فصلنامه ناتوانی های یادگیری
سال هفتم شماره 3 (پیاپی 26، بهار 1397)

The aim of this study is determining the effectiveness of Lohe-Danesh math multimedia on improving the performance of students based on constructive view and principles of multimedia design. Its methodology is semi-experimental including pre-test and post-test designs on the control group. The research population consists of all the third grade female students of 10th district of ministry of education in Tehran with math learning disabilities within the years of 2016 to 2017. Using random clustering method, 20 students were chosen for the experimental group and 20 students for the control group whose IQ domain ranged from 85 to 115. The experimental group was trained with multimedia software in 41 sessions. Each session lasted 81 days. The teaching method for the experimental group was the educational software, and for the control groups the traditional teaching method (without using educational software). For collecting data, K Math’s mathematical test was used. For analyzing the research hypothesis, multivariate and single variant covariance analysis is used. The results indicate that teaching math with the use of multimedia software is effective for math performance of the students (p > 0.05). It is proved better than the traditional educational methods for teaching math to the students with learning disabilities.

The aim of the study is to investigate the effect of the selected motor program of SPARK on self-concept and motor skills in children with learning disabilities. Thirty students were selected by cluster sampling method among all second-grade elementary school students in learning disorders centers of Mashhad. The participates were randomly divided into two equal control and experimental groups. Experimental group practiced in the exercise program for 12 sessions, three times per week and 45 minutes per session. The control group performed their usual activities. Piers-Harris Children’s Self-Concept Scale and Bruininks-Oseretsky Test of Motor Proficiency were used in order to evaluate the subjects. The results of covariance analysis showed that there was a significant difference between the experimental and control groups in the total score of self-concept, motor proficiency and fine and gross motor skills (p

The purpose of this research was to consider the effectiveness of game therapy on improvement of concept learning and problem-solving in math. The research method was a quasi-experimental, pre-test and past-test with a control group. In this experimental research, 60 female students of second elementary level from Qom city who received scores of lower than average in continuous performance test of Razold (1995) and problem-solving test of Golparvar (2008), were chosen by stratified random sampling and were divided into one experimental group (N=30) and one control group (N=30). After pre-test, the experimental group received game therapy for 28 sessions of 45 minutes. The control group continued the traditional methods. The data were analyzed using descriptive statistics of mean, standard deviation and multivariate covariance analysis (MANCOVA) by means of SPSS software. The findings demonstrated that there was a meaningful difference between two groups in favor of the experimental group regarding both variables. As a result, education on the basis of game therapy can be effective on improving of math concept learning and ability of problem-solving in students with learning disability in math.

The aim of the present study was to determine the effectiveness of intervention based on acceptance and commitment in parent-child conflict resolution strategies in mothers of students with learning disabilities. The population consisted of all pre-school students with learning disabilities referring to the learning disruption center of Meybod city. By available sampling method, 22 mothers of these students were selected and randomly assigned to the control and experimental groups. In the experimental group, participants received 8 two-hour admission and commitment training sessions and the control group received no intervention. Data collection was performed by the Parent-Child Conflict Questionnaire Murray A. Strauss (2002). Data were analyzed by the analysis of variance with repeated measurement. Based on the results, it can be said that eeffectiveness of intervention based on acceptance and commitment in decreasing the parent-child conflicts has a positive and meaningful effect on the mothers of students with learning disorder.

The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on social adjustment and educational adaptability of students with reading disorder. This is an applied research with an experimental method, with control group and experimental group. The design of this research is a pretest-posttest experimental design with random assignment. The statistical population of the study consisted of dyslexic students of the first, second, and third grade elementary dyspareunia who referred to two centers of learning disability in the sixth district of Tehran in 2016-2017. From this population, according to the purpose of the study, a sample size of 30 people, including two groups of 15 (experimental and control group), were randomly selected by means of dyslexia test (n=30). To the experimental group, cognitive-behavioral therapy game sessions were taught in ten sessions (90 minutes each session, 3 days a week) and one day. The control group did not receive an intervention during this period. Both groups responded to the California Social Adaptation Inventory and the Academic Adjustment Questionnaire, before and after the implementation of the test. Data were analyzed using statistical methods such as mean, standard deviation, assumptions testing and analysis of covariance. The results showed that learning play therapy based on cognitive-behavioral approach has a significant effect on social adjustment and educational adaptability of students with reading disorder at a significant level of P

The aim of this study was to investigate the effectiveness of eye movement desensitization and reprocessing (EMDR) on cognitive emotion regulation and test anxiety in students with learning disabilities. The research method was semi-experimental with pretest-posttest design and a control group. The statistical population of study included all of the students with learning disabilities in Ardabil city in the second half of 2015 year, from which, using available sampling, 30 students were selected and randomly assigned to the experimental group (n=15) and control group (n=15). The experimental group had received 7 sessions of eye movement desensitization and reprocessing (EMDR) program. Cognitive emotion regulation questionnaire and test anxiety questionnaire were used to data gathering. Data were analyzed by multivariable co-variance test. Result showed that the eye movement desensitization and reprocessing training had been effective on cognitive emotion regulation and test anxiety in students with learning disabilities in the experimental group (P

The purpose of this study was to investigate the effectiveness of phono-Graphix method on reading performance of dyslexia elementary school students. The present study was carried out using a pre-test and post-test and follow-up phase with an equivalent control group. Statistical population included 30 dyslexic students who had referred to Boshehr's LD center. Using random sampling, 30 children were selected as the final sample and were randomly divided into two experimental and control groups (10 students to phono graphix method, 10 students to LD center method and 10 students to control group). After the intervention, the post-test was used in each group and the follow-up test was conducted 4 months after the end of intervention in phono-graphix group. Data was analyzed using non-parametric ANCOVA analysis (analysis of variance on the remaining values of non-standard). The results showed that phono-graphix intervention method increases the ability of phonemic awareness (the sound of the word) and the skills of segmentation and blending. This training method stabilized the effects of treatment (after four months), that show the effect of this method was instable. Based on the results of this study, we can use the phenographic training method to help dyslexic children in elementary schools.