فصلنامه ناتوانی های یادگیری
سال نهم شماره 4 (پیاپی 35، تابستان 1399)

The aim of this research was developing an optimal dynamic neuro-cognitive screener for prediction of pre-schoolers at risk of common neurodevelopmental disorders. This research is a kind of assessment and diagnostic research, according to its data collection method. The computerized neuro-cognitive program designed by Delavarian et al. was applied for data collection. The selected preschoolers, with cluster random sampling, executed the program and the results were saved and followed for two years, till the definite diagnosis was achieved. These data were applied in designing two neuro-cognitive screeners. In comparison of the networks, the intelligent radial basis functions screener was selected with the more accuracy, sensitivity and specificity (91.41%, 93.65%, and 96.01%, respectively), in screening children at risk of the common neurodevelopmental disorders. Therefore, this designed neuro-cognitive screener could be confidentially applied in early diagnosis of preschoolers at risk of the mentioned disorders.

The purpose of this study was to compare the family function, marital satisfaction and thinking styles of mothers of children with learning disabilities and mothers of children with normal children. The research design of this study was causal-comparative. The population of this study included all mothers of children with learning disabilities and mothers of children with normal children in Ardakan and Meybod schools in the academic year of 2016-2017. Through available sampling method, 140 mothers (70 mothers of children with learning disabilities and 70 mothers of children with normal children) were selected. Data were collected using Smilkstein’s Family Apgar Scale, Enrich marriage satisfaction and Sternberg and Wanger’s thinking styles inventory. Data was analyzed using multivariate analysis of variance. The findings showed that mothers of children with learning disabilities have less family function and marital satisfaction than mothers of childen with normal children. Also, legislative, executive and judicial thinking styles were higher in mothers of normal children than mothers of children with learning disabilities (p < 0.05). Therefore, the improvement of thinking styles, marital satisfaction and family functioning of mothers of children with learning disabilities could help to improve their children's performance.

The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on academic resiliency and academic well-being in students with mathematical disorders. The pretest-posttest quasi-experimental design with control group was used. The statistical population of the study consisted of all male students with math disorder in the fourth and fifth grade of Aligoodarz city in the academic year of 2018-2019. Based on available sampling, 30 students with math disorder were selected and were randomly divided into an experimental group (n=15) and a control group (n=15). Research tools included academic resiliency questionnaires, academic well-being questionnaires and an intervention program consisting of ten 30-minute sessions of cognitive-behavioral play therapy. Covariance analysis was used to test the hypotheses. The findings showed that cognitive-behavioral play therapy increased resiliency and academic well-being in students with math disorder (P <0.05). Based on the findings of this study, it can be said that the use of cognitive-behavioral play therapy in the classroom increases the attractiveness and enjoyment of the learning process and increases the well-being and academic resilience of students with mathematical disorders.

The aim of this study was to compare the attribution styles and cognitive avoidance in students with and without special learning disabilities. The research design of this study was causal-comparative. Statistical population of this study consisted of all students with special learning disorder and normal children in Kermanshah in 2015-2016 academic year. Form this population, 30 normal children and 30 students with special learning disorder was selected through available sampling. The data were collected by Children Attribution Style Questionnaire-Revised (1998) and Saxton and Dugas cognitive avoidance questionnaire (2008). The data was analyzed through multivariate analysis of variance, MANOVA. The results showed that there is a significant difference between attribution styles and cognitive avoidance in students with special learning disorder and normal students (P<0/001). Thus, a pessimistic explanatory style in students with specific learning disorder was more than that of normal students and cognitive avoidance in students with special learning disorder was more than that of normal students. Therefore, individual and group training of optimistic and cognitive engagement is necessary to improve the psychological state of students with special learning disabilities.

This study was aimed to examine the effect of sensory integration on improving Dysorthographia of students with Specific Learning Disability. The pretest-posttest experimental design with control group was used. Among the students with Specific learning disorders in the third grade of elementary school in Isfahan, who referred to the Learning Disabilities Center in the 2018- 2019 academic year, 32 students were selected with targeted sampling method and divided into a control group(n=16) and an experimental groups (n=16). The experimental group received sensory integration learning program for twelve 45-minute sessions. For collecting the data, Raven's Progressive Matrices, Spelling Disorder Diagnostic Test, Task analysis method and colored progressive matrices were used. Data was analyzed using covariance analysis. Findings have shown that there was a significant difference among scores for two groups (p < 0/001). Accordingly, it can be concluded that sensory integration training, similar to other fundamental learning skills, can be an effective approach in the treatment of improving dysorthographia. The findings suggest that our approach can be used by psychologists and educators, who work with learning and spelling disabilities in children.

The present study is conducted to compare alexithymia, cognitive self-consciousness, and enthusiasm to school in students with and without specific learning disorders. The research type is a causal-comparative and cross-sectional study. The research population includes all level 4 and 5 primary school students with and without certain learning disabilities living in Ardebil. Sixty students of levels 4 and 5 were selected using a random sampling method. To collect data, the questionnaire of the Toronto Alexithymia Scale, Wales’s self-report questionnaire, and enthusiasm to school questionnaire were used. The results of Multivariate analysis of variance (MANOVA) indicated that there is a significant difference between students with and without certain learning disabilities in terms of alexithymia, cognitive self-consciousness, and enthusiasm to school. Findings of the current research are indicative of emotional abilities learning difficulties of students with certain learning disabilities. Students without certain learning disabilities have higher cognitive self-consciousness. Moreover, the average scores of students with certain learning disabilities in enthusiasm to school are significantly higher than the control group. According to the results, attention to psychological strategies for improving the alexithymia, cognitive self-consciousness, and enthusiasm to school in students with certain learning disabilities was suggested.

The present study examined the effectiveness of problem-solving skill training on assertive and shy students with learning disability in the city of Ahvaz in school year of 2016-2017. Therefore, using a quasi-experimental design with pre-test and post-test and control group, 30 students were selected and randomly divided into experimental and control groups. Both groups were evaluated through the assertiveness questionnaire designed by Riechi and Gamberil and a questionnaire measuring shyness developed by Cheek and Bussas as the pre-test and post-test. The the experimental group attended in 6 ninety-minute sessions of problem- solving skill training. Multivariate covariance analysis was used to compare the post-test of both groups. The results showed significant difference in mean score of the pre-test and post-test of the experimental and control groups. Therefore it can be concluded that the teaching of problem-solving skill training can be used to improve the assertive and shyness of students with learning disability.