جستجوی مقالات مرتبط با کلیدواژه « ناتوانی های یادگیری » در نشریات گروه « علوم تربیتی »

The purpose of the present research was to investigate the effectiveness of teaching self-regulation strategies on social adaptation and visual motor coordination of students with learning disabilities.

In terms of the purpose, the current research was applied research and in terms of method, it was a semi-experimental study with a pre-test, post-test design with a control group. The research population consisted of all students with learning disabilities in Tehran in 1401-1400. 30 people were selected by connivance sampling method and randomly were assigned into two experimental (15 people) and control (15 people) groups. The tools of this research included Sinha and Singh's compatibility questionnaire (1993) and visual motor coordination (1950). The experimental group received the protocol of self-regulation strategies during 8 sessions of 50 minutes, but the control group did not receive any intervention. Data analysis was done through mixed variance analysis (with repeated measurement) in SPSS version 26 software.

The findings showed that there was a significant difference between the scores of social adaptation and visual motor coordination in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05).

According to the results, it can be said that teaching self-regulation strategies can be effective on social adaptation and visual-motor coordination of students with learning disabilities and can be used as a method to improve social adaptation and visual-motor coordination of students.Students have assessment problems.

The aim of this study was to identify the family dynamics of children with learning disabilities.

The research method was qualitative descriptive phenomenology. The statistical population was the parents of children with learning disabilities. Purposeful sampling method used to select the sample. Data collected using in-depth semi-structured interviews. Considering the theoretical saturation criterion for determining the sample size, the interviews continued and, the number of participants reached 20. Data analyzed by Colaizzi descriptive phenomenology.

The results showed that the lived experience of parents of children with learning disabilities consisted of three main themes and 9 sub-themes including child issues (comorbid disorders, developmental history and behavioral challenges of the child), school issues and family issues (developmental -educational functions, economic and environmental challenges, impact on the family, social challenges, parental challenges and limited parental literacy).

The findings of this study expand the past literature on family dynamics and the factors extracted in the field of family dynamics can have many practical implications for therapists of learning disabilities.

This study aimed to compare the effectiveness of neuro linguistic programming strategies training and mindfulness instruction on academic self-concept among female students with learning disabilities. This study was the experimental pre-test, post-test with the control group design.

The statistical population of this study consisted of all female fifth-grade elementary school students in Izeh city in the academic year of 2020-2021. Then 45 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to three groups (15 people in each group). The instruments used in this study was academic self-concept (Liu & Wang, 2005). The experimental groups received neuro linguistic programing strategies training and mindfulness-based instruction for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (covariance analysis) tests in SPSS software version 22.

The results showed a significant difference between neuro linguistic programming strategies training and mindfulness instruction with the control group in academic self-concept (p<0/001) but there was no significant difference in academic self-concept between the two groups of training.

Based on the result we can say that neuro linguistic programming strategies training and mindfulness- instruction are two effective ways in improving of academic self-concept of students with learning disability.

The purpose of this study was to evaluate the effectiveness of child-parent relationships play therapy on emotion regulation and subjective vitality in students with learning disorders. The research was a quasi-experimental study (pre-test-post-test with a control group). The statistical population consisted of students from third-grade to sixth-grade with learning disabilities who had been referred to the learning disability centers of Birjand during the school year of 2020-2021. Thirty students were selected and divided randomly into experimental and control groups. The Emotion Regulation Questionnaire (Gross & John 2003) and Subjective vitality scale (Ryan & Frederick, 1997) assessment instrument had been used. The plan based on child-parent relationship therapy was performed for the experimental group during ten virtual sessions. The results of multivariate and univariate analysis of covariance showed play therapy based on child-parent relationships had a significant effect on emotion regulation and subjective vitality in students with learning disorders. However, it did not affect the combination of dependent variables of emotion regulation and subjective vitality. Even though the effective use of all emotion regulation strategies has an effect on the well-being and vitality of students with learning disabilities, using only two strategies of Reappraisal and Suppression can’t increase higher subjective vitality in these students undoubtedly. It can be concluded that the treatment in question affects the emotion regulation and subjective vitality of students with learning disabilities and can be used to help them.

The aim of this study was to compare the parenting stress, negative emotions and cognitive emotion regulation strategies among mothers of children with and without learning disability. The study method was casual-comparative. The study population consisted of all mothers of children with and without learning disability (Each group of 90 mothers). The sample of study was chosen using the convenient sampling method. The measuring instruments were Questionnaires of learning disabilities (CLDQ), parenting stress (PSI), negative emotions (DASS) and cognitive emotion regulation (ERQ). The data was analyzed using multivariate analysis of variance. The results showed that the levels of parenting stress, negative emotions and maladaptive cognitive emotion regulation strategies mothers of children with learning disability were higher than m mothers of children without learning disability. Also adaptive cognitive emotion regulation strategies mothers of children without learning disability were higher than mothers of children with learning disability. Therefore, stress, negative emotions and maladaptive strategies of cognitive emotion regulation of these mothers can be predicted and prevented with the necessary training.

The present study aimed at comparing resilience, hardiness, academic achievement and academic procrastination in students with and without learning disabilities.

The statistical population is the students with and without learning disabilities in Urmia. 60 students with and without learning disabilities were selected as a sample of the study by random cluster sampling (multi-stage sampling). To do this research, academic procrastination questionnaires, resiliency questionnaire, academic achievement, and tough questionnaires were used. Data were analyzed using a descriptive index and multivariate analysis of variance (MANOVA).

The results of the multivariate analysis of variance showed that there is a significant difference between two groups of students with and without learning disability. The average score of resiliency (F = 16.68), hardiness (F = 63.68) and academic achievement (F = 77/04). In students with disabilities, learning is more than students with learning disabilities and academic failure (F = 23.59) is significantly higher in students with learning disabilities than normal students.

The results of this study indicate the negative effects of learning disability on academic achievement variables, resilience and hardiness and academic achievement of students with learning disabilities.

This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers that have learning disabilities children of Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two 15-member control and experimental groups. Both groups sat for the pretest and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (p < 0/001). It is recommended that this method be used to inform parents about conscious communication with their children.

Research has shown that parents of children with learning disabilities have less resilience and life satisfaction. Islamic positivism skillis one of the most important moderators of individuals' psychological stress. On the other hand, there is a significant relationship between resilience and life satisfaction with religious beliefs and positive thinking. The purpose of this study was to investigate the effect of positive thinking skills training with emphasis on religious teachings on resilience and life satisfaction of parents of children with learning disabilities in Ardabil city. The present study is an experimental one. The sample of the study was forty individuals who were selected from parents of children with learning disabilities in Ardabil city and were randomly divided into an experimental and a control groups. Conner Resiliency Questionnaire and Life Satisfaction Scale (SWLS) were used for data collection. The experimental group was trained in positive Islamic thinking skills. After data collection, the results were analyzed by SPSS software using descriptive and inferential statistics. The results of the data analysis showed that teaching positive thinking skills with emphasis on religious teachings was effective on resiliency and life satisfaction of parents of children with learning disabilities. Based on the findings of the present study, it can be concluded that teaching positive thinking skills with emphasis on religious teachings can be used as an effective way to improve family functioning, increase life satisfaction and resilience of parents with children with learning disabilities.

The purpose of this study was to investigate the effect of Islamic coping strategies training on happiness and life satisfaction of parents of children with learning disabilities in Ardabil city. The present study is an experimental study. The sample size included 40 persons who were considered as parents of children with learning disabilities in Ardabil city and were randomly divided into one experimental and a control groups. Oxford Happiness Questionnaire and Life Satisfaction Scale (SWLS) were used to collect data as pre-test and post-test. Group training in Islamic coping strategies was performed for the experimental group. The data were analyzed by SPSS software using descriptive and inferential statistics. The results of the data analysis showed that training coping strategies with emphasis on Islamic teachings was effective on happiness and life satisfaction of parents of children with learning disabilities. Based on the findings of the present study, it can be concluded that teaching coping strategies with emphasis on Islamic teachings can be used as an effective way to improve family functioning, and increase life satisfaction and happiness of parents of children with learning disabilities.

This study aimed to investigate the effectiveness of Davis training method on improving reading, planning and organizing skills of students with learning disabilities.

The research method was semi-experimental with pretest- posttest and a control group. The statistical population included all children with learning disabilities in learning centers 1, 2, 3 and 4 in Kermanshah city in the academic year 2018-2019. A sample of 30 of these students was selected by simple random sampling and randomly assigned to two experimental groups (15 students) and a control group (15 students). At first, the Colorado Learning Problem Questionnaire (Wilkot et al., 2011) was completed for both groups (by parents) and then participated in the London Tower Test (Shalice, 1982). The experimental group then participated in Davis training method sessions. The control group did not receive. Then the questionnaires were completed again by both parents for both groups and the two groups participated in the London Tower test. The data were analyzed by using statistical test of covariance analysis.

The results showed that average scores of reading, planning and organizing skills in the post- test in experiment group were significantly increased in comparison with control group.

Based on the findings of the research, it can be concluded that Davis training method improves read skills with identify problems related to dyslexia and increases planning and organizing ability with focusing on the processes of thought.

The purpose of this study was to investigate the role of mediation of differentiation between attachment styles and attachment-family adaptation to marital disturbance of students with special learning disorders in Ardabil city in 1397. The correlation method used here was a path analysis. From parents with children with learning disabilities, 250 parents were selected using available scorecard, differentiation questionnaire, attachment style, family cohesion, family affection, and marital disturbance. The data were analyzed using AMOS and path analysis. The results showed that safe attachment style had a positive and direct effect and insecure attachment style had a negative and direct effect on differentiation. Furthermore, the negative and direct effect of family differentiation and family correlation on marital distress was confirmed. Among exogenous variables, safe attachment style through differentiation has been able to reduce marital distress, but insecure attachment style has led to increased marital disturbance through differentiation. The results show that the role of mediation of differentiation between attachment styles and affiliation-family adaptation with marital frustration of parents of students with a specific learning disorder has a favorable fit.

The purpose of this study was the Effectiveness cognitive Captain's Log software on visual-spatial perception for student with learning disability. This research was a  pretest-posttest design with control group. The statistical population consisted of all students with learning disabilities who were referred to educational and rehabilitation centers of students with specific learning problems (governmental and nongovernmental) Tehran in 1395. Twenty-two individuals were randomly selected into two groups of 12 (control and experimental) and then the experimental group was trained during the twelve sessions of the captcha log cognitive software training program and did not receive any interventional control group. Before and after intervention, Stanford Binet's IQ test was used to measure spatial visual perception. Data were analyzed using one-variable covariance and multivariate analysis. The results of this study showed that the effect of Captain's Log cognitive software on spatial perception of students with learning disabilities was 0/811 (p<0.01), spatial visual perception was 0/598 (p<0.01) and on the memory of non-verbal-spatial visual perception was 0/367(p<0.01). Considering the advantages of the captain log software on the visual-spatial perception of students, it is recommended that this software be taught to teachers of students with learning disabilities.

Aim. The present research aims at determining the effectiveness of Captain Log’s cognitive software on working memory of students with learning disabilities. Methods. This is a quasi-experiment research with pretest-posttest design and a control group. The statistical population consisted of all students with learning disabilities who attended the educational and rehabilitation centers of students with specific learning problems (governmental and nongovernmental) in Tehran durin year 2016. 24 students were selected by convenience sampling method and were randomly assigned to two groups of 12 students (control and experiment). Then, the experiment group was trained during eight sessions of Captain Log’s working memory builder software program, while control group did not receive any intervention. Before and after the intervention, Tehran-Stanford Binet Intelligence Scale was used for measuring active memory. Data were analyzed by one-variable and multivariate covariance analysis. Findings. The results demonstrated that Captain Log’s cognitive working memory builder software has a positive influence on the working memory (verbal and non-verbal) of students with learning disabilities. Conclusion. Therefore, it could be concluded that Captain Log’s Software can be used to improve the working memory of students with learning disabilities and consequently solve their educational problems.

The purpose of this study was to compare emotional failure, resilience and empathy in students with and without learning disabilities. The research method was comparative. The statistical population of this study was all students of Ardebil in the academic year of 1396-1959, In this study, 120 high school students were selected using multi-stage cluster random sampling and selected in a group of 60 students with and without learning disabilities. And the Toronto Emotional Injury Questionnaire, the Conner and Davidson Expeditionary Expeditions and the Lamonika Symptom. Manua Multivariate Analysis of Variability (MANOVA) There is a significant difference between students with and without learning disability in resiliency, emotional deficiency and empathy. So, resiliency and empathy in students with learning disabilities were less and in emotional deficits more than students without learning disabilities

The aim of the study is to investigate the effect of the selected motor program of SPARK on self-concept and motor skills in children with learning disabilities. Thirty students were selected by cluster sampling method among all second-grade elementary school students in learning disorders centers of Mashhad. The participates were randomly divided into two equal control and experimental groups. Experimental group practiced in the exercise program for 12 sessions, three times per week and 45 minutes per session. The control group performed their usual activities. Piers-Harris Children’s Self-Concept Scale and Bruininks-Oseretsky Test of Motor Proficiency were used in order to evaluate the subjects. The results of covariance analysis showed that there was a significant difference between the experimental and control groups in the total score of self-concept, motor proficiency and fine and gross motor skills (p

The purpose of the present study was to compare anxiety disorders and school phobia in dyslexia and normal students.
The design of this study is causal-comparative research. The statistical population included all students with dyslexia enrolled in learning disabilities centers of Bushehr and Borazjan department of education and all normal students participated in the Bushehr and Borazjan schools in 2015-16 academic year. Seventy eight students suspected of dyslexia were elected from community of students through cluster sampling. Diagnostic tests (including Wechsler’s intelligence scale for children reading disorder, ADHD, and conduct disorder tests) were administered based on which fifty students were purposefully selected. For data collection, Screen for Child Anxiety Related Emotional Disorders was used. Data was analyzed through MANOVA.
The result showed that there is a significant difference between dyslexia and normal group on anxiety disorders and school phobia. Also the results showed that dyslexia students more scored in generalized anxiety, social anxiety, separation anxiety, phobia / somatoform problem and school phobia compared with normal students. Dyslexia students are having difficulty in this variable.
According to the results it can be concluded that in the planning for therapeutic interventions for students with dyslexia, the anxiety and school phobia should be considered to increase the effectiveness of these interventions.

The aim of the present research was to determine the effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilities. The design of this research was experimental including a pretest, a posttest and a control group. The population included all the students infected with learning disorders who referred to learning disorders center in Tonekabon city, Mazandaran. Sampling method was census and all students of center participated in this research. Thirty people determined by entrance criterion were selected and randomly divided into an experimental and a control group. Research tools consisted of Self-Concept Scale and Sensitivity Anxiety Inventory. The experimental group received 8 sessions of group social skills training. The information obtained was analyzed using SPSS19 software and through Multivariate Analysis of Covariance (MANCOVA). The results of covariance analysis method showed that social skills training is effective on increasing the self-concept and decreasing the anxiety sensitivity of students with learning disabilities (P

The aim of the present study was to examine the effectiveness of remedial treatment on the basis of Davis’s method on improving dyslexia. The research method was experimental including a pretest, a posttest and a control group. The research population included all guidance school male students in 2015-2016 academic years. Through clustering random sampling, 300 male students were selected. Finally, 24 students determined as dyslexic by entrance criterion were selected and randomly divided into an experimental and a control group. The experimental group participated 19 training sessions provided by Davis’s method. The result of covariance analysis showed that remedial treatment of Davis’s method was effective on improving dyslexia. Based on the results of the study, it can be claimed that remedial treatment of Davis’s method is effective for treatment of dyslexia.

In order to determine the prevalence of learning disabilities among primary school students, in a survey model, 2120 students from second-fifth grades were selected from nine educational districts of North Khorasan Province through stratified sampling. After completing the Learning Disabilities Symptom Checklist (Fawcett, & Lowe, 1995) by teachers, students who had more than three symptoms, completed the researcher-devised math, reading and writing tests for second grade, researcher-devised reading and writing tests for third to fifth grade, math disability test (Malek Poor, 1994) for third and fourth grade and math disability test (Faramarzi, 1996) for fifth grade. Findings indicate that the prevalence of reading, writing and math disabilities in second grade were 6.22, 5.47 and 1.13 respectively; and in third to fifth grade they were 3.39, 4.71 and 6.09 respectively. Writing disability was significantly prevalent in boys and village students. These findings suggest that preventive and remedial actions by North Khorasan education department are essential.

The aim of the current study was to investigate Academic self-regulation strategies and emotional control in predicting risk behaviors of students with learning disabilities. The statistical universe of this research includes all 12-16 year-old male students in Delfan city during the academic year of 1391-1392 (A.H.). The research subjects consisted of 80 male students (aged 12 to 16 years) with learning disabilities selected by simple random sampling. To collect data, questionnaires Academic self-regulation, emotional control and risk behaviors were used. Analysis of data revealed that predicting risk behaviors of students with learning disabilities can be predicted by Academic self-regulation strategies and emotional control. Academic self-regulation strategies and emotional control play a significant role in exacerbating and reducing the risk behaviors of students with learning disabilities.