جستجوی مقالات مرتبط با کلیدواژه « اختلال یادگیری ویژه » در نشریات گروه « روانشناسی »

The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.

Children's learning disorder has a negative impact on the family, especially mothers. The purpose of this research was to determine the effectiveness of acceptance and commitment group training on anxiety, hope and optimism of mothers with children with special learning disabilities. This research was of quasi-experimental type and its population was all mothers with special learning children in Tabriz city. 30 samples of mothers were selected by available sampling method and were randomly divided into two groups (15 people in the control group, 15 people in the experimental group). To collect research data, Snyder et al.'s Hope Questionnaire (1991), Spielberger's Anxiety Questionnaire (1970), and Scheer and Carver's Optimism Questionnaire (1985) were used in a post- Test and pre-test were used. For the experimental group, the acceptance and commitment group training protocol (Dosti et al., 2017, Harris, 2009; Amin Zadeh, 2018) was used in six 45-minute sessions. The results showed that education based on acceptance and commitment has a significant effect on reducing anxiety and increasing optimism and hope of mothers. Based on the findings, it can be said that the existence of a child with a special learning disorder affects the family environment, especially mothers experience many psychological problems. Since the treatment based on acceptance and commitment leads to psychological flexibility and a person's commitment to perform actions that make life complete, rich and meaningful for him; It can be used as an effective intervention method to increase hope and optimism and reduce anxiety in mothers with children with special learning disorders.

This study investigated the effect of the positive parenting training program on mental health and marital satisfaction of mothers with sixth grade children with specific learning disabilities. The research design used in this research was semi-experimental with pre-test and post-tests and experimental and control groups. The statistical population of the study included the mothers of students with learning disabilities who were referred to the learning disability center in Khoy, Iran. The participants of this study were 24 (12 in the control group and 12 in the experimental group) mothers of students with learning disabilities, selected by the available sampling method. To collect the data, Mental Health and Marital Satisfaction Questionnaires were used. The educational package of the positive parenting program was implemented in 8 sessions of 90 minutes for the experimental group, and no intervention was used for the control group. The results of covariance analysis of the data showed that the positive parenting program significantly affected mental health. It also showed that the positive parenting program had a significantly superior effect on mental health. It is suggested that the positive parenting program be implemented in schools.

 One of the topics that has attracted the attention of many researchers in recent years is special learning disabilities in students. The present study intends to compile this program, the contents of which are taken from the document of fundamental change, to examine the effectiveness of this program on the level of self-regulation, self-efficacy and self-esteem of students with learning disabilities who are always weak in these factors.

 The aim of this study was to develop a parent-child educational program based on all-round education of the document of fundamental change and its effectiveness on self-esteem, self-efficacy and self-regulation of students with special learning disabilities.

 This research based on data search had a hybrid nature so that both qualitative and quantitativeresearch approaches were used simultaneously.The statistical population in the qualitative part of the document of fundamental change in education of the Islamic Republic of Iran and in the quantitative part were parents of all students and children with learning disabilities in Asadabad, Hamadan province, who in the academic year (2020-2021) Those who referred to learning disability centers were selected by available sampling method and descriptiveand inferential statistics were used to analyze the data. These analyzes were performed at an error level of 0.05 with the help of SPSS software version 24.

 The results showed that the education of the developed parent-child program based on all-field training of the document of fundamental change on improving the self-efficacy of students with effect size (0.827); On improving students' self-regulation with effect size (0.771); It is effective in improving students' self-esteem with effect size (0.702)

 The results of the present study showed that teaching a parent-child educational program based on a comprehensive educational system of the document of fundamental change to parents of children with learning disabilities increases awareness and ability of people to deal appropriately with children with disabilities and thus promotes self-esteem and self-efficacy. And students' self-regulation will suffer from special learning disabilities.

The present study was conducted with the aim of investigating the effect of the effectiveness of acceptance and commitment therapy on the academic resilience of students with special learning disabilities.

This research was a semi-experimental study with pre-test/post-test and had a control group. The statistical population of the research is all female students who referred to learning disorder centers in Tehran. To select the sample, through available sampling, 30 female students with special learning disabilities who referred to learning disability centers in the 2022-2023 academic year were selected and randomly divided into two groups of 15 people. Both groups responded to the academic resilience scale in three stages before the intervention, after the intervention and three months after the intervention. The data was analyzed using mixed variance analysis method in SPSS24.

The results of the research showed that the acceptance and commitment training program is effective on the components of academic resilience of students with special learning disabilities and the effect of the intervention was stable in the follow-up phase.

Based on the findings, acceptance and commitment training can improve the academic status of students with learning disabilities by improving academic efficiency and empower them to face academic challenges and pave the way. Further research should be done in the field of interventions related to students with special learning disabilities.

Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.

The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities.

The aim of this study was to compare the effectiveness of remote Attention and Memory Cognitive Rehabilitation on executive functions and behavioral symptoms in children with attention-deficit/hyperactivity disorder with and without special learning disorder. The method of this study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of all children aged 8 to 12 years with attention-deficit/hyperactivity disorder with and without learning disorders in counseling centers in Tehran in 1400. In this research, 15 children with attention-deficit/hyperactivity disorder with a learning disorder and 15 children without a learning disorder were selected by purposive sampling method. The experiment group received Cognitive Rehabilitation of memory and attention (Najati, 2021) during 10 sessions of 60 to 75 minutes. In order to collect data, the (Coolidge, 2002-CNT) Neurocognitive Test and Social Skills Rating Scale (1990-SSRS) were used. Findings showed that remote attention and memory cognitive Rehabilitation on executive functions (P < 0.001)and behavioral symptoms (P < 0.001) were higher in children with attention deficit disorder without learning disorder compared to children with attention deficit disorder with a learning disorder. The results of the present study showed that cognitive rehabilitation leads to the improvement of executive functions and reduction of behavioral problems in children with attention-deficit/hyperactivity disorder and learning disorder.

The aim of this study was to investigate the effect of cognitive strategies on reading performance of students with special learning disabilities. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of this study included students with learning disabilities in Ahar city who referred to the Learning Disabilities Center in the academic year 2019-2020, of which 20 were randomly selected and divided into experimental and control group. The instruments Hosaini, et al. reading and dyslexic test and Den educational package of cognitive strategies. The results of statistical analysis of covariance showed that the mean scores of post-tests in both reading and comprehension test were significantly different. The mean post-test of the experimental group was improved compared to the control group. Therefore, it can be concluded that teaching cognitive strategies had a positive and significant effect on reading and comprehension of children with special learning disabilities. Designing and implementing cognitive strategic programs for other students with developmental neurological disorders, as well as holding in-service training courses on cognitive strategies, is recommended for teachers.

Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of the effect of teaching listening time perception on improving the phonological elimination skills of fourth-grade elementary students with special learning disabilities in reading. This research is a quasi-experimental study with pre-test and post-test, has an experimental group and a control group. The statistical population includes all students of fourth-grade elementary school boys in Saqqez with special learning disabilities in reading who were introduced to the centers of learning disabilities in the academic year of 1998-99. Using the available sampling method, a sample of 20 students from educational disability centers in Saqqez was selected. Then, 10 children in the experimental group and 10 children in the control group were randomly selected. The tools used in this study are the subtraction wave removal test, worm reading test and optical (2006). The number of educational intervention sessions includes 7 sessions for the experimental group. And the post-test was performed immediately on the experimental and control groups. One-way analysis of covariance was used to analyze the data. The results showed that the training of listening time perception in the experimental group compared to the control group had a significant effect on improving children's phonological elimination skills. Listening time training in students with special learning disabilities in reading leads to improved elimination skills and improves their reading performance.

Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires special attention. Children with this disorder, in addition to having difficulty reading, also have problems in other areas. The educational system is usually based on teaching materials and issues related to other areas such as special education and empowerment of the parents of these children have been neglected. While empowering parents can not only help improve the psychological issues that these children are struggling with because of the disorder, it can also be useful in improving the executive functions of these children. In this research, with a synthetic research approach and considering the seven-stage model of Sandlowski and Barso, we examined articles published in Iranian magazines and foreign research articles. Out of 104 articles appropriate to the purpose of the research, 29 articles with the desired conditions were selected and examined in depth. The concepts extracted from this study were summarized in the form of 168 codes and 91 sub-categories, and finally, 24 main categories were obtained. Then, according to the obtained results, the training package of 8 parenting sessions was designed in accordance with the special conditions and characteristics of children with a specific learning disability with reading impairment for the parents of these children.

The aim of this study was to predict the psychological well-being of mothers of children with special learning disabilities based on their perfectionism and life hope in Bonab. The present study was a correlational study. The statistical population of the present study consisted of mothers of children with special learning disabilities and the research sample consisted of 80 mothers who were selected by convenience sampling. Snyder's Hope Questionnaire (SHQ), Multidimensional Perfectionism Scale (MPS), and Reef Psychological Well-Being Scale (RPWBS) were used to collect data. For data analysis, correlation coefficient significance test and stepwise regression analysis were used. The results indicate that life hope has a direct and significant relationship with psychological well-being and self-centered perfectionism, has a significant inverse relationship with psychological well-being (P<0.01). The results of linear regression analysis also showed that self-centered perfectionism and life hope are 44% of the variance related to psychological well-being. The findings of the present study can pave the way for further research on the role of personality and psychological structures on the psychological well-being of mothers of children with special needs in the future.

Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with special learning disabilities. In this descriptive and correlational study, 116 student were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorder in Tabriz in 2019- 2020. Bell Social Adjustment Questionnaire, Wells Metacognitive Beliefs Questionnaire, Toronto Alexithymia Scale and Jolliffe & Farrington Empathy Scale were used to collect data. Data were analyzed by Pearson test and regression analysis. The results showed that social adjustment of students with specific learning disabilities had a positive and significant relationship and empathy and with metacognitive beliefs and alexithymia had a negative and significant relationship (p> 0.01). Metacognitive beliefs, alexithymia and empathy predicted 58% of the variance of social adjustment scores in students with specific learning disabilities (P <0.01). Considering the adverse consequences of learning disability and its widespread effects on the child's individual and social life, it is suggested that programs be implemented to promote appropriate metacognitive emotions and beliefs and to develop empathy among students with learning disabilities.

Weakness in listening skill and abilities, with or without the characteristics of Auditory Processing Disorder, is one of the issues of children with ADHD, which could partially appear in listening, speaking, reading, writing and spelling words. This weakness could lead to anxiety, and negatively impact these childrenchr('39')s connections at home, and especially in the classroom. Not to mention, that this weakness could, also, project externally, and appear as rule-breaking and aggressive behaviors (Externalizing Behavior).

The aim of this study is to investigate the effectiveness of listening skills training on behavioral problems in children with attention-deficit/hyperactivity disorder together with Specific learning disorder.

The research design was a pretest-posttest experiment with a control group. In order to conduct this research, 30 people from the statistical population of the study children with ADHD with together with Specific learning disorder in District 4 of Tehran) in the 98-99 academic year were selected by multi stage cluster method (simple random access). The children were, then, assigned to control and experiment groups. The instruments used in this study included the Achenbach inventory and the Learning Disabilities Questionnaire. The obtained data was analyzed by univariate analysis of covariance.

The results showed, that listening skill tasks had a significant effect on reducing behavioral problems. The effect of listening skills training on behavioral problems was 45/5%.

Based on the findings of this study, cognitive rehabilitation and especially hearing skills training can be used as an effective method to reduce behavioral problems in children with ADHD and learning disabilities.

The purpose of the present study was to examine the effect of acceptance and commitment training program on the level of academic resilience in students with specific learning disabilities. In terms of methodology, this study was a pre-test/post-test quasi-experiment. The research population consisted of female students with specific learning disabilities who were studying in the sixth grade during the academic year of 2019-2020 in Tabriz. The sample consisted of 34 students with special learning disabilities who were first selected using cluster sampling and then purposefully included in the experimental and the control group. The data were collected using the Academic Resilience Inventory and Raven’s intelligence test. Data analysis was performed using multivariate analysis of covariance. 21-SPSS software were used for data analysis. According to the results of the data analysis, the effect of acceptance and commitment-based training seemed to increase the amount of academic resilience in students with specific learning disabilities. The effectiveness of the training appeared to be significant in relation to future orientation, problem-centeredness, and optimism at the level of p <0.05, but not significant as it relates to communication skills. The findings of the present research will hopefully pave the way for further research addressing psychological challenges of students with specific learning disabilities.

An accurate identification serves as the pathway that can guide the therapist towards the ultimate goal of adopting appropriate therapeutic and rehabilitation methods. Therefore, the present study aimed to systematically review and qualitative meta-analysis on the identification patterns in Specific Learning Disorder (SLD). The data in this qualitative meta-analysis was all study related to keywords and in line with the purpose of the research. 30 pieces of research were analyzed and evaluated in the present study. This study found the pattern of IQ-achievement discrepancy is more often seen as a “waiting for failure” method. Furthermore, the pattern of response to intervention has a serious problem due to poor psychometric properties for initial diagnosis and lack of true positive diagnosis. Therefore, specialists in this field have introduced a pattern of strengths and weaknesses (PSW), to reduce diagnostic problems in this field. This pattern with providing cognitive and educational profiles of students is particularly accurate in identifying potential learning difficulties, and can be used to distinguish children with SLD from children with learning problems and slow learner, and planning to perform cognitive processing-based interventions. In sum, the PSW pattern with a comprehensive assessment of cognitive and academic abilities of students with SLD and by identifying their diagnostic components can lead to increased validity of SLD diagnosis.

The purpose of this study was to determine the effectiveness of impulse control training on aggressive behaviors of students with specific learning disorder. The research method was semi-experimental with pre-test and post-test design with control group. The statistical population of the study consisted of all students with specific learning disorder in the elementary schools of Ahwaz in the 2018-2019. The research sample included 30 students with specific learning disorder which were Multi-stage cluster selected from students with specific learning disorder from elementary schools in Ahwaz. They were randomly assigned to either experimental (15 students) or control (15 students) groups. The impulse control training was provided for the experimental group in 8 sessions of 45 minutes for one month. To assess aggressive behaviors, Bass and Perrychr('39')s (1992) questionnaire on aggression was used. The results of  Multivariable Analyze of Variance indicated that impulse control training significantly reduces the aggressive behaviors of students with specific learning disorder. This finding suggests that impulse control training can be effective as a learning method for improving the psychological and educational processes and behavioral problems of children with specific learning disorder.

The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male 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 in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.

 The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based Instruction, and specific learning disability with impairment in mathematics from web the Data, between 1996- 2017 was conducted in accordance with research objectives to executed current study. Among 36 studies carry out, the majority of researches (25 studies) were performed on subjects with a math disorder from 5 to 12 years of age and at grade 1-6. Experimental design studies (with 25 frequency) are the most frequent among different types of studies. in the same vein the inclusive education classroom (with 15 frequency), Exceptional or rehabilitation of learning disabilities centers (with 9 frequency), special class (with 8 frequency) and practice center (with 4 frequency) are the most used training placements, respectively. In procedure of Implementing of schema-based instruction (in regular and individualized classes) is the most commonly used (with 26 frequency). The effectiveness of schema- based word problem solving instruction on the depend variables of math fluency (accuracy and fluent in math problem solving), acquisition and generalization are measured respectively, in 36, 16 and 11 studies. The result studies indicate that the schema- based instruction effectiveness on the dependent variables have been approved.