nasrollah veisiy

Children with learning disabilities are the largest group of children in special education. One of the disorders associated with learning disabilities is Attention–Deficit/Hyperactivity Disorder (ADHD). Children with learning disabilities and ADHD have behavioral problems, poor social competence, and low academic achievement. Managing parent–child interaction is the first line of treatment in many pediatric disorders. Behavioral therapies in terms of parent–child relationships seem to be essential in treating learning disabilities. In this treatment, correcting the child's behavior occurs in the home's natural environment and is run by the parents who interact with the child the most. The present study aimed to determine the effectiveness of Barkley's positive parenting method on improving parents' mental wellbeing, children's social competence, and academic performance and reducing behavioral problems of secondary elementary school students with learning disabilities comorbid with ADHD.

The present quasi–experimental study has a pretest–posttest design with a control group. The statistical population included all male and female students of the fourth, fifth, or sixth grades of government educational centers for learning disabilities in the fourth district of Tehran City, Iran, and their parents in the 2019–2020 academic year. Among them, 70 children were selected using the Conners' Teacher Rating Scale (1991) and the Learning Disability Evaluation Scale (McCarney and Arthaud, 2007) according to the inclusion and exclusion criteria. In the secondary screening, 30 qualified volunteers were included in the study using a clinical interview with parents. They were randomly divided into experimental and control groups (15 students in each group). The inclusion criteria were having the main and predominant diagnosis of learning disabilities and hyperactivity, studying in the fourth, fifth, or sixth grades, agreeing to participate in the research, and providing written consent. The exclusion criteria were suffering from severe medical disease, absence in two educational program sessions, and participation in other educational programs. The participants in the pretest and posttest stages completed Satisfaction with Life Scale (Diener et al., 1985), the Positive and Negative Affect Scale (PANAS) (Watson et al. 1988) for assessing mental wellbeing, Social Emotional Competence Questionnaire (Zhou & Ee, 2012), and Child Behavior Checklist (Achenbach, 1991). Students' GPAs (grade point average) of the previous semester were used to measure academic performance. During the intervention, the experimental group received Barkley's parenting program (Barkley, 1998) in 8 90–minute sessions for two months. But no intervention was provided for the control group. To analyze the obtained data, the Chi–square test and univariate covariance analysis were performed using SPSS version 24. For all tests, α was set at 0.001.

The results showed that, in the experimental group, Barkley's positive parenting training was effective in increasing the mental wellbeing of parents (p=0.002), social competence (p=0.001), academic performance (p=0.001) of children and reducing behavioral problems (p=0.001) of children. Also, the effect size of parents' mental wellbeing, social competence, behavioral problems, and students' academic performance was obtained as 0.94, 0.53, 0.95, and 0.82, respectively, indicating the terrific effect of Barclay's parenting training on the research variables.

Based on the findings of the present study, Barkley's positive parenting training improved parents' mental wellbeing, social competence, and academic performance f children while decreasing the behavioral problems of students with learning disabilities and ADHD.

Research has shown that emotional self-regulation training has been effective in increasing emotional health, social competence, academic performance and behavioral problems in children with learning disabilities, comorbidity, and attention deficit/ hyperactivity disorder. But there is a research gap in the application of these trainings in the research community.

The effect of training emotional self-regulation strategies on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.

The present research method is quasi-experimental pretest, posttest design with two groups experiment. The statistical population included all students in the fourth, fifth and sixth grades of state centers for learning disabilities in District 4 Education of Tehran in the academic year of 1398-1399. 30 students were selected as the sample by available sampling method and randomly divided into experimental group and group of control (15 people in each group). Research instruments include: Connerss Child behavior Degree Scale- Teacher Form (1990), Zhou & Jei Scale (2012), Learning Disability Assessment Scale - Second Edition McCarney & Arthaud (2007), Experience-Based Child Behavior Checklist Achenbach & Rescola (2001) 8 sessions 60-Minute Emotion Regulation Training Program (Allen, 2009). Data analysis using univariate analysis of variance and by spss.24 software was performed

Barkley's parenting education program had an effect on social competence (p<0.0001) and behavioral problems (p<0.001) and emotion self-regulatory strategies on academic performance (p<0.001).

Based on the findings of the present study, it can be said that emotional self-regulation is effective on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.

Adaptive behaviors, low academic performance and behavioral problems cause problems in the lives of children and their parents. The problem is that the effectiveness of emotional self-regulation and Barkleychr('39')s parenting strategies on various variables has been confirmed, but the effect of these two on social competence, academic performance and behavioral problems in students with learning disabilities has been comorbidity with attention deficit / hyperactivity disorder.

To compare the effectiveness of training Emotional Self-Regulation Strategies and Barkleychr('39')s Parenting on Improving Social Competence, Academic Performance and Reducing Behavioral Problems of Students with Learning Disabilities with comorbidity Attention Deficit / Hyperactivity Disorder.

The present research method is quasi-experimental pretest, posttest design with two groups experiment. The statistical population included all students in the fourth, fifth and sixth grades of state centers for learning disabilities in District 4 Education of Tehran in the academic year of 1398-99. 30 students and 15 parents were selected as the sample by available sampling method and randomly divided into two experimental groups And a group of control (15 people in each group). Research instruments include: Connerss Child behavior Degree Scale- Teacher Form (1990), Zhou & Jei Scale (2012), Learning Disability Assessment Scale - Second Edition McCarney & Arthaud ​​(2007), Experience-Based Child Behavior Checklist Achenbach & Rescola (2001) 8 sessions 60-Minute Emotion Regulation Training Program (Allen, 2009) and Barkleychr('39')s Parenting (2013). Data analysis using univariate analysis of variance and By spss.24 software was performed.

Barkleychr('39')s parenting education program had an effect on social competence (p< 0.0001) and behavioral problems (p< 0.001) and emotion self-regulatory strategies on academic performance (p< 0.001).

Barkleychr('39')s Parenting Education and Emotional Self-Regulation Strategies can be used as effective methods to improve social competence and academic performance and reduce behavioral problems in children with Learning Disabilities with comorbidity Attention Deficit Hyperactivity Disorder.

Pourpose: The aim of this study is to analyze the effectiveness of group dialectical behavior therapy (DBT) on the life quality improvement and decrease of students’ oppositional defiant disorder (ODD). The study was carried out through experimental method as well as pre-test and post-test designs and a control group. The statistical population of the study consisted of all the male guidance school students of the town Noor-Abad (Delfan) in the year 1391. The testees included 40 male students having ODD and were identified by ODDR scale and selected through a clinical interview to be assigned randomly to two experimental and control groups. The structured clinical interview، ODDRS، and life quality scale (SF-36) were applied in order to collect data. Results and Suggestion: The results of Multivariate analysis of variance (MANOVA) suggest that group training of dialectical behavior therapy (DBT) contributes significantly to the decreased symptoms and increased life quality of these students (P<0. 001). Thus، group training of DBT can lead to the decreased symptoms of ODD and this treatment is recommended as an effective intervention treatment