جستجوی مقالات مرتبط با کلیدواژه "learning disorder" در نشریات گروه "علوم تربیتی"

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The purpose of the present research was to compare the effectiveness of educational program based on response to intervention and sensory-motor integration intervention on the cognitive rhythm of students with learning disabilities.

The research method was semi-experimental with a pre-test/post-test design with a control group and a follow-up period. of the research population included students with dyslexia in the first, second and third grades of elementary school who referred to the learning disorders center in Semnan City in the academic year 2021-2022. Overall, 45 students with dyslexia (aged 8-10 years) were selected through purposive sampling and randomly replaced in three groups of 15 (two experimental groups and one control group). The experimental groups were subjected to intervention for eight sessions of 60 minutes. The control group did not receive any intervention. Follow-up was done after three months. The measuring tool was slow cognitive rhythm (SCT) symptoms checklist. The data were analyzed using the mixed two-factor ANOVA method by SPSS-26 software.

The findings showed a significant difference between the experimental and control groups in the SCT score (P<0.05). According to the results, both interventions were effective and had a stable effect, but the educational impact based on the response to intervention was more than that of the sensorymotor integration intervention.

Educational intervention based on response to intervention and sensory-motor integration intervention can be used as a beneficial approach to help students with dyslexia and slow cognitive rhythm in elementary schools and centers for learning problems.

Academic engagement is one of the important variables considered by educational researchers in order to improve the academic quality of students. Neurodevelopmental disorders, including attention deficit/hyperactivity disorder and learning disabilities, can affect academic engagement. In this study, the aim was to compare the dimensions of academic engagement in students with and without learning disorders and attention deficit/hyperactivity disorder, considering the gender factor.

The method of research in this study was causal-comparative. The statistical population was all primary school students in Khour and Biabank who were about 896 students (457 girls and 439 boys) in the 2021-2022 academic year the first semester. The sample was 40 normal girl and boy students, 40 girl and boy students with attention-deficit/hyperactivity disorder, and 40 girl and boy students with learning disabilities. The tools used in this study were the Wang, et al questionnaire of academic engagement (SES), Conners scale (CRS) to screen attention deficiency/hyperactivity disorder, and Colorado questionnaire to evaluate learning disorder (CLDQ). Data analysis was done using SPSS24 software and factor analysis of variance (type of student and gender) was used to analyze the data.

The results showed that regarding the total score of academic engagement and its dimensions, there is a different pattern between the two sexes and the type of disorder.

Based on the findings of the study, it is concluded that suffering from attention deficit/ hyperactivity disorder and learning disorder, gender and the interaction of the two have effects on the dimensions of academic engagement. It is suggested that the possibility of learning disorder or attention deficit/hyperactivity disorder should be considered in policies related to increasing students' academic enthusiasm according to gender.

The spread of the Covid-19 disease and the closure of schools caused some academic problems for students. The purpose of this study was to compare the level of academic involvement of students with/and without learning disability, during Corona situation.

The study was cross-sectional, descriptive-analytical. Among the first to third grade students in Isfahan Learning disability centers (in the academic year of 1400-1401), 100 students with learning disability were selected. The participants consisted of 50 students with reading disorder and 50 with math disorder. They were selected by cluster sampling in two stages. Their file had the Nema dyslexia test and Iran KMT mathematics test and were identified as students with learning disability. Also, from their classmates, 50 students without learning disabilities were selected. The data was collected using the Zerang academic engagement questionnaire (2013). For analysis, SPSS software tests version 24was used. The students of all three groups (reading disorder, math disorder, and students without disability) were compared with each other in terms of academic engagement and its cognitive, behavioral and motivational dimensions.

The difference between the mean scores of students with reading disorder and without learning disability were significant. The difference in the cognitive scores between math group and students without learning disability were significant too. In behavioral engagement, the significant difference was seen between dyslexia group and their peers without disability. But there was not a significant difference in motivational engagement of all three groups.

Considering the low academic engagement of students with learning disability, especially in the cognitive field, it is necessary to have an appropriate educational plan and implementation preparation for this group of students in distance learning.

The purpose of this study was to investigate the effect of strategic computer games on critical thinking and academic achievement of students with math disorder. The research method was semi-experimental with a pre-test, post-test design with a control group. The statistical population of the research includes all fourth, fifth and sixth grade student s of Aran and Bidgol primary schools who had math problems in the academic year at 2021. From this community, 30 person were selected as the research sample using available sampling method and randomly assigned to two experimental and control groups with 15 member. For Data collection have been used from Wechsler Adult Intelligence Scale (WAIS), Ricketts critical thinking questionnaire (2003) and grade point average as the criteria for the academic progress of students in two semesters of the academic year. The data was analyzed by using SPSS version 25 statistical software and by calculating descriptive and inferential statistics indices (Analysis of Covariance). The findings of the research showed that the average of the post-test in the variables of critical thinking (M=23.3) and academic achievement (M=3.20) increased compared to the pre-test and this increase is significant (P<0.05). The results of the present study showed that strategic computer games are effective on critical thinking and academic progress of students with math learning disorders by providing a suitable environment for the growth of the ability to discover, argue, problem solving and provide various methods to understand the relationships between the components of a problem. Therefore, it is suggested that use this category of games in the formal education program of students with math learning disabilities.

The present study was conducted to compare the effectiveness of perceptual movement exercises (Pariad) and neurofeedback on the parent-child relationship and executive function and visual motor coordination in students with learning disabilities. The research design is semi-experimental with pre-test and post-test with control group. The statistical population of the overall research was 51 male students with learning disabilities who had referred to the success therapy clinic in Tehran in 2019-2019. Based on Cochran's formula, 45 people were selected in a purposeful manner. Analysis of covariance and variance with repeated measurements with Bonferroni's post hoc test were used to check the hypotheses. Based on the findings, the greatest effect of Pariyad's visual and motor exercises is on improving the relationship between parents of children and students with learning disabilities. According to the F statistic for intimacy components (14.54) at the 0.03 level, developmental deficiencies (12.88) at the 0.01 level have the highest significance. The comparison of averages showed that perceptual movement exercises (Pariad) with averages of 23.65 and 44.27 had the greatest effect on visual motor coordination and parent-child relationship in students with learning disabilities, and neurofeedback with an average of (22.80) had the greatest effect on Executive functions in students with learning disabilities. Neurofeedback training has the greatest effect on executive functions on the component of working memory (22.98) at the level of 0.02, emotional control (20.33) at the level of 0.01, and planning/organization (20/33) at the level of 0.01. had. Also, reading disorder and learning disability (16.48) at the 0.02 level, developmental disabilities (13.37) and brain damage (18.54) are significant at the 0.01 level. There is a significant difference between the groups in these components. According to the findings, Pariad's visual-motor exercises improve the visual-motor coordination of students with learning disabilities.

The present study was conducted with the aim of comparing academic boredom, social anxiety and academic help-seeking in students with special learning disabilities and normal people. The descriptive research method was a comparative causal type. All sixth grade female students with and without learning disorders in Tehran schools in the academic year of 1401-1402 constituted the statistical population of this research, from which 100 students were selected using the sampling method. Students (50 people for each group) were selected as a sample and answered the questionnaires of Pekron et al.'s academic boredom, Lajersa's social anxiety, and Ryan's and Pintrich's academic help-seeking questionnaires. Multivariate variance analysis was used to analyze the data. The findings showed that students with learning disorders have higher academic boredom, social anxiety and acceptance of academic help than normal students (P<0.05). However, there was no significant difference between students with learning disabilities and normal students avoiding seeking academic help (P<0.05). The results of the study showed that students with learning disabilities are more vulnerable to academic boredom, social anxiety and accepting academic help. Therefore, it is necessary to provide educational programs to parents and teachers in order to prevent academic boredom, social anxiety and acceptance of academic help seeking and its timely diagnosis and treatment.

The purpose of this study was to investigate the effect of cognitive-emotional self-regulation training on self-efficacy and emotional failure in students with learning disabilities.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students with dyslexia in the sixth grade of elementary schools who were in educational disabilities centers in districts 2, 3 and 5 of Tehran province in the academic year of 2019-2020. The number of these students was estimated at 230. Statistical population was the sample of 30 students (13 male students and 17 female students) selected by multistage cluster sampling. The experimental cognitive self-regulation training program was administered to the experimental group in 8 sessions of 90 minutes (2 sessions per week), while the control group did not receive any intervention. Schwarzer and Jerosalem Self-efficacy Questionnaires and EBSIs were used to collect data. Multivariate analysis of covariance was used to analyze the data. .

The results of the analysis of the data showed that there was a significant difference between self-efficacy and emotional failure scores in the experimental and control groups in the post-test.

Therefore, it can be said that cognitive-emotional self-regulation training has an effect on increasing self-efficacy and improving emotional failure in students with learning disabilities.

This study aimed to investigate the effectiveness of sand -play therapy on the selective attention of told 8-11 years’ students with special learning disabilities.

The research method was a pre-test, post-test, and follow-up semi-experiment with a control group. The statistical population included all students with learning disabilities living in Pardis City. Twenty of them were selected using convenient sampling method and randomly divided into two groups (control and experimental). The Continuous Performance Test was performed in both groups (pre-test). Then the experimental group received the treatment program in eight sessions of 45 minutes for two months, while the control group did not receive any training. The post-test was performed on both experimental and control groups. The follow-up was carried out, two months later. The collected data were analyzed using the SPSS 22 by mixed variance analysis.

The findings showed that sand -play therapy had a positive impact on the selective attention of children with special learning disabilities, compared to the control group, and its effectiveness sustained during the follow-up period.

Sand -play therapy can be used to increase selective attention in students with special learning disabilities in exceptional schools and child counseling centers.

Objective The aim of this study was to compare the learning styles of students with learning disabilities, attention deficit / hyperactivity disorder and normal.Methods The method of the present study was descriptive-causal-comparative and the statistical population of this study included all male and female primary school students in Rasht and students referring to the Center for Learning Disabilities in the academic year 1397-98, of which 50 Available sampling In the group of students with learning disabilities, 50 people were selected by available sampling method from primary schools as students with attention deficit / hyperactivity disorder and 50 normal students were selected by multi-stage cluster sampling from primary schools in Rasht. Data collection tools were Connors Form Teacher Rating Scale (1969), Reading Disorder Test by Shafiee et al. (2008), and kolb Learning Styles Questionnaire (1985).Results The results were analyzed using Kruskal-Wallis and u man Whitney tests. The results showed that there was a significant difference between students with learning disabilities, attention deficit / hyperactivity disorder and normal learning styles (p <0.001); that students with learning disabilities in reflective observation and divergent learning style scored higher on average than students with attention deficit / hyperactivity disorder and normal. Students with Attention Deficit / Hyperactivity Disorder scored higher in Active Experimentation and Adaptive Learning Style than the other two groups. Normal students also scored higher on abstract conceptualization and convergent learning styles.Conclusion Students have their own preferred learning style that can affect their academic performance.

The aim of this study was to determine the efficacy of metacognitive strategies training on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98. The research method was quasi-experimental with pre-test design, post-test with control group. The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani maleschr('39') vocational schools in the academic year of 97-98 in the city of Roodehen, from which 30 people were selected by available sampling and then randomly assigned to experimental and control groups (n1=n2=15). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Wilcott et al. (CLDQ). The experimental group underwent metacognitive strategies training but the control group did not receive any trainings. Data were analyzed by multivariate analysis of covariance. Metacognitive strategies training was significantly effective on reducing inattention (P <0.001) and reducing learning disability (P = 0.001) in the experimental group. Based on the findings, it is suggested that counselors and therapists use metacognitive strategies training techniques to reduce studentschr('39') attention deficit and learning problems.

The purpose of this study was to investigate the effect of computer games on the pattern of brain waves in people with learning disabilities. This was a quasi-experimental study. The statistical population of this study was all students with mathematical and reading disabilities who referred to Tabriz Learning Disorders Centers in the academic year of 2019. The number of 30 students with these disabilities, ranging in age from 10 to 12 years, was used. Were randomly divided into two groups of math and reading experiments; then both groups were evaluated for alpha and theta waves (pre-test), and then the experimental group for 20 45-min sessions, with The Persian version of BRAIN TRAIN's SOUND SMART Training Game received the related training and finally to evaluate the facial differences Taken, the above test was repeated for both experimental groups (post-test). The data were analyzed using Neuroguid software. The analysis of the present data showed that computer games have a significant effect on beta and theta brain waves in a way that decreases theta and increases beta (P<0/01). It is concluded that computer games can be used to promote people with mathematical learning and reading disabilities.

Memory and reading are in close interaction with each other. The present study was conducted with the aim of comparing the relationship between working memory and false memory in students with learning disabilities and normal students in Isfahan.

The research method was descriptive and causal-comparative. The statistical population included second grade students with reading learning disabilities and normal students in the 4th district of education in Isfahan City in the academic year 2016-2017. Fifty second grade students with learning disabilities were selected by convenience sampling. Ordinary students were selected after matching based on the criteria of intelligence, age and gender and corresponding to the place of study with the group of dyslexic students. The research instruments were facade reading and dyslexia test (Korminoori and Moradi, 2008), Wechsler scale for children, fourth edition, Cornoldichr('39')s working memory test (1995) and Dermis paradigm test (Dis Rodriguer-McDermott, 1995). Data were analyzed by the SPSS20 software using descriptive statistics and multivariate analysis of variance, Pearson’s correlation coefficient and Fisherchr('39')s exact test.

Pearson’s correlation coefficient showed that in both groups of students, there was an inverse relationship between working memory and false memory (p <0.05). Using z test, the difference between the two correlation coefficients was significant.

There was a significant difference between working memory and false memory in the two groups of students. It is suggested that in teaching reading to children with learning disabilities, the teachers should pay due attention to the learning prerequisites such as working memory. Given the inverse relationship between working memory and false memory, it is recommended that work memory training, including visual, auditory, and executive be given to the students using pictures, numbers, words, and letters to prevent error.

The aim of present study was to evaluate the effectiveness of the clinical creativity therapy model (CCTM) on attention and memory in children with dyscalculia in Shahinshahr and suburbs.

This research was a quasi-experimental, pre-test, post-test, experimental and control group. Statistical population included all students with dyscalculia in primary school in ShahinShahr city in the academic year 2018 that were referred to the center of learning disorders of Sotoodeh of ShahinShahr city. A sample of 30 people was selected via random sampling method and subjected to two groups of 15 people. For the experimental group, a course of clinical creativity therapy model was held during 20 sessions and for 20 hours. The tools used in this research are Wechsler's intelligence test for children, the Torrance creativity test (visual form), N-Back working memory test, Stroop's test. Data were analyzed using SPSS-23 software.

The results of covariance analysis indicated that there was a significant difference between the experimental group and the control group in the N-Back memory test and the attention of Stroop and Wechsler 4 and Torrance creativity (visual form) after teaching the clinical creativity therapy model. It was seen that the memory, attention and creativity of the experimental group increased compared to the control group.

Overall, the results indicated that the clinical creativity therapy model (CCTM) had an effect on memory, attention and creativity of children with dyscalculia in the experimental group.

The purpose of this study was to determine the effect of positive self-talk on academic buoyancy and test anxiety among students with specific learning disabilities. The research method was quasi-experimental pretest-posttest with control group. The statistical population consisted of all male students with specific learning disability in primary school of Isfahan in the academic year of 2018-2019. They were selected using multi-stage random sampling method. This means that from six education districts of Isfahan, two districts and from these two regions, six schools were selected randomly. Students with learning disabilities were integrated with Colorado learning disabilities questionnaire and Wechsler intelligence scale for children. They were randomly divided into two experimental (15) and control (15) groups. Participants in the research in two stages of pre-test and post-test responded to the research tools: Philips Anxiety Inventory and Academic Lifelong Learning Questionnaire. The training sessions consisted of ten sessions in minutes, based on the theory of Meichenbaum, with emphasis on cognitive-behavioral approach. The control group did not receive any training. Statistical analysis was performed using Co-variance analysis. The results indicate that positive self-talk training has a significant effect on reducing anxiety and improving academic buoyancy of male students. (p <0.001). Based on the results of positive self-talk training, students had a good way to improve academic buoyancy and reduce the anxiety of male students with specific learning disabilities.

The present survey goal was comparing group participation and rejection sensitivity in the students with or without learning disorder. The research method was a casual-comparative one. The statistical population of the study was overall primary students of Ardebil city in the 2015-2016 educational year that by the cluster sampling method, 30 individuals with the disorder and 30 ones without learning disorder were chosen as a statistical sample. Data collecting was performed through the group participation and rejection sensitivity trials. The research data were analyzed by a multivariate variance analysis trial. The survey findings indicated that there was a meaningful difference in rejection sensitivity between the two groups. Also, group participation among the common individuals was higher than the people with a learning disorder. According to these results, the content of special educational and psychological programs can be designed and implemented to improve the problems of students with learning disabilities.

The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire.

The purpose of this study is to investigate the role of early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies predicting social anxiety in students with learning disabilities.

The research method was descriptive and correlational. A sample of 232 students was selected using available sampling method. The research instrument consisted of Young schema (1999), behavioral activation/inhibition systems Carver & White (1994), cognitive emotion regulation strategies Garnefski, Kraaij and Spinhoven (2002) and social anxiety Connor et al questionnaires. For statistical data analysis regression analysis is used.

early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies can predict social anxiety anxiety in students with learning disabilities.

The early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation were involved in the development and maintenance of social anxiety. By examining these variables, the target disorder can be prevented.

the purpose of the present study was to evaluate the function of working memory in bilingual, monolingual children and children with learning disorder. The research project was of comparative causality type. Participants included 60 monolingual children, 34 children with learning disabilities and 62 bilingual children. Which completed the Wechsler Intelligence Scale and preschool children's Wechsler Test. Data was analyzed using univariat variance analysis. The findings showed that there was a significant difference between bilingual childrenmonolingual children and children with learning disorder in working memory scores. So that bilingual children with monolingual children and learning disabilities have a better functioning memory function. Second language learning comes with more powerful memory functions.