جستجوی مقالات مرتبط با کلیدواژه « learning disability » در نشریات گروه « پزشکی »

 The present study was conducted to investigate the change in the receptive language, intermediate language, expressive language, semantics, syntax, and phonology of dyslexic students and compare them with the norm group.

 The statistical sample of the present study comprised 28 dyslexic students studying in the first and second grades of primary school and 29 normal students from the same grades. They were selected non-randomly based on the inclusion criteria. The third edition of the Persian version of the test of language development (TOLD-P3) was used to measure the components of receptive language, intermediate language, and expressive language. Tehran Stanford-Binet intelligence test (TSB-5) and reading and dyslexia test (NAMA) were used to diagnose dyslexia. Multivariate analysis of variance was used for data analysis.

 The findings indicate a significant difference in the evolution of the components of receptive language, intermediate language, expressive language, semantics, syntax, and phonology between dyslexic and normative students.

 According to the results, dyslexic students are weaker in all components of spoken language than their non-dyslexic peers. Considering the dyslexic students’ problem in reading, they are profoundly different from their normal peers in lower levels of language, including spoken language. Thus, the growth and development of language skills must be considered in reading learning disability besides other rehabilitation skills.

</span> A learning disability is a developmental neurological disorder of biological origin, causing abnormalities at the cognitive level. Psychomotor development relies on the organization of the body program, body balance, and lateral superiority. Motor skills play a significant role in children's learning and development of academic and social skills. Transcranial Direct-Current Stimulation (tDCS) of the brain, a noninvasive technique, is used to treat neurological and psychiatric disorders. The portable tDCS is a wearable brain stimulation technique that delivers a low electric current to the scalp. tDCS neuromodulation technique produces immediate and lasting changes in brain function. This study aimed to investigate the effect of tDCS in the primary motor cortex on the speed of hand preference transfer in children with learning disabilities in overt and covert learning conditions</span>. </span></span></span>

The current research method was quasi-experimental with a pretest-posttest design and a control group. The study population comprised 220 children with learning disabilities referred to the Yazd Education District clinics, in Yazd City, Iran. The study sample included 60 right-handed children with learning disabilities, aged 9-12 years. The subjects were randomly divided into four groups of 15 students. Thirty children were randomly placed in two groups of 15: explicit learning intervention and explicit learning control. Similarly, 30 other children were divided into two groups of 15: implicit learning intervention and implicit learning control. The inclusion criteria were as follows: having an age range of 9-12 years, diagnosis of learning disorder (based on psychiatric records available in children's counseling and rehabilitation centers), no disorder associated with learning disorder, right-handedness (based on the Edinburgh Handedness Inventory), having normal intelligence (according to the Wechsler Intelligence Scale), not taking psychiatric medication, lacking vision and hearing defects and history of seizures, and consent of their parents to participate in this study. The exclusion criteria were as follows: observation of seizures during stimulation sessions and regular non-attendance in tDCS sessions. Before the intervention, the subjects were administered the Serial Reaction Time Task software (Nissen & Bullemer, 1987) and the Edinburgh Handedness Inventory (Oldfield, 1971). The children in the intervention group received 1.5 mA transcranial electrical brain stimulation treatment for 20 minutes in 10 continuous daily sessions. After the intervention, the children were asked to perform the Serial Reaction Time Task. To analyze the obtained data, descriptive statistics indices, including mean and standard deviation, and inferential statistics, including mixed variance analysis, Bonferroni post hoc test, and correlated t test, were performed using SPSS version 18 software. The significance level for all tests was 0.05.</span>

</span> The results for the speed of hand preference transfer of the left hand of children with learning disabilities showed that the main effect of block and learning type were significant (p<0.001). However, other effects were not significant (p>0.05). The results for the speed of hand preference transfer of the right hand of children with learning disabilities showed that the main effects of block and brain stimulation and the interactive effect of block and type of learning were significant (p<0.001). However, other effects were not significant (p>0.05).</span></span></span>

</span> According to the results, the effect of tDCS in the primary motor cortex on the speed of between-hand transfer in children with learning disabilities is effective in overt and covert learning conditions. Therefore, this treatment can be used along with other treatment methods in children with learning disabilities.</span></span></span></span>

A learning disability is a defect generally affecting academic performance and progress in skills such as reading and writing. Learning disability problems manifest usually asymmetrically in different areas, such as information processing, motor coordination patterns, drawing shapes, and writing. A learning disability is a chronic incapacity that affects the development of multiple basic functions, including academic, psychological, and neuropsychological. Neuropsychological deficits are observed in poor accuracy, visual–auditory attention, motor coordination, executive functions, and non–verbal memory. The academic problems affect reading comprehension, reasoning in math, arithmetic calculations, and writing. A learning disability is a neurological disorder that affects one or more of the main psychological processes involved in learning.

Our research method was quasi–experimental with a pretest–posttest design including three experimental groups. The statistical population comprised all female students of the second and third grades of Chalus City, Iran, who had learning disabilities based on the Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011). A total of 43 qualified volunteer students were selected using random sampling and were divided into 3 experimental groups: vision (14 students), virtual reality (15 students), and motor (14 students). The inclusion criteria were as follows: female students of second– and third–grade elementary school students and residents in Chalus City. The exclusion criteria were as follows: a history of illness, failure to comply with research rules, and not participating in training. Writing Performance Test (Fallahchai, 1995) was used to measure the writing skills of the subjects. An analysis of covariance was used to check the effectiveness of exercises and the differences between research groups in the posttest. The LSD post hoc test was used to examine the groups in pairs. Next, to explore the changes within the group from the pretest to the posttest, the paired t test was used. Statistical analyses were performed in SPSS software version 26 at a significance level of 0.05.

After controlling for the effect of the pretest, the covariance analysis showed a significant difference between the three experimental groups in the average writing skill in the posttest (p<0.001). The results of the LSD post hoc test showed that the vision training group obtained higher scores in the writing skill in the posttest compared to the other two groups (p<0.001). However, there was no significant difference in writing skills in the posttest between the two virtual and moving reality groups (p=0.459). The paired t test results showed that all three training groups significantly obtained higher scores in the posttest in writing skills compared to the pretest (p<0.001).

Based on the research results, game–based interventions can be used to improve writing skills. Vision games are also more effective than other interventions used in the study.

 This study aims to evaluate the factor structure and validity of the electronic form of the Persian version of Behavioral Rating Inventory of Executive Functions (BRIEF) in male school students with learning disabilities.

 This is a psychometric study using the structural equation modeling. Participants included 100 male school students with learning disabilities in Kerman for assessing the validity and 430 male school students with learning disabilities for assessing the convergent validity. They were selected by a random sampling method. The data were collected electronically using the Persian BRIEF and Nejati’s Executive Functions Questionnaire (EFQ). The reliability was determined by assessing internal consistency and split-half reliability.

The results of exploratory factor analysis showed that the questionnaire had eight factors with good validity and reliability. The second-order confirmatory factor analysis confirmed the eight-factor model. The online Persian BRIEF score had a signifcant correlation with the EFQ score (P<0.001).

 The online Persian BRIEF can be used to assess the executive functions in male school students with learning disabilities in Iran.

Learning disability is one of the most common disorders among children and refers to the child's problems in obtaining skills like reading, writing, and mathematics compared to peers with the same intellectual ability. Disorder of written expression includes components such as spelling, handwriting, and writing. The most common component of writing disorder is poor spelling. The spelling skill (dictation) is the ability to substitute correct letters for sounds. Many children with a learning disability have difficulty linking sound and symbols or form associated with them. They cannot convert the sounds they hear into letters and words. In recent years, neuroscience has faced a new advancement called neurofeedback. Neurofeedback is a type of biofeedback that involves the central nervous system rather than the autonomous nervous system to examine the brain’s electrical activity. This tool is used to change the function of the brain by changing the brain wave pattern. It is very important to employ new methods in therapeutic and developmental interventions to help students with dictation disorder. Therefore, the present study aimed at introducing the neurofeedback treatment as an effective method for treating the disorder in male students in elementary school, 3rd grade.

The present study is an applied study in terms of objectives, with a single-subject AB design. In this regard, the baseline of the dependent variables was measured (Step A) during the multiple phases before the intervention, and then the intervention was applied (Step B). The statistical population of the study included all the students with the disorder of learning disabilities in the elementary schools, 3rd grade in the city of Abyek, during the Academic year September 2016 – June 2017. Five samples were selected by availability sampling in the center for learning disabilities. The data collection tools were: 1. Diagnostic interview based on the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) with parents. 2. Wechsler Intelligence Test for children. 3. Research-made dictation test. 4. Neurofeedback system. The samples were selected according to the inclusion criteria: 1) Fulfilling the manual's diagnostic Criteria. 2) No drug consumption. 3) Studying in the 3rd grade, elementary education with 9 years old. 4) With an IQ of higher than 90 based on the IQ Wechsler scale. 5) Physical health. After that, their parents came to the school for therapeutic intervention and gave their informed consent in written form. In the next step, a diagnostic interview was conducted with the parents. Once the conditions have been met, an initial assessment was carried out (the baseline data were collected in 3 dictation sessions). One week after the baseline phase, the children participated in electroencephalography recordings. And, the treatment phase began with the pattern of brain waves (decrease in standard beta activity and increase in theta spectrum). The treatment protocol used was based on increasing beta waves and decreasing theta waves at the regions OZ and CZ. The sessions were held twice a week, including a 45-minute neurofeedback treatment and a 15-minute dictation test. The dictation test was taken every other two sessions, and there were 7 tests in total during the treatment phase that lasted 10 weeks. The method of visual analysis of charts was employed for the data analysis, and Cohen's d effect size (1998) was used to calculate the effect size. The method of visual analysis of charts was employed for the data analysis, and Cohen's d effect size (1998) was used to calculate the effect size.

According to the data obtained, the changes or the Cohen’s d effect size (baseline - treatment) was -2.95, which indicated the significant effect of the neurofeedback treatment on the spelling disorder.

It can be concluded that neurofeedback is effective in regulating brain activity for treating dictation disorder in children. In the present study, the treatment protocol that focused on decreasing theta waves and increasing beta waves at the regions CZ and OZ resulted in the treatment of the disorder.

One of the objectives of educational systems is to raise the level of students' ability to improve their academic performance. The aim of present study was to determine the relationship between emotional self-control, alexithymia, and academic excitement with academic burnout in students with learning disabilities.

The population of this study was all clients with learning disabilities who referred to the Learning Disabilities Centers in Tehran in 2021. The sampling method was cluster random sampling. Ten centers were selected from the centers of learning disabilities. Then, 150 students with the l learning disabilities were selected to participate in this study. The data was collected by Bresso Academic Burnout Questionnaire, Toronto Emotional Dysfunction Scale,Bakran Academic Emotion Questionnaire, and Weinberger & Schmaltz (srs) Self-Restraint Scale(1990).

The results showed that negative academic excitement, emotional self- control, and positive emotion were able to predict students' academic burnout. The collected data were analyzed using Pearson correlation coefficient test and stepwise multivariate regression analysis. Negative academic excitement (P<0.001, t= 4.91, β= 0.348) with the highest value of B and then self-control (P<0.001, t= 4.18,β=-0.288) and positive emotion (P<0.001, t= -3.42, β= -0.235) could predict academic burnout, respectively. 

Based on the findings, training the life skills related to emotion management, emotion regulation, and improving emotional intelligence should be widely and seriously considered. By training these skills, students' level of self-management can be improved and educational burnout can be prevented.

A specific learning disability is a disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do mathematical calculations. Students with a specific learning disability may struggle with reading, writing, or math. This study aimed to investigate the effectiveness of the five senses enhancement training (5-SET) on cognitive ability and social skills of students with mathematical learning disabilities (MLD).

The present study was a quasi-experimental study with pretest-posttest-follow-up design with control group. The statistical population included all students referred to the Learning Problems Center of Ferdows City in the 2019-20 academic year. A sample of 30 students was selected by purposive sampling and randomly assigned in the control and experimental groups. Then, the Wechsler Intelligence Scale for Children (WISC-IV) (2003) was performed, and the Matson Evaluation of Social Skills with Youngsters (1983) and Behavior Rating Inventory of Executive Function (Givia et al., 2000) were used as data collection instruments in two phases of pretest and posttest. The experimental group received the 5-SET for ten 70-minutes-sessions, while the control group underwent no interventions. Then, both groups were assessed as the posttest. Finally, the follow-up phase was performed after two months. Data were analyzed by the one-way analysis of covariance in the SPSS statistics-23 software.

The results of the data analysis showed that the effect of the group on the combination of cognitive ability variables (F = 149.942, p <0.001, effect size = 0.847) and social skills (F = 126.809, P <0.001, effect size = 0.824) is significant in students with learning disabilites.

According to the results of the present study the 5-SET can be used as an effective intervention on the cognitive ability and social skills of students with MLD.

Deficits in executive functions, such as behavioral adjustment skills (inhibition, attention transfer, emotion control) and metacognitive skills (planning, organizing materials, monitoring, working memory, initiation) and weak reading, writing, and maths, are common symptoms in learning disabilities. The purpose of the present study was to investigate the effect of Transcranial Direct Current Stimulation (TDCS) on executive functions of children with learning disabilities in Yazd province.

A semi-experimental with pre-test, post-test, and control group study was conducted. The statistical population included all students with learning disabilities in Yazd province during 2018-2019. A total of 30 students were selected as the sample group using the Purposeful sampling method.  We randomly divided the participants into two control and experimental groups (n = 15 each). The research tool was the executive functions questionnaire of Bariff (Gerard et al., 2000). The experimental group was exposed to 1.5 milliamperes direct and weak current by inserting the anode electrode 5 x 5 cm in the left posterior forehead area (FZ) and also exposed to 1 milliampere current by inserting the cathode 5 x 7 cm on the right forearm, for 10 sessions, each session lasting for 20 minutes. Data were analyzed using one-way analysis of covariance (ANCOVA) and multivariate covariance analysis (Mankova) as well as independent t-test.

The results showed that Transcranial Direct Current Stimulation (TDCS) has been effective in both behavioral regulation skills (inhibition, attention transfer, emotion control) and metacognitive skills (planning, organizing materials, monitoring, working memory, initiation).

According to the results, Transcranial Direct Current Stimulation (TDCS) seems effective in improving the executive functions of children with learning disabilities as well as their behavioral and cognitive skills.

 Reading and its disability are the major learning areas that can specifically challenge students with Learning Disabilities (LDs). Students with LDs are more significantly affected by cognitive problems. These students often grapple with disorganized thinking that can, in turn, generate other problems, like issues in problem-solving, planning, and life organizing. The role of cognitive ability in various LDs and the need for improving this ability has been well documented. When managing students with LDs, the primary focus must be on nurturing the 5 senses. This could be achieved using multi-sensory teaching techniques to help the learners grasp new data by various methods. The present study aimed to investigate the effects of the 5 senses enhancement on cognitive ability in students with LDs.

This was a quasi-experimental study with a pretest-posttest-follow-up and a control group design. The population of the study consisted of all students referring to the Correction Center for Learning Disorders in Ferdows City, Iran, in the academic year of 2019-2020. The convenience sampling method was used to select a sample of thirty 7-8-year-old students with LDs. The selected students were randomly assigned into the control and experimental groups. PASS was applied to determine the sample size. Moreover, the error level (0.05) and the test power (0.9) was used to determine the sample size (n=15/group). In other words, the total sample size of the study was estimated to be 30 subjects. The inclusion criteria of the research were being diagnosed with LDs; presenting hearing and vision health according to the assessment plan; studying in regular public schools, an age of 7-8 years, and no mental health issues. The exclusion criteria of the study included absence from ≥2 sessions, simultaneous participation in another program, and receiving training on learning and completing homework for each session. To ensure the absence of intellectual disabilities in students, the Wechsler Intelligence Scale for Children (Wechsler, 2003) was administered. For cognitive assessment, the Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was completed by the parents in all evaluation stages. The experimental group received the 5 sense enhancement training (ten 70-minute sessions, 3 sessions/week); however, the controls received no treatment. Two months after the intervention, the follow-up test was performed. The control group also received training courses to observe all ethical principles. To analyze the obtained data, descriptive statistics, such as mean and standard as well as repeated-measures Analysis of Variance (ANOVA) and Bonferroni posthoc test were used. Statistical analyses were performed in SPSS at the significance level of 0.05.

The ANOVA data of cognitive ability was significant for time effect (within the subjects) (p<0.001), group effect (intermediate subjects) (p<0.001), and time*group effect; the effect of group intervention for cognitive ability equaled 0.708. Thus, there was a significant difference in cognitive competence between the experimental and control groups during the research stages, highlighting the effects of the intervention. Moreover, in the experimental group, a significant difference was observed in cognitive ability between pretest and posttest and follow-up stages (p<0.001). However, there was no significant difference between the posttest and follow-up stages (p=0.207), reflecting that the effect of the intervention in the follow-up stage remained stable.

The present study findings suggested that the five-sense enhancement training can be effective as a timely intervention on cognitive ability in students with reading disabilities; thus, implementing this training is recommended to LD instructors.

Studies show the effect of learning disability on school anxiety and students' shyness. The aim of this study was to determine the effectiveness of cognitive-behavioral play therapy on school anxiety and shyness in students with learning disabilities.

In this study, quasi-experimental method and pre-test and post-test design with control group were used. The statistical population of this study included fourth and fifth grade male and female students of elementary school in Tehran who have math learning disabilities and have been referred to learning disability rehabilitation centers. From this population, 30 people were purposefully selected and randomly assigned to two experimental and control groups (15 each). School Anxiety Inventory (Phillips, 1978) and Shyness Questionnaire (Cruiser, 1995) were the research tools. The research findings were finally analyzed using SPSS software version 23 and covariance test at the level of 0.05.

Descriptive findings showed that the scores of the experimental group compared to the scores of the control group had a significant decrease in both school anxiety and shyness. The result of analysis of covariance showed that after removing the pre-test effect, the mean post-test scores of the two groups had a statistically significant difference (p <0.001).

According to the results, this study shows that cognitive-behavioral play therapy has a positive effect on reducing school anxiety and shyness in students with learning disabilities.