جستجوی مقالات مرتبط با کلیدواژه « اختلال یادگیری » 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.

This study has been done to determine the effect of mindfulness group training on anxiety, stress, and depression in mothers with children with a learning disorder.

This clinical trial has been executed with the participation of 60 mothers with children with a learning disorder in Qazvin in 2021. The participants were divided into two groups control and intervention. The information was collected by using a demographic data checklist and DASS-21 questionnaire (before intervention, immediately after intervention, and two months after intervention) in both groups. The intervention group received 8 sessions. The data was analyzed by using descriptional statistics tests, T-test, and variance with repetitive amounts and through the R software.

The results showed that the average scores before the interventions of stress (7.6±13.31), anxiety (3.33±4.11), and depression (10.26±5.93) in the mothers in both groups, had no meaningful difference. This intervention was able to significantly increase the stress, anxiety, and depression in mothers with children with a learning disorder in 2 months of follow-up after the intervention in the test group, in comparison with the control group, and illustrate a meaningful statistical difference (P˂0.05).

Based on the findings it can be concluded that mindfulness group training is influential on the amount of stress, anxiety, and depression in mothers with children with a learning disorder and it is recommended to use the conclusions of the current investigation in designing therapeutic and educational programs for parents with children with a learning disorder.

word problem solving is a key component in learning mathematics that starts from elementary school. Conventional teaching methods in schools have had little success in improving the word problems in students with specific learning disorder. The aim of this study was to investigate the effectiveness of schema-based instruction in improving the math word problems in students with specific learning disorder with mathematical impairment.

The present study is a quasi-experimental study in the form of ABA design as a single case. The case of this study was an 8-years old male student in the third grade of primary school who referred to the LD of District 4 of Tabriz. The tools used in this study include; WISC-IV, Iran Key Math , word problem solving fluency(WPS-F).

The findings of the study showed the effectiveness of schema-based instruction in improving the math word problems, which these interventions were able to improve the subjectchr('39')s condition by 53% from the baseline.

The results showed that students with special learning disabilities with mathematical impairment can learn word problem-solving skills well using schema-based instruction.

abstractThe aim of this study was to evaluate the effectiveness of cognitive rehabilitation therapy intervention on working memory and processing speed of students with special learning disabilities. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population included male and female elementary school students with learning disabilities in the Tonekabon city who referred to the health learning disability center of that city in the 99-98 academic year. Sampling method of this study was available that after selecting 30 people were randomly assigned to experimental and control groups. Data collection tools were clinical interview and Wechsler 4 (2003) IQ scale. Univariate analysis of variance was used to analyze the data. The above tests were performed using version 22 of SPSS software. The results showed that cognitive rehabilitation therapy had a positive and significant effect on working memory and processing speed of students with special learning disabilities.

Body rhythms are repeating molecular, hormonal, or psychological phenomena occurring in all living organisms. The present study was conducted to compare the change in visual perception, in different seasons of the year in students with and without specific learning disorder (SLD) at the age group of 8-12 years according to the topic of time psychology.

 This study is a comparative causal study. The sample consisted of students from schools in districts 13, 14, and 15 of Tehran during the academic years 2018-2020 who were selected by the convenience sampling method using purposive-voluntary sampling. Participants were 37 students with specific learning disorder with reading appearance (19 girls and 18 boys) and 31 students without learning disorder (17 girls and 14 boys). Then, each group of students with and without male and female learning disorder individually completed Visual Skills Perception Tests (Gardner & Morrison, 1982). Data were analyzed by repeated measurement method (once per season) in SPSS-22 software.

The results showed that visual perception skill (perceived visual age and visual gain) varies among subjects in different seasons of the year and there is a significant difference in visual perception between groups with and without learning disorders. Visual perception, processing speed, and sustained attention in normal students are significantly higher than in students with a learning disorder in different seasons of the year.

According to the findings of this study, it can be concluded that there are significant differences in the visual perception of students with a learning disorder in seasonal rhythms that are due to these seasonal rhythms.

Cognitive rehabilitation consists of a set of targeted programs to remediate or improve cognitive functions. Cognitive skills are considered the main predictors of mathematical ability and related deficits are associated with mathematical disorders. The present study sought to investigate the effectiveness of cognitive rehabilitation in improving working memory performance, visual processing, and spatial perception in children with mathematical learning disorders.

This research utilized a semi-experimental approach with a pre-test-post-test design. The population of the study consisted of students with math problems in Tehran province. 30 participants were selected by purposive sampling and randomly assigned into two experimental (n=15) and control groups (n=15). KeyMath diagnostic test (Connelly, 1988) was used to evaluate their mathematical learning disorder. A researcher-made device called Morva was used for the intervention program. The experimental group participated in eight intervention sessions of 50 to 60 minutes for four weeks. However, the control group did not receive any intervention. The children’s’ performance before and after the intervention was evaluated by the Children’s fourth Wechsler test (Wechsler, 2003). Analysis of covariance for the data was conducted in SPSS 22 software.

The findings revealed a significant difference between the two groups (P<0.001). Therefore, our results suggest that the cognitive intervention had a significant effect on working memory performance, visual perception, and spatial perception.

These results reveal that cognitive interventions might have been effective on the mathematical competency of children with math learning disorders.

Children with learning disabilities do not have problems with intelligence and motivation and are not lazy or deaf and dumb. In fact, most of them are as smart as others and are healthy in terms of brain, but this difference affects the way they receive and process information (4). Researches have mentioned three factors of children's characteristics, family aspects and social environment as the main and influential factors in the occurrence of children's disabilities (5). Therefore, methods that can simultaneously affect more aspects of these factors will have more and more stable therapeutic effects. Play therapy is one of these lasting and effective methods (6). Among the new methods of play therapy that are used for children with behavioral or functional problems are therapy and philial therapy. The results of various researches support the effectiveness of therapy on depression (8), anxiety (9) and behavioral problems (7) in children. In fact, this approach is a combination of interpersonal theories of human development, such as object relations theory, Balbi and Inworth's attachment theory (10). On the other hand, filial therapy, as a play therapy method, is a structured and direct theory for working with parents and children (11). Filial therapy is designed as a treatment program for children with emotional problems. In this intervention approach, children play with their caregivers and find out that they are lovable and important (12). These methods simultaneously affect the family environment, the quality of the parent-child relationship, and the psychological characteristics of children, this multifacetedness highlights the therapeutic importance of this method. One of the psychological characteristics in children that may help students with learning disorders or deepen their problems when facing stressors is coping behaviors. Coping behaviors or skills refer to cognitions that control stressful situations andbecome more specific along with the growth of children and adolescents (14). Therefore, the researcher is trying to answer the question of whether there is a difference between the effectiveness of play therapy in two ways, therapeutic and filial, on students' coping behaviors or not?

The method of the current research was semi-experimental with a pre-test-post-test-follow-up plan with a control group. For this purpose, the statistical population of the present study includes 183 male and female students with learning disabilities in Isfahan city, 54 students (30 boys and 24 girls) with learning disabilities without mental disabilities, neurodevelopmental disorders, and obvious physical and sensory motor disorders with mothers without obvious clinical symptoms. They were selected as available for cooperation. Then they were randomly assigned to two experimental groups and one control group (18 people in each group). In the previous stages, immediately after and 2 months follow-up, they completed the Hernandez (2008) Coping Behavior Questionnaire. Also, to check and diagnose the learning disorder, the clinical interview was used based on the diagnostic criteria of DSM-5, which was conducted by a child psychiatry specialist. And the teenager took place. In the following, the Terapoly play therapy group gave its program based on the guide of Booth and Jerenberg (2019) to the first experimental group of 10 one-hour sessions (once a week for 10 weeks) and the filial therapy group gave its program based on the guide of Brighton et al. (2006). and Kalam et al. (2013) conducted 10 one-hour sessions (once a week for 10 weeks) to the second experimental group. Finally, the data were analyzed using software version 26 and using the multivariate analysis of covariance method.

The results showed that the mean scores of all three components of coping behaviors, including deviation from the problem, coping with the problem, and destructive coping, had a significant difference over time. Table 3 shows the results of intersubject analysis. Based on this table, the average scores for the dimension of deviation from the problem (F = 8.98 and P = 0.001), the dimension of coping with the problem (F = 6.91 and P = 0.002) and the dimension of destructive coping (42 F=83 and P=0.001) were obtained, which indicates that there was a significant difference between the experimental and control groups.The results showed that filial therapy and therapy play therapy has been effective in improving the coping behaviors of students with learning disabilities. Also, based on the results of Table 4, there was no significant difference between the average of all three components of coping behaviors in the two experimental groups in the post-test phase (P<0.001), which shows that both methods equally affect the components of deviation from the problem and coping with the problem. and destructive coping have been effective.The results of the Bonferroni test in Table 5 show that the average scores of the components of deviation from the problem, coping with the problem, and destructive coping in the post-test and follow-up stages are significantly different from the pre-test stage, but there was no significant difference between the average scores of the post-test and follow-up stages. It indicates that the average scores in the post-test and follow-up stage have changed compared to the pre-test stage and managed to maintain this change.

The results of this research showed that therapy and filial therapy methods are effective in improving coping behaviors of students with learning disabilities. In explaining this finding, it can be said that both therapy and filial therapy methods have been able to leave a positive impact on the improvement of dimensions related to the coping behaviors of students with learning disabilities with a different structure (19).Because Teraplay is a type of short-term interactive play therapy that focuses on attachment-based games in the form of active games to create better relationships between parents and children. The therapist takes more responsibility for the progress of play sessions, as characterized by more attachment, empathic behavior, interactive play, interpersonal eye and body contact (24). Thus, in the present study, both parents and therapists helped the children in the test groups to strengthen their self-esteem and sense of competence and self-efficacy by providing playful challenges. Challenges caused frustration for children who learned how to face challenges and stress with the help of play (25).On the other hand, the emotional release capability of play is another explanation for the effect of parent-child play therapy, which helps children externalize their emotions in a completely safe and comfortable manner, and finally, these capabilities, when used in the context of parent-child play therapy are used to help not only children, but also mothers who have been placed in the role of coach and play therapist during play therapy to help their children get rid of the stresses and pressures of everyday life (16).

</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>

Learning disorders are one of the most commonproblems of students that have attracted the attention of manypsychologists and many Researches have been conducted on theeffectiveness of different interventions on different classes oflearning disorders. The present study was conducted with the aimof the effectiveness of perceptual-motor training on listeningprocessing and reading comprehension in children with learningdisabilities .

The statistical population of this researchincluded all fifth and sixth grade children with learning disabilitieswho referred to counseling centers in 1401. 30 children withlearning disabilities who met the criteria for entering the researchwere selected by available sampling method and were equally andrandomly divided into two experimental groups and one controlgroup. The experimental group underwent perceptual-motortraining in 16 sessions, and the control group remained waitingwithout any intervention during this period. Research tools includeFisher's Hearing Problems Inventory and Cloze's test. The dataanalysis of this research was done in two descriptive andinferential parts(covariance analysis) using SPSS-23 software .

The results showed that perceptual-motor trainingintervention is effective on listening processing and readingcomprehension in children with learning disabilities .

According to the results of this research, it issuggested to use perceptual-motor exercises to improve listeningprocessing and reading comprehension of children with learningdisabilities.

Children's learning has always been regarded as an important issue that determines the educational destiny of children in the future and can confuse teachers and parents. Therefore, this study aimed to explain the experiences of parents of students with learning disabilities in elementary schools in Lordegan, Iran, in 2020.

This qualitative study was conducted using a phenomenological approach. The study sample included mothers of children with learning disabilities in Lordegan who were selected using the convenience sampling method. The unstructured and in-depth interviews were conducted on 12 mothers until the information saturation stage was reached. The data were analyzed using Colaizzi's method and identification of the main and sub-concepts.

The number of participants in the study was 12 (three men and nine females) and they were in the age range of 27-83 years. One of the participants was a widow and the rest were married. The initial code 1027 was obtained after Interviews in the form of 10 main concepts of parental loneliness with five sub-concepts, parental mental imbalance and aggression with six sub-concepts, feelings of failure and depression with six sub-concepts, parental involvement and follow-up with nine sub-concepts, parental effort and learning disability with 17 sub-concepts, financial problems and lack of cooperation of respective institutions with nine sub-concepts, community support with seven sub-concepts, physical and mental problems of the child with eight sub-concepts, concern for the future of the child with eight sub-concepts, and teacher influence with two sub-concepts.

Based on the obtained results, parents of children with learning disabilities feel lonely, their mental balance is disturbed, and they become aggressive and feel broken and depressed. In this regard, parents' participation and persistence, parents' efforts, the economic problems, and the lack of cooperation of the responsible institutions are quite obvious. Therefore, the parents of children with disabilities need various supports from the society and the educational system, and the necessity of all around support for these families is an inevitable reality that should not be ignored.

 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.

This study aimed to evaluate the impact of neurofeedback exercises on executive performance, cognitive flexibility, and attention in students with learning disabilities.

In this study, a total of 30 male students with learning disabilities were referred to the Movafaghiat Clinic in Tehran, Iran, and were randomly assigned to two groups (each including 15 students). The first group (experimental group) received 16 sessions of neurofeedback training (two sessions per week) and the second group (control) did not receive any intervention. The study instruments included the Wisconsin cognitive flexibility test and the Stroop attention test. The data were analyzed using the univariate and multivariate analysis of covariance in SPSS software (version 24).

The results showed that the experimental group had superiority in terms of the indicators of the Stroop Attention test and Wisconsin Cognitive Flexibility test.

Based on the obtained results, neurofeedback training is effective in improving the executive functions of students with learning disabilities. Accordingly, this method can be used to improve the executive functions of these groups of students.
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 Learning disorder is a debilitating neurodevelopmental disorders in children. Therefore, the main goal of the present study was to investigate the mediating role of processing speed and verbal comprehension in the relationship between working memory and phonological awareness with reading of students with reading disorders.

 This study was a descriptive correlational study. The statistical population included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. One hundred and fifty people with specific learning disorder- reading who were selected by convenience sampling. Participants completed reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV). Research data were analyzed using Lisrel and SPSS statistical software as well as path analysis.

 There is a significant relation between working memory, phonological awareness, processing speed, verbal comprehension and reading of students with reading disorder. Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading of students with reading disorder.

 Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading. Therefore, attention to these processes and interventions related to them can help improve reading of students with reading disorder.

Attention–Deficit/Hyperactivity Disorder (ADHD) and Learning Disability (LD) are the most commonly used diagnoses for children and adolescents who experience academic and behavioral difficulties. Behaviors associated with ADHD can result in secondary emotional, social, and family problems that do not affect a student’s ability to learn but, rather, his or her availability to learn. One important aspect that is focused on in recent years to understand the reasons behind these difficulties, is the theory of mind (ToM). ToM is one of the important constituents of social cognition. Children and adolescents with ADHD or LD have problems in executive functions that cause problems in processing social problems and solving them. These problems can be explained by social cognition and ToM. This study aimed to compare the ToM in 11– and 12–year–old students with ADHD and LD.

This research is a descriptive and comparative causal study. The statistical population included all students with ADHD and LD studying in the sixth grade of schools located in the 13th district of Tehran City, Iran in 2020. Of whom, 90 children with ADHD and 90 children with LD who were eligible entered the study. They were selected by the available sampling method. After dropping some samples, the number of each group reached 89 children. The inclusion criteria were diagnosis of ADHD or LD by a child psychologist; study in special schools; lacking similar clinical disorders, chronic physical illness, and retardation. An incomplete response to the questionnaires was considered as the exclusion criterion. The research tool was the Theory of Mind Test (Ghamrani et al., 2006). Data analysis was done using the Chi–square test and the t test comparing the averages of two independent groups at a significance level of 0.05 by SPSS software.

The results showed a significant difference between the groups of children with ADHD and LD in terms of the ToM (p<0.001). So that children with LD (26.37±4.90) compared to children with ADHD (15.07±3.20) had higher levels of ToM.

According to research findings, children with ADHD have more ToM defects compared to children with learning disabilities.

Learning disorders are the most common neurodevelopmental disorders. They have complex etiological aspects and individual variability. Learning disorder is a general term for a heterogeneous group of disorders manifested by significant problems in learning and using hearing, speaking, reading, writing, reasoning, or mathematical abilities. Reading disorder is undoubtedly one of the most important learning disorders. Characteristics of this disorder include the inability to recognize words accurately or express them fluently, or understand them. Along with reading problems, written speech problems are also found in most cases of learning disabilities. The process of transferring thoughts onto paper is called writing. Written expression is one of the most sophisticated skills needed to convey linguistic understanding and express thoughts and opinions. This research aimed to examine the effectiveness of Fernald's multi –sensory approach in improving dictation disorder and reading problems in students with learning disabilities.

The present research was an applied study in terms of purpose and a quasi–experimental study with a pretest –posttest design and a control group in terms of methodology. The study population consisted of all sixth –grade male students with learning disabilities studying in elementary schools of Semnan City, Iran, during the academic year of 2018 –2019. After identifying 20 students from the two sixth grade classes, we tested them with the Student Identification Checklist for Learning Disabilities in Spelling (Agha –Babaei et al., 2011) and then analyzed and interpreted the scores. Next, 14 volunteer samples were purposefully selected based on the inclusion criteria (having dictation disorder, lacking mental and physical disorders, providing parental consent to participate in the study, and commitment to adherence to group rules). Finally, they were randomly divided into a control group and an experimental group. The sample size for each group was seven. The experimental group participated in 10 training sessions based on Fernald's multi –sensory approach, and the control group did not receive any intervention. Research data were collected using the Student Identification Checklist for Learning Disabilities in Spelling (Agha –Babaei et al., 2011), Reading Level Diagnostic Test (Azizian & Abedi, 2006), and Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011). The collected data were analyzed at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) in SPSS software version 25 at a significance level of 0.05.

Findings showed that training sessions based on Fernald's multi –sensory approach could make a significant difference between two groups in dictation (p<0.005) and reading (p<0.005) variables. Based on the effect size, 79.4% of the change in dictation disorder scores and 48% of the change in reading difficulty scores were due to the intervention with Fernald's multi –sensory approach.

Based on the findings of this study, Fernald's multi –sensory approach effectively improves dictation disorder and reading problems of students with learning disabilities. The findings emphasized the efficacy of this approach in improving the educational status of students with learning disabilities

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.

People with math learning disabilities have severe cognitive impairments that brain-centered empowerment can reduce. The present study is conducted to determine the effectiveness of brain-centered empowerment on executive functions in students with such learning disabilities.

The present research project was quasi-experimental with two subjects. The statistical population was all students with learning disabilities in Tabriz in 2019. The training and control group each included 20 people with math learning disabilities. The sampling method was targeted. The research tools included a computer-based brain empowerment program, a continuous performance test, and a problem-solving test. First, attention and problem-solving tests were taken from all subjects as a pre-test. Then, 20 sessions of brain-centered empowerment intervention were performed for the experimental group, while no intervention was performed for the control group. These tests were carried out again as a post-test on the experimental and control groups. Data analysis was performed using multivariate analysis of covariance.

Data analysis showed a significant difference between the mean of pre-test and post-test scores of the experimental and control groups (p<0.001). The F-test score for attention-deficit error, attention-response error, and problem solution was 5.72, 5.14, and 11.78, respectively; thus, brain-empowerment improved attention and problem-solving in people with math learning disabilities.

Given the positive effects of this method on the attention and problem solving of people with mathematical learning disabilities, this study showed that brain-centered empowerment could be an effective strategy to achieve optimal performance of executive functions in people with such disabilities.

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.

Today, different teaching approaches have been offered to solve word problems. Schema-based instruction is one of these new approaches. This study aimed to identify and determine the nature, stages, research evidence, and effectiveness of schema-based instruction on resolving students’ word problems.

This is a review study. Studies and resources related to the study titles were found searching such keywords as “Schema”, “Schema-Based Instruction”, “Word Problems”, “Story Problems”, and “Problem Solving” in internal and external databases, such as Pubmed, Springer, Scopus, ProQuest, Elsevier, Science Direct,  Google Scholar,  Magiran,  SID in the article abstracts from 2009 to 2019.

Based on the findings, the schema-based instruction on word problem-solving consists of four stages including problem structure identification, visual representation, problem-solving, and metacognitive strategies that can enhance the problem-solving performance of students with math learning disorders through the promotion of their conceptual and procedural knowledge.

The schema-based instruction has been designed to eliminate the existing shortcomings in the methods of teaching to students with a specific learning disorder in the subject of mathematics and can be helpful to teachers, parents, and professionals working in the field of special learning disorders.