Cognitive behavioral therapy package and its effectiveness on self-efficacy of students special learning disorders (Dictation)

Children with special learning disorders (Dictation) often have low self-efficacy that arises basically from academic failures and problem perception. The purpose of this study was the effectiveness of cognitive behavioral therapy intervention on the self-efficacy of students with special learning disorders (Dictation).

The research method in this study was a quasi-experimental design and pretest-posttest with a control group. The statistical population included all students with special learning disorders (Dictation) in the Primary grade at Mental Empowerment Center in Tehran in the academic year 2020-2021. Among them, 30 male students with special learning disorders (Dictation) were selected based on entry and exit criteria and by available sampling and randomly placed into two groups experimental (15 people) and control (15 people). Cognitive behavioral therapy interventions for the experimental group were performed in 2 sessions (90 minutes) per week and for a month and a half during 6 weeks (12 sessions) and the control group waited in the period. The research instrument included a Sherer General Self-Efficacy Scale (1982). The obtained data were analyzed by using an analysis of covariance.  

The findings showed that cognitive behavioral therapy intervention had a significant effect on the self-efficacy of students with special learning disorders (Dictation) (P <0.05).

Based on the research findings, it can be concluded that cognitive behavioral therapy intervention can increase the self-efficacy of students with special learning disorders (Dictation). Therefore, educational centers, and psychological and counseling services can benefit from this method to improve the self-efficacy of students with special learning disorders (Dictation).