The Effectiveness of Reality Group Therapy on Academic Vitality in Students with Specific Learning Disorder

The purpose of the present research was to investigate the effectiveness of reality group therapy on academic vitality of students with specific learning disorder. The design of this study was pre-test/post-test/follow-up semi-experimental with a control group. The statistical population of the research consisted of all female primary school fifth graders with specific learning disorder in 2016 in Babolsar, Iran. Thirty students were selected through convenient sampling and randomly assigned to the experimental (n= 15) and control group. The experimental group went through reality group therapy for 8 sessions of 60 minutes. The instruments were the Colorado Learning Difficulties Questionnaire, the second edition of Wechsler Intelligence Scale for Children, and the Academic Vitality Questionnaire. The data were analyzed using mixed analysis of variances by means of SPSS-22 software. The findings show that the reality group therapy is effective on increasing of academic vitality in students with specific learning disorder. Treatment gains are maintained to some extent over the six-week follow-up (p