities at the cognitive level. Therefore, the aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation on students’ impulsivity and aggression with a particular learning disorder.

The present research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population of all male and female students in the second grade of elementary school with special learning disabilities was the type of reading in Tabriz. The study sample included 36 male and female students in the second year of elementary school with a learning disability. To select the sample, first from the 3rd district of Tabriz education, three primary schools for girls in the second year and three schools for boys in the second year were selected as a cluster. And their parents completed the consent form. Fourty five people were selected for targeted sampling and 36 of them were selected as the final sample by considering the entry and exit criteria as the final sample and randomly tested in two experimental groups. Particepents (18 in each group) were in test group and control group. Raven’s intelligence test, checklist of teacher dysfunction checklists (teacher form), Buss and Perry’s aggression questionnaire, and Barratt’s developmental scale were used to collect data. Data were analyzed using multivariate analysis of covariance with SPSSsoftware 22 and the significance level was considered to be 0.05.

The results showed that Transcranial Direct-Current Stimulation on aggression and impulsivity of children in both experimental and control groups was significant (P<0.001).

According to the results of this study, it can be concluded that Transcranial Direct Current Stimulation is effective in reducing impulsivity and aggression in children with learning disabilities.

Behavioral problems are a complex set of emotional, cognitive and behavioral problems, which are characterized by a lack of control and non-adherence to moral and social principles and behavioral disorders in a desirable way in society. Therefore, the aim of this study was to investigate the effectiveness of cognitive therapy based on emotion regulation on impulsivity and aggression of students with behavioral problems.

The method of the present study was a semi-interventional pretest-posttest design with a control group.  The statistical population was all male and female students in the second grade of elementary school (fourth, fifth, and sixth grade) with behavioral problems in Tabriz. The research sample also included 36 male and female elementary school students with behavioral problems. To select the sample, first from the 3rd education district of Tabriz, three primary schools for girls and three secondary schools for boys were selected in clusters, and the Quay and Peterson Behavioral Problems Questionnaire was completed by the teacher. Among the students who scored high on the Quay and Peterson Behavioral Problems Questionnaire, 36 were selected as the final sample based on the inclusion and exclusion criteria and randomly divided into two experimental groups (18 people) and a control group (18 people) were replaced. To collect data from a revised checklist of behavioral problems, Buss and Perry Aggression Questionnaire (1992) and Barratt Impulsivity Scale (1994) were used.

Cognitive therapy based on the emotional regulation of aggression and impulsivity in children in the intervention group is significant (P <0.001); According to ETA square in each of the variables of aggression (physical, verbal, anger, and hostility) 0.40, 0.260, 0.196 and 0.221, respectively, and impulsivity (lack of planning, motor and cognitive), respectively. 0.270, 0.283, and 0.251% of the changes are explained according to cognitive therapy based on emotion regulation.

Cognitive therapy based on emotion regulation is effective in reducing impulsivity and aggression in children with behavioral problems.

Special Learning Disorder is a neurodevelopmental disorder which is considered to be from biological origin and causes abnormalities at the cognitive level. This study aimed to compare the effectiveness of emotion regulation-based cognitive therapy and transcranial direct current stimulation on impulsivity of students with special learning disorders. This study was quasi-experimental and based on a pretest-posttest design with a control group. The participants were the second elementary school (fourth, fifth, and sixth grades) pupils with particular learning difficulties and were enrolled in Tabriz schools, Tabriz, Iran during the academic year 2019–2020. 54 students with unique learning difficulties who were randomly chosen from among those with exceptional learning disorders and allocated to three groups made up the study sample. The first experiment group underwent cognitive regulation therapy based on the emotion regulation for eight sessions of 45 minutes per week; the second experiment group received 20 sessions of direct transcranial Current stimulation on a daily basis, and the control group did not receive any treatment. Colorado Learning Disorder Questionnaire and the Barratt Impulsivity Scale were used to collect data. The collected data were analyzed using a Univariate analysis of covariance with SPSS version 22. Based on the demographic findings, the mean age and standard deviation of the cognitive therapy group based on emotion regulation was 11.05±0.872, in the direct transcranial electrical stimulation group was 10.83±0.83 and in the control group was 11.11±0.8. The results showed that both cognitive emotion regulation treatments and transcranial direct electrical stimulation had an effect on the components of impulsivity, motor impulsivity (P=0.012), impulsivity Cognitive (P=0.001), and lack of planning (P=0.001). However, transcranial direct electrical stimulation had a greater effect on the cognitive impulsivity component of students with specific learning disorders. It can be concluded that direct transcranial stimulation can have a greater effect on cognitive impulsivity.