جستجوی مقالات مرتبط با کلیدواژه "learning disability" در نشریات گروه "روانشناسی"

Learning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.

The aim of this study was to the effectiveness of emotion regulation training on adjustment, academic motivation and self-perceptual of students with learning disabilities in Shahrekord. The research method was quasi-experimental with two-group pretest-posttest design (experiment-control). The statistical population of the study consisted of all students with learning disabilities in Shahrekord. In this study, purposive sampling method was used and a total of 30 people were randomly selected and divided into two groups (experimental and control). The research instruments included Baker and Sirik (1984) Harter Academic Adjustment Questionnaire (1981) and Academic Motivation Questionnaire Harter (1989). Emotion regulation training intervention was performed in 8 sessions of 90 minutes for the experimental group and the data were analyzed using multivariate analysis of covariance. The results showed that emotion regulation training was significant for the variables of adjustment, academic motivation and self-perception (P <0.01). It can be said that emotion regulation training has been effective on students' adjustment (0.530), academic motivation (0.491) and self-perception (0.376). The results showed that emotion regulation training on the dimensions of adaptation (academic, social, personal-emotional and attachment to the institution) was significant (P <0.01) and it can be said that emotion regulation training on the educational dimension (0.458), dimension Social (0.368), personal-emotional dimension (0.301) and attachment to school dimension (0.289) were effective. The results showed that emotion regulation training was significant on the dimensions of intrinsic motivation (P <) And it can be said that emotion regulation training has been effective on the dimension of intrinsic motivation (0.164) and the dimension of intrinsic motivation (0.141). Therefore, emotion regulation training can be used to increase adaptation, academic motivation and self-perception of students with learning disabilities.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran.

This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA.

The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment.

the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

The purpose of the current research is to investigate the effectiveness of active memory training on cognitive flexibility, improving academic performance and solving problems of students with learning disabilities in mathematics (case study: second secondary students in Islamabad Gharb city). The current research is a semi-experimental pre-test-post-test type with a control group. Data collection tools include Damine and Carpenter's working memory capacity test (1980), Kemet math test (1988), Dennis and Vanderwaal's cognitive flexibility questionnaire (2010), Pham and Taylor's academic performance questionnaire (EPT)-1999, and Hepner's problem solving questionnaire. PSI is 1987. In order to carry out the present research, using the available sampling method, 30 male and female students of the second secondary level were selected and divided into 2 experimental groups of 15 people (8 boys and 7 girls) and the control group of 15 people (8 boys and 7 girls). girl) were placed. At first, the data obtained from the questionnaire was collected and after entering SPSS24 software, the related analysis was done in the form of covariance analysis. The results showed that active memory intervention can increase the cognitive flexibility of students with learning disabilities in mathematics. Also, active memory intervention can increase the improvement of academic performance and increase the problem solving of students with the inability to learn mathematics.

Active memory training can be used as an intervention method to improve math problems in students with math learning disabilities.

Learning disabilities, problems processing information obtained from the surrounding environment, are based on neurological disorders. These processing problems can interfere with learning basic skills such as reading, writing and/or math. The aim of the present study was to Meta-analyze the effectiveness of electrical brain stimulation on the memory of people with learning disabilities.

This research was conducted using the meta-analysis method. The statistical population included all Persian and English researches conducted in the field of effectiveness of brain electrical stimulation intervention on memory improvement of people with learning disabilities. Among them, researches with meta-analysis criteria were reviewed by comprehensive meta-analysis software.

These studies were based on 450 samples and 26 effect sizes. The meta-analysis results showed that the effect size of brain electrical stimulation on memory improvement of people with learning disability is d=1.188. This effect size is an acceptable value according to Cohen's table.

The results indicate that electrical stimulation of the brain has a great effect on improving the memory of students with learning disabilities; therefore, it was suggested that experts use these interventions to improve the memory of these students. Also, paying attention to the type of learning disorder is important in the effectiveness of the treatment

The present study was conducted with the aim of comparing the effectiveness of emotion-oriented therapy and self-compassion training in resilience and psycho-physical vulnerability of mothers with children with reading and writing learning disorders. It was a semi-experimental research design of pre-test-post-test type with control and follow-up groups. The statistical population of the research was made up of all the mothers of children with learning disabilities who referred to the Clinic of Education in Mallard city in the academic year of 2020-2021. 45 people were randomly assigned to two experimental groups and one control group using available sampling method. The research tools were Connor and Davidson's resilience questionnaire (2003) and Dragotis et al.'s (1963) SCL-25 test. The results of the Bonferroni test showed that the difference between emotion-oriented therapy and self-compassion training is significant in the variables of resilience and psychological-physical vulnerability of mothers; This means that emotion-oriented therapy is more effective than teaching self-compassion on resilience and psycho-physical vulnerability. According to the obtained results, both approaches, especially emotion-oriented therapy, can be used to improve resilience and psychological-physical vulnerability of mothers with children with learning disabilities, and consequently increase their quality of life.

The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.

The aim of this study was to evaluate the effectiveness of parent-child play therapy on improving reading performance in children aged 8 to 10 years with learning disabilities. The method of the present study was quasi-experimental and its design was pretest-posttest and control groups. The statistical population of the study included the parents of 8 to 10 year old students who referred to specialized pediatric clinics (Tohid Counseling Center) in Isfahan in 1400. according to the inclusion criteria, 28 people were selected by available sampling method and randomly assigned to two experimental groups (14 people) and control (14 people). The experimental group underwent parent-child play therapy in 10 sessions of 90 minutes once a week, while the control group did not receive any intervention. The research tools were a reading performance questionnaire (Karami Nouri and Moradi, 2005 ). Research data were analyzed using analysis of variance. The results of the analysis showed that parent-child play therapy improves reading performance in students with learning disabilities (p <0.005). Therefore, it can be said that parent-child play therapy is an effective way to treat reading performance in children with learning disabilities.

The aim of this study was to evaluate the effectiveness of chess game in reducing social and mathematical cognition problems of students with learning disabilities. The quasi-experimental research method was pretest-posttest with a control group. The statistical population included all fourth grade elementary male students diagnosed with learning disabilities referred to Shiraz Education Counseling Center in the academic year of 1998-99. Colorado learning (parent form) and unfamiliarity with playing chess were selected as a sample by available sampling method and were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group played chess for two sessions per week for 45 days and the control group did not receive any intervention. Pre-test and post-test were performed for both groups and the data obtained from the study were analyzed using single analysis of covariance. The variable was statistically analyzed by pre-test control using SPSS software version 19. The findings showed that the effectiveness of chess playing on reducing social cognition and math problems of students with learning disabilities is significant. Playing chess can be effective in preventing and improving students \'disabilities in students\' social and mathematical cognition problems with learning disabilities.

The aim of this study was to evaluate the effectiveness of family-centered mindfulness on resilience and rumination of mothers of children with specific learning disabilities.

This quasi-experimental study was performed on a sample of mothers of children with specific learning disabilities in Qorveh city. Using the available sampling method, 30 people were selected as the research sample and randomly divided into two groups of 15 in the experimental and control groups and the experimental group was trained in mindfulness exercises. In this study, data were collected by rumination questionnaires (1991) and resilience questionnaires (2003) before training (pre-test) and after training (post-test).

The results indicated that the training of mindfulness exercises has significant effects in increasing the resilience and reducing the rumination of mothers of children with specific learning disabilities.

The findings indicated that by teaching mindfulness exercises to mothers of children with specific learning disabilities, their resilience can be increased and their rumination rate can be reduced.

Learning disabilities are one of the major problems that cause a large number of students to drop out of school at an early age. The aim of the present study was to compare the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Of these, 45 were selected by available sampling and after random replacement in three experimental and control groups were studied were selected (15 people in each group). The data collection tool was a school belonging questionnaire. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of the variable of school belonging (F = 16.233).Practically, considering the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school, adding emotion regulation training and motivation for progress in school programs tailored to the needs and learning styles of students with learning disabilities, can It has a great effect on increasing the sense of belonging to the school and the effective communication of students with teachers.

The new version of Tehran-Stanford-Binet IQ test is considered as a valid tool in diagnosing learning disabilities and by using this tool simultaneously with the fourth version of Wechsler IQ scales, sufficient and reliable information can be obtained in diagnosing and identifying learning disabilities for students. Achieved with learning disabilities in Tehran

This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.

The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ADHD, 30 students with an SLD, 30 children with the comorbid condition (ADHD + SLD) were selected by the convenience sampling method after diagnosis and evaluation with regard to the working memory and attention functioning in them. The MANOVA and post hoc Cheffe test were used to analyze the collected data. Furthermore, the profile functioning of the four groups in the working memory and attention was presented in a graph. The results of the study showed significant differences between normal children and children with ADHD, children with SLD, and children with the comorbid condition in terms of working memory and attention (p<01). Also, the ADHD group showed the weakest functioning regarding attention, and the weakest function regarding working memory was reported for the SLD group. Additionally, Paired comparison was done for each of the four groups. According to these findings, it can be concluded that comorbidity of these two disorders has a negative effect on working memory. Though, the comorbid condition can play a moderating role in the functioning of attention.

Numerous studies have been conducted on executive functions, psychological neurological abilities, and attention deficit disorder in children with learning disabilities. However, research that has examined the effectiveness of teaching executive functions on neuropsychological abilities and attention deficit disorder in children with learning disabilities has been neglected.

The objective of the present study was to investigate the effect of teaching Executive functions training on neuropsychological skills and attention control of the students with learning disability.

A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2018-19) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and attention control questionnaire (Derry berry & Reed, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 8 sessions in Two months. The data from the study were analyzed via Variances with repeated measurements.

The results showed that Executive functions training has significantly influenced neuropsychological skills and attention control of the students with learning disability (f= 123/82, f= 53/55, p<0/001). The degree of the effect of Executive functions training on neuropsychological skills and attention control of the students with learning disability was 81 and 66% respectively.

According to the findings of this study Executive functions training can be applied as an efficient method to improve neuropsychological skills and Derry berry & Reed of the students with learning disability

The purpose of this study was to investigate the effectiveness of resiliency training on life expectancy and psychological well-being of mothers with children with special learning disabilities in Tehran in 1398. The method of this study was quasi-experimental with pretest-posttest design with control group. The statistical population of the study was all mothers with children with learning disabilities in Tehran. Using available sampling method, 30 individuals (15 for each group) were selected from mothers of children with specific learning disabilities in Tehran and were randomly divided into experimental and control groups. The experimental group received 10 minutes of 90 minute resuscitation training and the control group remained on the waiting list. Data collection was done based on Life expectancy Schneider (2000) Questionnaire and Psychological Well-being Reef (1980) Questionnaire. Data analysis was done by SPSS software in two parts: descriptive and inferential (covariance analysis). The results showed that the mean of experimental group increased in life expectancy and psychological well-being of mothers with children with specific learning disabilities compared to control group. It can be said that resilience education has been effective on life expectancy and psychological well-being of mothers of children with specific learning disabilities, so the results represent new horizons in clinical interventions and can be used as an effective intervention method.

The purpose of this study was to compare executive functions and adaptation components in students with and without learning disabilities. The research method was causal-comparative (post-event). The sample consisted of 60 students (30 students with learning disabilities and 30 students with learning disabilities) who according to the background of research related to this field and the criteria for entering and leaving the research by available sampling method. Students with learning disabilities and targeted students with learning disabilities were selected and Collage's Neuropsychological and Personality Test (2002) and the Sinn and Sink  Student Adaptation Questionnaire (1998) were completed. Data were analyzed using independent t-test and multivariate analysis of variance. The results showed a significant difference between the total score of executive functions and the components of decision making, planning and inhibition in the two groups of students with learning disabilities and students without learning disabilities (P<0.01). Also, there was a significant difference between the total score of adjustment and social and academic components of two groups of students with learning disability and students without learning disability (P<0.01). However, there was no significant difference between the mean of emotional adjustment component of two groups of students with learning disability and students without learning disability (P>0.05). Based on this, it can be concluded that students with learning disabilities have lower levels of executive functions and adaptation components than students without learning disabilities.

The researcher's test consists of nineteen factors and has two parts: audio and visual; its content validity was confirmed by psychology professors and then a sample of 206 pre-school students was performedAccording to the calculations, Pearson correlation coefficient between the two-part questionnaire was r = 0.81 in the auditory comprehension section and r = 0.79 in the visual comprehension section.. In order to determine the validity of the structure and the components of the questionnaire, the main components analysis method was used with varimax normalized rotation. The most important factor in the visual-spatial perception area is the symbolization, and in the auditory part it is memory. Independent t-test was used to assess discriminant validity. Results showed that there is a significant difference between the mean scores of students with learning disabilities and normal in the learning disability test. In order to check the validity of this study, a checklist of learning disability that was completed at the same time by the mothers was used. The results showed that there is a significant relationship between the two tests. According to the validity and reliability, the learning disability test is a tool that can be used by learning and counseling centers.