جستجوی مقالات مرتبط با کلیدواژه "specific learning disorders" در نشریات گروه "پزشکی"

Specific learning disorder is one of the most common neurodevelopmental disorders of childhood that has severely affected the lives of many children around the world. There is growing evidence that a problem particularly associated with learning disabilities is impulsive behaviors, which are the basis of many disorders, including learning disabilities. Most children with learning disorders have issues with neuropsychological skills and cognitive skills; therefore, it seems that focusing on the problem can reduce the impulsive behaviors of these children. One of these treatment methods focused on neuropsychology is software–based neuropsychology. What is evident is that the above program has not been used in the impulsive behaviors of students with special learning disorders. Therefore, the present research was conducted to determine the effectiveness of software–based neuropsychology on the impulsive behaviors of students with specific learning disorders.

This research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population of the research included all female students with learning disabilities in the elementary schools of Ardabil City, Iran, in the academic year 2022–2023. Of whom, 30 volunteers were recruited by available sampling after meeting the inclusion criteria. They were randomly assigned to two groups of 15 students (experimental and control). The tools used in this research were the Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011) and the Barratt Impulsiveness Scale–11 (Patton et al., 1995). The software–based neuropsychology rehabilitation program was implemented by Sound Smart educational software during 10 sessions of 90 minutes only for the experimental group. The obtained data was analyzed using SPSS27 software at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate covariance analysis). The significance level of statistical tests was considered 0.05.

The results showed that the effect of software–based neuropsychology on reducing the impulsive behaviors of the experimental group was significant after removing the pretest effect (p<0.001). About %44.6 of the changes in impulsive behaviors in the posttest phase were explained by receiving software–based neuropsychology.

Based on the findings of the current research, with software–based neuropsychology, impulsive behaviors are reduced in students with learning disabilities. Therefore, it is recommended that this program be used in schools and specialized clinics for exceptional children.

Mothers of children with specific learning disorder experience more psychological pressure than other mothers due to their children's learning problems, and this may lead to changes in some psychological components in them. The present study was conducted with the aim of comparing psychological flexibility and cognitive fusion in mothers of children with and without specific learning disorders.

The statistical population included all mothers of children with specific learning disorders in Sanandaj city who had referred to learning disorder centers for the treatment of their children's learning disorders during the academic year of 2023-2024. Among these mothers, 75 people were selected by targeted sampling method, and 75 mothers of normal children were selected as the comparison group. Among them, 75 mother were selected by available sampling method, and 75 mothers of normal children were selected as the comparison group. The tools were acceptance and action questionnaire-second version (AAQ-II) and cognitive fusion questionnaire (CFQ) and collected data were analyzed using the multivariate analysis of variance (MANOVA) by SPSS-28.

The results showed that there is a significant difference between the two groups of mothers in terms of psychological flexibility and cognitive fusion, so that the average scores of mothers with children with specific learning disorders in psychological flexibility (F=29.510; p<0/01) were lower and in cognitive fusion (F=49.127; p<0/01) were higher than the normal group.  

Given the findings of this study, mothers of children with special learning disorders in comparison with mothers of normal children experience lower psychological flexibility and higher cognitive fusion. It suggests to consider special courses for mothers of children with special learning disabilities in order to strengthen their psychological flexibility, decrease cognitive fusion and improve other psychological components.

Specific learning disorders have been introduced in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders as a general category and a single diagnostic criterion, and it focuses on four general educational functions and the provision of appropriate educational services, instead of the traditional component of the diagnostic criterion of inconsistency between intelligence and progress, it is based on Personal growth, education, family and educational records such as academic grades, response to educational interventions and observation of teachers are emphasized. These skills and cognitive abilities are necessary for purposeful behavior and adaptation to environmental changes and are often responsible for cognitive skills such as attention, language, and perception, and creating higher levels of creative or abstract thinking. All these activities are performed in three main parts of executive functions including attention, cognitive flexibility, and working memory, and there is a mutual relationship between these three parts of executive functions. Special failure in learning has a high prevalence. Based on the research, learning disability is associated with a prevalence of 13-17% in boys and 10-12% in girls. One of the problems of this category of children is the problem with their active and working memory. It can be said that working memory is used in all conscious actions. Without this memory or its disorder, a person's normal life becomes vulnerable. Some researchers have emphasized the importance of working memory in increasing intelligence and cognitive abilities and have provided evidence that they have been able to increase fluid and crystallized intelligence by training and strengthening working memory. Another problem of children with special learning disorder is visual-spatial perception. Visual perception is essential to perform the smallest daily actions, and the better the visual perception works in a situation, the better a person can cope with various tasks that deal with vision. Research shows that visual perception is not a fixed process, it expands and expands over time, and it is necessary to know how visual perception evolves at different ages. Visual perception is the process by which visual information is analyzed. In this process, vision integrates other sensory data and past experiences. Visual perception allows a person to accurately judge the size, shape, color, and spatial relationships of objects. Between visual perception and reading and writing, which are the main academic skills; there is a connection and in order for a person to be able to read, he must process visual stimuli well and also not have phonological problems. Researchers believe that by training functional skills, visual-spatial perception can be improved and interest in lessons, learning, and memorization can be increased. Research has shown that cognitive training of executive functions, of which active memory and visual-spatial perception are important parts, improves the problems of adulthood in childhood. Researchers investigated auditory and visual working memory performance in students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. Individuals with learning disabilities showed poorer auditory working memory than individuals in the attention-deficit/hyperactivity groups or clinical controls.The present study was conducted to determine the effectiveness of computer games on strengthening the working memory and visual-spatial perception of children with specific learning disabilities (reading, writing, math).

The method of this research was a semi-experimental type and a pre-test-post-test design with a control group. The statistical population of this research was all students from the third to sixth grades of Maad and Imam Sajjad girls' schools in the fourth district of Tehran, which were about 300 people. Thirty of them were selected as a sample (ten control groups and twenty experimental groups) and were evaluated through purposeful sampling and random assignment. Exercises were performed in twelve 20-minute sessions as a computer game, and Susan Pickering's working memory test and Frostig's visual-spatial perception test were used to test the data.

The data were mixed using variance statistics and analyzed with SPSS software. The significance level of the test (p<0.05) was considered. The findings showed that after removing the pre-test effect, there was a significant difference in working memory and visual-spatial perception between the control and experimental groups in the post-test.

The results of the effect of cognitive-oriented computer games on the executive actions of preschool children with neuropsychological learning disorders showed that cognitive-oriented computer games improve executive actions in the component Problem solving, planning, behavioral and emotional organization of preschool children with neuropsychological learning disorders are effective.

A specific learning disorder is a neurodevelopmental condition that affects not only individuals but also parents, teachers, and the educational system. The current research aims to study the correlation between hope, self-compassion, mental resilience, and school bonding in students with specific learning disorders.

The descriptive research method used in this study was of the correlation type. The statistical population consisted of students with specific learning disorders and their mothers in Tabriz city during the academic year 2018–2019. A total of 132 mothers and students were selected using the available sampling method, and data were collected using Snyder's Hope Scale (1991), Neff's Self-Compassion Scale (2003), Conner and Davidson's Resilience Scale (2003), and Mouton et al.'s School Bonding Scale (1993). Descriptive statistics methods, such as calculating the mean and standard deviation, were used to analyze the statistical data. Additionally, the Pearson correlation test and multiple regression were performed simultaneously using SPSS23 software to analyze the research hypotheses.

Also, according to the statistical results, school bonding has a positive correlation with self-compassion (p=0/001, r=0/338), hope (p=0.001, r=0.601), resilience, common humanity (p=0.005, r=0.050), mindfulness (p=0.005, 231 r=0/0), and resilience (p=0/001, r=0/405), and negative correlation with isolation (p=0/001, r=0/338), and overidentification (r=0/005) p=0, r=0.241), and there is no significant correlation between the self-kindness and self-judgment, with school bonding of students with special learning disorders. Additionally, the results of multiple regression analysis indicate that 47.5% of the changes in the variance of school bonding can be explained by hope, self-compassion, and parental resilience.

The presence of skills such as empathy, self-kindness, non-judgmental attitude towards failures, motivation, goal planning despite obstacles, and resilience in overcoming negative situations or traumatic experiences from mothers has been found to contribute to predicting the academic success of students with specific learning disabilities.

 Special learning disorder is one of the most common childhood neurodevelopmental disorders that has severely affected the lives of many children around the world. A problem primarily related to learning disorders from an anthropological perspective is the ability to learn, and the need of students to acquire the ability to learn with the aim of learning is called self–perception. Several studies have also shown that the self–perception score of students with learning disabilities is lower than the normal group. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. Brain–based learning is one of these interventions based on the neurological principles of learning and education. So, the present study aims to determine the effectiveness of brain–based learning training in improving the self–perception of students with disabilities.

 This quasi–experimental research employed a pretest–posttest design with a control group. The statistical population of the study included 5800 male students with learning disabilities in the elementary schools of Rasht City in the academic year 2022–2023. Of them, 30 were selected by available sampling after meeting the inclusion criteria. They were assigned to two groups of 15 students: experimental and control. The tools used in this research were the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) and the Self–perception Profile for Children (Harter, 1985). The brain–based learning training package (Caine et al., 2005) was implemented during 8 sessions of 60 minutes only for the experimental group. The data analysis was done at two levels: descriptive statistics (mean and standard deviation) and inferential (univariate analysis of covariance). The level of significance in statistical tests was considered to be 0.05.

 The results showed that the effect of training on the self–perception of the experimental group was significant after removing the pretest effect (p<0.001). Effect size showed that 40.9% of self–perception changes in the posttest stage were due to receiving training.

 Based on the research findings, with brain–based learning training, self–perception improves in students with special learning disabilities. Therefore, it is recommended that brain–based learning be used in schools and specialized clinics for exceptional children.

 Specific learning disorder (SLD) presents one of childhood's most prevalent neurodevelopmental disorders. Mounting evidence supports that impulsive behaviors are linked with learning disabilities. These behaviors are based on many disorders, including learning disabilities. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. One of these treatment methods is memory–based cognitive rehabilitation, which holds promise in various fields. However, the above program has not been employed in the impulsive behaviors of students with special learning disorders. Therefore, the current research was conducted to determine the effectiveness of memory–based cognitive rehabilitation on the impulsive behaviors of students with specific learning disorders.

 This research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population included all female students with learning disabilities studying in the elementary schools of Ardabil City, Iran, in the academic year 2022–2023. A total of 30 students were selected by available sampling after meeting the inclusion and exclusion criteria. Then, they were assigned to two groups of 15 students: experimental and control. The study tools comprised the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) and the Impulsiveness Scale–11 (Patton et al., 1995). The memory–based cognitive rehabilitation program (Sohlberg & Mateer, 2001) was implemented during ten 60–minute sessions only for the experimental group. The obtained data were analyzed using SPSS26 software at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate covariance analysis). The significance level of statistical tests was considered 0.05.

 The results showed that the effect of memory–based cognitive rehabilitation on reducing the impulsive behaviors of the experimental group was significant after removing the pretest effect (P=0.002). According to the effect size, 31.1% of the changes in impulsive behaviors in the posttest phase was explained by memory–based cognitive rehabilitation.

 According to the findings, memory–based cognitive rehabilitation effectively reduces impulsive behaviors of students with specific learning disorders by affecting memory–related brain areas. Therefore, it is recommended to use this program in schools and specialized clinics for exceptional children.

Special learning disorder is one of the most common childhood neurodevelopmental disorders that has severely affected the lives of many children worldwide. From an anthropological perspective, a particular problem related to learning disorder is the ability to learn and the need of students to acquire the ability to learn with the aim of learning, which is called the love of learning. Several researchers have also shown that the grade of enthusiasm for school and interest in the education of students with learning disabilities is lower than that of normal students. Since learning disorders often lead to changes in neurological and cognitive processes, one of the interventions based on the neurological principles of learning and education is brain–centered learning. So, the current research was conducted to determine the effectiveness of brain–based learning training in improving student's love of learning with special learning disabilities.

This research was quasi–experimental with a pretest–posttest design with a control group. The statistical population included 5800 male students with learning disabilities studying in the elementary schools of Rasht City, Iran, in the academic year 2022–2023. A total of 30 were recruited by the available sampling method after meeting the inclusion criteria and divided into two groups of 15 students: experimental and control. Also, according to the Wechsler IQ test, the children had normal intelligence. In addition, the two groups were homogenized in terms of gender (subjects in both groups were boys), IQ (with an IQ of 95–120), parents' education, and the socioeconomic status of the family, and not suffering from other psychological and behavioral or emotional disorders such as attention–deficit/hyperactivity disorder. The tools used in this research were the Wechsler Intelligence Scale for Children–IV (Wechsler, 2003), the Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011), and the Love of Learning Questionnaire (McFarlane, 2003). The brain–based learning training package was implemented during 8 sessions of 60 minutes only for the experimental group. The obtained data were analyzed using SPSS26 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis). The significance level of statistical tests was considered to be 0.05.

The effect of training on the love of learning in the experimental group was significant after removing the pretest effect (p=0.002), and 29.5% of the changes in the love of learning in the posttest were explained by receiving training.

Based on the findings of brain–based learning training, the love of learning is improved in students with learning disability. Therefore, it is recommended to use brain–based learning in schools and specialized clinics for exceptional children.

Some factors challenge the learning process for students, including a Specific Learning Disability (SLD). Samuel Kirk first noticed this disorder in 1963. Human resources have been added to it, and scholars concluded that SLDs are pretty different from mental disabilities. Therefore, to prevent thematic sputum, learning disability was limited to 3 topics; dyslexia (reading skills), math disorder, and writing disorder. Since then, it has been known as an SLD. This division caused the spectrum of SLD students to be separated from the spectrum of children with biopsychological disabilities. Over time, special training was developed to improve their condition. SLD is among the problems of ordinary students in education. Diagnosing learning disorders was very difficult until formal training began. Therefore, with its initiation and lack of academic achievement of students with SLDs, teachers and instructors will imagine that they are low–profile students if this is merely an impairment that can be improved. The lack of accurate and timely identification of these students from trainers and teachers. Another factor in criticizing their academic status is that the disorder can also emerge from other problems such as social skills and understanding. Students have survived the competition for competition in school; thus, they did not attempt to improve and separate their peers from their peers. Therefore, various tools for enhancing the academic status of students with SLDs have been presented; however, each has limitations. The current study aimed to investigate the effects of family–centered multibased programs on reading skills, understing, and social performance in SLD students.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was all knowledge (both genders) referring to two Centers of Learning Disorder of Qorveh City, Iran. The research sample consisted of 28 volunteers with SLDs and dyslexia, i.e., obtained by a random sampling method and randomly divided into the experimental and control group. First, to differentiate students with SLDs from other disorders, the Wechsler 4 test was performed among all students to determine the IQ score and active memory score of students. To identify students with SLDs, the scores that differed from the full scale by 12 points were separated and marked as students with SLDs. Then, by performing a dyslexia test, among the marked students, students with SLDs and reading difficulties were identified (n=28). They were divided into the control and experimental groups (n=14/group). Next, while maintaining the Wechsler test and dyslexia as a pretest for each member, the social skills test was taken as another pretest. To conduct research and encourage cooperation from the subjects, consent was obtained from the parents to play a central role in teaching in the present study of the family. Therefore, for justifying them, 16 sessions were first held for parents of the experimental group, and they became acquainted with all stages of family–centered multisensory training. Then, only for the experimental group, the sixteen–session of 45 minutes of education was based on multiple sensory bases by the Families. Meanwhile, the researcher was in the training of students in students and the family intervention. Wechsler Intelligence Scale collected data for Children (2003), social skills (Gersham and Elliott, 1990), and dyslexia test (Karami and Moradi, 2001) in pretest and posttest stages. After training, a posttest was performed on the experimental and control groups to obtain the difference in the independent variable on the experimental group. The collected data were analyzed in SPSS by Analysis of Covariance (ANCOVA) at a significant level of 0.05.

The ANCOVA results indicated that education (family–centered multisensory program) could lead to a significant difference in the mean scores of dependent variables (reading skills, comprehension, and students' social performance) in the posttest stage. The effect of family–centered multisensory training on students' reading, comprehension, and social performance was 0.32, 0.65, and 0.36, respectively (p<0.001).

According to the research findings, students with SLDs can progress in academic and social skills using a family–based multisensory program. Therefore, with the implementation of dyslexic problems, improving the social skills and understanding of children with SLDs in the experimental group was observed.