جستجوی مقالات مرتبط با کلیدواژه « specific learning disorder » در نشریات گروه « علوم تربیتی »

The aim of this study was to investigate the effectiveness of the academic resilience training program on the academic self-efficacy and motivational structure of students with specific learning disabilities.

Methods & Materials: 

The research method was a semi-experimental type with an experimental-control group and a follow-up phase. The statistical population of this research included fourth, fifth, and sixth-grade students with specific learning disabilities who were referred to Tabriz City Disorders Center in the academic year of 1402-1401. The sample size including 32 people (experimental group 16 people, control group 16 people) were replaced as available. The experimental group was trained in academic resilience and the intervention was implemented for 10 group sessions for 60 minutes on the experimental group. This was while the control group did not receive any intervention. The research tools included McIlroy and Bunting's academic self-efficacy scale and Cox and Klinger's motivational structure questionnaire (PCI). Data were analyzed using SPSS version 28 software and multivariate analysis of variance (repeated measurement).

The results of multivariate analysis of variance (repeated measurement) showed that the educational resilience training package intervention significantly affected the academic self-efficacy and motivational structure of students with special learning disorders in the post-test and follow-up stages.

The findings of this research provide helpful information regarding the academic resilience program, and psychologists and counselors can use this educational package to improve academic self-efficacy and motivational structure in students with specific learning disabilities.

The aim of this study was to investigate the effectiveness of enriching family relationships (with parents' participation) on social skills and alexithymia of students with specific learning disorders.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was made up of all the students with specific learning disorder who had referred to the learning disorder center in Ardabil city in 2022. Among them, 30 students with specific learning disorders and their parents were selected as samples through available sampling and randomly placed in the experimental and control groups. The experimental group received the educational package of enrichment of family relationships but the control group did not receive any intervention during the implementation of the intervention. Before and after the implementation of the intervention, the students responded to Matson's social skills (1983) and Toronto's alexithymia scales (2006). Analysis of the obtained data was done through multivariate covariance analysis by using SPSS-26 software.

The results showed a significant increase in the mean of social skills and a decrease in the mean of alexithymia of the experimental group after the implementation of the intervention. Also, the mean of social skills and alexithymia in the experimental and control groups were significantly different

It can be concluded that the implementation of the family relationship enrichment package has an effective role in improving social skills as well as reducing the problems of emotional inadequacy and symptoms of alexithymia, so the use of this package is recommended for children with special learning disorder.

This study intended to determine the level of Recognition elementary school teachers in District 18 of Tehran County had about the symptoms of specific learning disorders (SLDs) and the relationship between their work experience and the level of their Recognition regarding a specific learning disorder. This study used the descriptive approach and the survey research method and Causal-comparative. The sample size (n=270 elementary school teachers in District 18) was determined by using Morgan Table. The participants were selected using convenient sampling methods. The three forms of the valid including checklist the Strengths and Difficulties Questionnaire (SDQ, Goodman, 1997) (for the teacher) and the two Learning Disorder Checklist based on DSM-5 were combined to develop the researcher-made questionnaire. The views expressed by the Supervisor and the Advisor were applied in determining content validity of the questionnaire, and Cronbach's alpha was used to assess its reliability. The calculated overall reliability was 0.8, which indicated the acceptable reliability of the questionnaire. were calculated in SPSS for data analysis.  The Results showed that the teachers had higher than the average level of Recognition about SLDs. However, there were no significant relationship between the teachers' level of Recognition about the SLD and their work experience at the significance level > 0.05. The studied teachers had one of the qualities of a professional teacher (Recognition about the symptoms of SLDs), but this is not all the Recognition that professional teachers have. Consequently, further studies must be conducted to assess elementary teachers' practical Recognition. In the end it was suggested teachers should take actions for solving these students' problems and increase their own information regarding the suggestions and the solutions they offer to students with SLD.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

The present study aimed to determine the effectiveness of the educational package based on lateral dominance on the components of inhibition, attention transfer, and emotional control in 7-12-year-old children with learning disabilities.

The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with Specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced into two groups of 15 experimental and control. The Edinburgh inventory, Delacato Neurodevelopmental Scale, and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data.

The analysis of covariance showed that the training package affected executive functions (p <0.01 and F = 8.47) in children with Specific learning disabilities in the experimental group.

The results of this research showed that in children with learning disabilities, lack of lateral dominance is more common than in their peers. Also, these children have weaker performance in the components of executive functions than others. Therefore, according to the results of this research, it can be said that rehabilitation interventions and pieces of training that are carried out to create lateral dominance lead to better performance in functions and improvement of academic skills in children with learning disabilities. Therefore, it is suggested that these exercises and educational interventions be used as supplementary programs in line with other educational programs in all elementary grades.

The purpose of the problem of learning disability among students as a controversial category in education has attracted the attention of many experts. This research was conducted with the aim of comparing cognitive confusion, social isolation and quality of life of students with and without specific learning disorder.

Causal-comparative method is used in this research. The statistical population included all students with and without a specific learning disorder referring to the educational and clinical centers of Dezful city, from which 80 people (40 students with a learning disorder and 40 students without a learning disorder) selected by convenience sampling method. Data were collected using Madson’s cognitive confusion, Modaresi social isolation and Ware et al quality of life (12-SF) questionnaires .data were analyzed using multivariate analysis of variance (MANOVA).

The results of the tests showed that there is a significant difference between the test results of the two groups (P<0.05). The results showed that the level of cognitive confusion and social isolation in students with learning disorders is more than students without disorders, but the level of quality of life of students with learning disorders is lower than students without specific learning disorders.

the findings of this research expanded the previous information about students with learning disorders. These findings have many applications in learning disorder centers and clinics, schools and families

To compare the effectiveness of memory work and critical thinking training of children's movement regulation with special methods.

The current research was a semi-experimental research with a pre-test, post-test and control group design. The statistical population included all students aged 9 to 12 who referred to the center for special problems in Tabriz district in 2021. Among these, 60 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were Garnevsky's cognitive emotion regulation strategies questionnaire, children's version, along with the implementation protocol of interventions to strengthen working memory and critical thinking training. In order to analyze data from covariance and multivariate covariance, hypotheses were analyzed.

Examining the effect size showed that the biggest difference is in the re-evaluation strategy with a coefficient of 0.347 and the positive re-selection strategy with a coefficient of 0.254. The trained examinees found that the two components of positive re-examination and positive re-evaluation in the critical thinking group were significantly different from the memory enhancement group, and it can also be said that the three components of self-blame, skepticism, and catastrophizing in the critical thinking group mean less than the working memory enhancement group. was (p>0.05).

In the critical thinking group, the use of adaptive strategies (positive refocusing and positive re-examination) increased significantly and there are significant differences between the effectiveness of critical thinking training and strengthening memories to increase the use of adaptive strategies and decrease the use of maladaptive cognitive-emotional regulation strategies.

The purpose of the present study was to investigate the effectiveness of self-healing training on self-worth and psychological distress (depression, anxiety and stress) among family of children with Specific Learning Disorder (SLD). The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the research was 1235 families of elementary school students with SLD in Isfahan City in the academic year of 2018-2019. 40 individuals who were willing to participate in the project were selected through a public announcement in the education learning disorder centers in order to conduct the research. Then, they were randomly assigned to the experimental group (n =20) and the control group (n =20). Contingencies of Self-Worth Scale Crocker et al., (CSWS) and Depression, Anxiety and Stress Scale (DASS-21) were conducted as a self-worth and psychological distress pretest and then the experiment group attended fourteen sessions (30 minutes per week) of self-healing training and post-test for both of the groups was performed after completing the training. Multivariate analysis of covariance and SPSS-24 were used for data analysis. The results demonstrated that self-healing training had significant impacts on increasing self-worth and improving the participants’ psychological distress (depression, anxiety and stress) (p<point zero five). According to the results of the research, self-healing educational method could be used as one of the new positive approaches for promoting the psychological health of families of children with specific learning disorder with relatively lasting effects, in order to increase self-care skills.

The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder.

Due to their mistakes while learning, students with specific learning disorders continually show signs of stress and, compared to normal students, more emotional problems and lower self-confidence. This makes the discovery of the most appropriate forms of psychological interventions aiming to reduce these students' emotional problems even more essential. The present research intends to study the effectiveness of psychological interventions in reducing emotional problems in students with specific learning disorders. By taking a meta-analysis approach, this research has endeavored to integrate the results obtained by various other studies. The sample size for meta-analysis consisted of 25 studies which were selected as methodologically acceptable from among 35 studies. Meta-analysis checklists were used. The research used in this meta-analysis have been based on 807 samples and 25 size effects. The results obtained from the meta-analysis show the size effect of psychological interventions upon reducing the emotional problems of students with specific learning disorders to be d=1.222 (p≤ 0.001) quite effective according to Cohen’s table. According to the findings, the study conducted by Ghazi Asgar et al. (2009) entitled “The Effect of Immune Training against Stress on the Anxiety and Mathematical Performance of Schoolgirls Incapable of Learning Mathematics” enjoyed the highest effect size (1.81), while the research conducted by Bigdeli et al. (2017) entitled “The Effectiveness of Using Games in Mathematical Problem Solving on Internal Incentives toward Problem Solving in Students with Disorders in Learning Mathematics” showed the lowest effect size (0.61). The results indicate that, considering the effectiveness of psychological interventions in reducing emotional problems in students with specific learning disorders, it is recommended that interventions with larger effect sizes be put to use.

This study aimed to investigate the effectiveness of psychodrama on the social competence and the positive self-concept of male students with specific learning disorder.

The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all male students studying in the eighth grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school was randomly selected and among 30 students who obtained lower scores in dependent variables, using They were selected by available sampling method and randomly assigned to experimental and control groups (experimental group of 15 people/control group of 15 people). The research instruments included the Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990), Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26.

Findings showed that psychodrama was effective on social competence, self-concept and their components of male students (p<0.001).

According to the findings, it can be said that psychodrama was an effective way to improve the social competence and self-concept of students with specific learning disorder, so this method can be used in educational centers and schools.

The present study was conducted to develop structural equations of social adjustment of students with specific learning disorders based on alexithymia and metacognitive beliefs and mediated by perceived social support.

In this descriptive and correlational study, 210 subjects were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorders in Tabriz in 2019- 2020. Bell Social Adjustment Inventory, Wells Metacognitions Beliefs Questionnaire, Toronto Alexithymia Scale, and Zimet et al, Multidimensional Scale of Perceived Social Support were used to collect data. The collected data were analyzed using Pearson correlation analysis and structural equations by Lisrel 8.8 software.

The results showed that alexithymia and metacognitive beliefs have a negative and significant effect and perceived social support has a positive and significant effect on social adjustment. Alexithymia and metacognitive beliefs, in addition to having a direct effect, also indirectly affect the social adjustment of students with specific learning disorders through the mediation of perceived social support, according to the value of VAF statistics, it was observed that 31.5% of the effect of alexithymia on social adjustment, 20.9% of the effect of metacognitive beliefs on social adjustment can be explained through perceived social support.

According to the consequences of learning disability and its widespread effects on the process of individual and social life, it is suggested that programs be implemented to promote appropriate emotions and metacognitive beliefs and to expand social support among students with learning disabilities.

Dyscalculia is one of the neurodevelopmental disorders that usually characterized as learning and problem solving in mathematics. The aim was to determine the efficacy of computerized cognitive rehabilitation software on math performance in children with dyscalculia.

In a quasi-experimental study, pretest and posttest design with a control group used. Thirty children in convenience selected from all 8 to 12 year-old students with dyscalculia educating in elementary schools at Sanandaj City. All children assessed by the Iranian Key-Math Test and randomly assigned to the experimental and control group. The experimental group individually participated in 10 sessions (twice a week; 30 to 45 minutes per session) and received the computerized cognitive rehabilitation software but the control group only received mainstream courses in the school. Math performance of two groups assessed after the last session and five-week follow-up later. The collected data analyzed by the analysis of variance with repeated measurement with SPSS version 23.

The findings showed that the computerized cognitive rehabilitation software have no significant effect on math performance in children with dyscalculia and according to eta quotient it can conclude that only 0.03 % of variation in math performance is due to receive the computerized cognitive rehabilitation software. The investigation of time procedure in the experimental and control group showed that the time effect was not significant. We can conclude according to eta quotient, that 28% of the variation in math performance in the experimental group was duo to receiving the computerized cognitive rehabilitation software and there is no significant difference between two groups in three situations (pretest, posttest and follow-up).

Regarding to not effective of the computerized cognitive rehabilitation software on math performance in children with dyscalculia, it is needed more studies in this field.

The present study was conducted to evaluate and compare sensory processing, academic help seeking and problem-solving strategies in children with Attention Deficit/Hyperactivity Disorder, (ADHD) children with special learning disabilities, and normal students.

In the present comparative scientific type study, among all 10-12 years old students of Shiraz, 150 people (50 people with (ADHD), 50 people with special learning disabilites and 50 normal people) were selected by purposive sampling and considering the entry and exit criteria. SNAP (Parent Form) Sensory Processing Scale, Academic Help Seeking Scale, and Problem-Solving Strategies were used to assess the participants. Data were analyzed by multivariate analysis of variance (MANOVA).

The results showed that all three groups of students had significant differences in the components of sensory processing, academic help seeking and problem-solving strategies.

The findings of this study provide evidence of sensory processing problems, academic help seeking, and problem-solving strategies in students with ADHD and, special learning disabilities. Therefore, it is necessary to consider psychological interventions and training in order to improve and correct the problems of these students.

The aim of this study was to investigate the effect of computer-based rehabilitation on executive functions (selective attention, working memory and behavioral inhibition) in children with special learning disabilities. This research was conducted by quasi-experimental method (pre-test - post-test with control and follow-up group) in which the statistical population consisted of all students with special learning disabilities (10 to 12 years old), which in the first period of October to mid In November 2016, they had referred to the Center for Learning Disabilities in Ardabil (123 people). Thirty of them were selected by purposive sampling (selection of volunteer students to participate in the study) (16 boys and 14 girls). Strop tests (selective attention), one back test (working memory) and go / do not go (behavioral inhibition) were used to measure executive functions. The students in the experimental group performed cognitive rehabilitation package assignments in 12 sessions of 45 minutes over a period of four weeks. The results of analysis of covariance showed that there was a significant difference between the mean of Stroop post-tests, a previous stimulus and go /do not go students in the experimental and control groups (p <0.01). In addition, the results of correlated t-test showed that there was no significant difference between the results of the post-test and follow-up. The executive functions of students with special learning disabilities are enhanced by performing computer-based cognitive rehabilitation package assignments, and given that Aram computer-based cognitive rehabilitation package assignments, in addition to being appropriate for students' age, can have executive functions (selective attention, Improve working memory and behavioral inhibition) Students with learning disabilities, can be used by researchers and therapists in the field of learning disabilities.

The purpose of this study is to compare the effectiveness of computer-assisted cognitive rehabilitation, sensory integration, and the combination of these two methods on improving the cognitive flexibility of students with specific learning disorder. The research method was quasi-experimental with a pretest/posttest design with unequal groups and one month follow-up. The statistical population consists of students with specific learning disorders referred to Pendar and Atieh clinics in Tehran during the academic year 2019-2020. Of them, 58 students (32 boys and 26 girls) with specific learning disorders were selected through available sampling, and 14 subjects were randomly replaced in the first experimental group, 15 subjects in the second experimental group, 16 subjects in the third experimental group, and 13 subjects in the control group. The Wisconsin Card Storing Test (WCST) was used to measure cognitive flexibility. Data were analyzed by analysis of variance with repeated measures using SPSS-24 software. The results showed that computerized cognitive rehabilitation and combination with sensory integration significantly improved cognitive flexibility in students with specific learning disorders (P<0.01). In addition, sensory integration also significantly improves cognitive flexibility in students with specific learning disorders (P<0.05). However, there is no difference between these three methods in improving cognitive flexibility. Therefore, computer-assisted cognitive rehabilitation, sensory integration, and the combination of these two methods can be used to improve cognitive flexibility in students with specific learning disorder.

The purpose of the present study is to investigate the effectiveness of the Phelps Sentence Guide Program on the written expressive performance of fifth grade elementary school students with specific learning disabilities. The method was experimental with a pretest/posttest design and a control group. To conduct this project, 30 female students with specific learning disorders in the fifth grade of Yazd were selected through a multistage cluster sampling method and randomly divided into a control group and an experimental group. The experimental group received 13 sessions of 60-minute training on the Phelps program. Instruments used included the informal writing tests and the Wechsler Intelligence Scale, fifth edition. Data were analyzed using the statistical method of analysis of covariance. The results showed that there was a significant difference between the performances of the experimental and control groups in writting expression skills (P<0.001). Based on the results, the Phelps sentence guide program is effective for students with learning difficulties in Writing stories, letters, and memoirs, and that this method can be used as a therapeutic intervention and recommended to therapists.

verbal self-instruction is one of the methods for management and rehabilitation of various neurodevelopmental disorders. This method is derived from Wigotsky and Loria approach, developed and introduced by Mickenbam (1986) as one of the scourge procedures to management of these disorders. The purpose of this study was to determine the effectiveness of verbal self-instruction on social competence and self-esteem of students with specific learning disorder.

the statistical population of this study was all male students with reading, writing and mathematical learning disorder in elementary schools in Sanandaj at fourth, fifth and sixth grade, 20 of these students using the available sampling method in the sample group, the study was randomized; in the next step, using random sampling, these 20 participants were divided into two groups of 10 participants of experience and control. The design method of this research is a semi-experimental design with two groups. Fellner social competence scale (1990) and Rosenberg self-esteem scale (1979) were used in pre-test and post-test. The self-instruction training program was implemented for 8 sessions of 90 minutes for experimental group and finally, results were analyzed using MANCOVA by SPSS 22. 

the findings showed that verbal self-instruction did not have a significant change on social competence but, had a significant effect on self-esteem.

according to the effectiveness of verbal self-instruction on children’s self-esteem, we can use it as a management procedure to intervention of children with specific disorder but we can say that we need a lot of studies to show the efficacy of this method to improve social competence of children with specific disorder.