ناتوانی یادگیری

The aim of this research is to explore how parental literacy is related to academic enthusiasm and academic boredom among secondary school students with learning disabilities.

The study is classified as "applied" due to its purpose and "descriptive-survey" due to its method. The population consisted of all 250(92 girls and 63 boys) secondary school students (7th to 9th graders) who have learning disabilities and attend special education schools in the Kurdistan Province during 2022 and 2023.To determine the sample size, the Krejcie & Morgan table was used to select 155 students. Data was collected using a parent literacy questionnaire developed by the researchers (PLQ), an academic enthusiasm questionnaire by Fredricks, Blumenfeld & Paris (QAE), and an academic boredom questionnaire by Pekrun, Götz, Titz, and Perry (QAB). Data analysis was performed using SPSS26, and the structural equation model fit was performed using the Smart PLS3 package.

The findings indicated a significant association between parental literacy and academic enthusiasm and academic boredom in secondary school students with learning disabilities, where parental literacy is capable of explaining 89% of the variance in academic enthusiasm and academic boredom.

These results suggest that parental literacy can enhance students' enthusiasm and lessen academic boredom.

The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder.

The current study was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all primary school students in Tabriz city, among them, 30 people diagnosed with learning disorders in Tabriz learning disorders centers were selected by purposive sampling method and using randomly were replaced into experimental and control groups (15 people in each group). In all two groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Neurofeedback was performed in the experimental group for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group received no interventions. Data were analyzed by using multivariate covariance analysis in SPSS.20.

There is only a significant difference between the average pre-test and post-test scores of the experimental and control groups in the variables of continuous attention (p=0.001) and visual-motor perception (p=0.001). This means that neurofeedback training was effective in improving continuous attention, working memory and visual-motor perception.

The use of neurofeedback is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disorders.

Learning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran.

This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA.

The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment.

the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

The purpose of the current research is to investigate the effectiveness of active memory training on cognitive flexibility, improving academic performance and solving problems of students with learning disabilities in mathematics (case study: second secondary students in Islamabad Gharb city). The current research is a semi-experimental pre-test-post-test type with a control group. Data collection tools include Damine and Carpenter's working memory capacity test (1980), Kemet math test (1988), Dennis and Vanderwaal's cognitive flexibility questionnaire (2010), Pham and Taylor's academic performance questionnaire (EPT)-1999, and Hepner's problem solving questionnaire. PSI is 1987. In order to carry out the present research, using the available sampling method, 30 male and female students of the second secondary level were selected and divided into 2 experimental groups of 15 people (8 boys and 7 girls) and the control group of 15 people (8 boys and 7 girls). girl) were placed. At first, the data obtained from the questionnaire was collected and after entering SPSS24 software, the related analysis was done in the form of covariance analysis. The results showed that active memory intervention can increase the cognitive flexibility of students with learning disabilities in mathematics. Also, active memory intervention can increase the improvement of academic performance and increase the problem solving of students with the inability to learn mathematics.

Active memory training can be used as an intervention method to improve math problems in students with math learning disabilities.

This study was conducted with the aim of determining the diagnostic validity of the fifth edition of Wechsler's intelligence scales for children in the neuropsychological characteristics of students with learning disabilities in Tehran. The present study was subset of methodological studies. The number of 400 people with learning disabilities who were selected using a targeted and available sampling method and 400 normal people who were randomly selected from among all male and female students between the ages of 7 and 11 in Tehran in the academic year of 2018-2019. In line with the purpose of the research, the fifth edition of the Wechsler Children's Intelligence Scales (2014) was used. The collected data were analyzed using logistic regression analysis and SPSS software (Version 23).The study finally revealed that vocabulary and information tests (from verbal comprehension index), Block design with time point (from Visual-spatial index),arithmetic (from fluid reasoning scale), number span (direct), number span (reverse), picture span, letter-digit sequencing and letter-number sequencing (from working memory scale),and coding, cancellation (random), cancellation (structural), (from Processing speed index), had diagnostic validity.The fifth version of the Wechsler IQ Scales for children has diagnostic validity in the neuropsychological characteristics of students with learning disabilities and can distinguish students with learning disabilities from normal students.

Learning disabilities, problems processing information obtained from the surrounding environment, are based on neurological disorders. These processing problems can interfere with learning basic skills such as reading, writing and/or math. The aim of the present study was to Meta-analyze the effectiveness of electrical brain stimulation on the memory of people with learning disabilities.

This research was conducted using the meta-analysis method. The statistical population included all Persian and English researches conducted in the field of effectiveness of brain electrical stimulation intervention on memory improvement of people with learning disabilities. Among them, researches with meta-analysis criteria were reviewed by comprehensive meta-analysis software.

These studies were based on 450 samples and 26 effect sizes. The meta-analysis results showed that the effect size of brain electrical stimulation on memory improvement of people with learning disability is d=1.188. This effect size is an acceptable value according to Cohen's table.

The results indicate that electrical stimulation of the brain has a great effect on improving the memory of students with learning disabilities; therefore, it was suggested that experts use these interventions to improve the memory of these students. Also, paying attention to the type of learning disorder is important in the effectiveness of the treatment

The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.

The aim of this study was to evaluate the effectiveness of chess game in reducing social and mathematical cognition problems of students with learning disabilities. The quasi-experimental research method was pretest-posttest with a control group. The statistical population included all fourth grade elementary male students diagnosed with learning disabilities referred to Shiraz Education Counseling Center in the academic year of 1998-99. Colorado learning (parent form) and unfamiliarity with playing chess were selected as a sample by available sampling method and were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group played chess for two sessions per week for 45 days and the control group did not receive any intervention. Pre-test and post-test were performed for both groups and the data obtained from the study were analyzed using single analysis of covariance. The variable was statistically analyzed by pre-test control using SPSS software version 19. The findings showed that the effectiveness of chess playing on reducing social cognition and math problems of students with learning disabilities is significant. Playing chess can be effective in preventing and improving students \'disabilities in students\' social and mathematical cognition problems with learning disabilities.

The aim of this research was to investigate evaluate cognitive-behavioral play therapy on alexithymia and reduce academic burnout in students with special learning disabilities (severe). In terms of purpose, the present study is a part of basic research and in terms of method, it is a quasi-experimental study with a pre- post-test and group waiting for treatment. The study community included all primary students with special learning disabilities disorder in Kermanshah city, from which 30 people were available selected as a sample. Research questionnaires included: Toronto Mood Inventory Questionnaire FTAS-20 (2013) School– Burnout Inventory SBI (2005) and Colorado Learning Difficulties Questionnaire CLDQ (2011). Path analysis was used for multivariate covariance analysis of the data. Findings showed that cognitive-behavioral play therapy reduced emotional problems and alexithymia and burnout in these children (p< 0.001). As a result, the findings showed that play therapy can be used as a suitable way to reduce emotional, alexithymia and its components and academic burnout problems in children.

Learning disabilities are one of the major problems that cause a large number of students to drop out of school at an early age. The aim of the present study was to compare the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Of these, 45 were selected by available sampling and after random replacement in three experimental and control groups were studied were selected (15 people in each group). The data collection tool was a school belonging questionnaire. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of the variable of school belonging (F = 16.233).Practically, considering the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school, adding emotion regulation training and motivation for progress in school programs tailored to the needs and learning styles of students with learning disabilities, can It has a great effect on increasing the sense of belonging to the school and the effective communication of students with teachers.

The new version of Tehran-Stanford-Binet IQ test is considered as a valid tool in diagnosing learning disabilities and by using this tool simultaneously with the fourth version of Wechsler IQ scales, sufficient and reliable information can be obtained in diagnosing and identifying learning disabilities for students. Achieved with learning disabilities in Tehran

The purpose of this study was to determine the effect of self-compassion training on the hope and irrational beliefs of mothers with learning disabilities in the city of Sabzevar. This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of the study consisted of all mothers of children with learning disabilities who lived in Sabzevar in between 2018 and 2019. They were selected according to eligibility criteria and assigned to experimental (n = 20) and control (n = 20) groups using random sampling. First, the pre-test using the hopes scale and Irrational Beliefs Life was conducted. Then the experimental group received self-compassion training for 10 sessions of 75 minutes, while the control group received no intervention. At the end of the program, the two groups were given a post-test. The collected data was analyzed using SPSS23 and descriptive statistics methods (mean and standard deviation) and inferential statistics (analysis of covariance) were applied. The results showed that Self-compassion training increases hope and reduce irrational beliefs in mothers with learning disabilities. Therefore, Self-Compassion training is an effective intervention program to help mothers with Learning Disabilities.

The purpose of the present study was to investigate the effectiveness of a Cognitive Neuroscience Curriculum on improving executive functions and working memory in elementary students with mathematical learning disorder in Shiraz.

The research method is quasi-experimental. The statistical population of this study includes all students with math learning disabilities from Grades two to six in Shiraz District 2 and 4. Using simple random sampling, Thirty-one students were randomly selected and then randomly assigned to experimental and control groups. Training in the control group was based on the traditional teaching style and the curriculum patterns that were implemented. The training in the experimental group was based on a cognitive neuroscience curriculum model.

Findings showed that the difference between the mean scores of working memory in the post-test after pre-test control and in the experimental and control groups was equal to 8.740. And F equals 264/26 with a significance level of P≤0.001 and this shows that this difference is significant with pre-test control. In the executive functions section, the average score was 205.337 and the value of F was 2.94. There was a trend towards the effectiveness of the intervention, but no statistically significant difference was observed. Therefore, it can be concluded that the intervention had a positive and significant effect on working memory and an indirect effect on students' executive functions.

Cognitive neuroscience interventions can be an effective way to improve math learning disabilities by highlighting basic math learning skills.

Numerous studies have been conducted on executive functions, psychological neurological abilities, and attention deficit disorder in children with learning disabilities. However, research that has examined the effectiveness of teaching executive functions on neuropsychological abilities and attention deficit disorder in children with learning disabilities has been neglected.

The objective of the present study was to investigate the effect of teaching Executive functions training on neuropsychological skills and attention control of the students with learning disability.

A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2018-19) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and attention control questionnaire (Derry berry & Reed, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 8 sessions in Two months. The data from the study were analyzed via Variances with repeated measurements.

The results showed that Executive functions training has significantly influenced neuropsychological skills and attention control of the students with learning disability (f= 123/82, f= 53/55, p<0/001). The degree of the effect of Executive functions training on neuropsychological skills and attention control of the students with learning disability was 81 and 66% respectively.

According to the findings of this study Executive functions training can be applied as an efficient method to improve neuropsychological skills and Derry berry & Reed of the students with learning disability

The purpose of this study was to investigate the effectiveness of resiliency training on life expectancy and psychological well-being of mothers with children with special learning disabilities in Tehran in 1398. The method of this study was quasi-experimental with pretest-posttest design with control group. The statistical population of the study was all mothers with children with learning disabilities in Tehran. Using available sampling method, 30 individuals (15 for each group) were selected from mothers of children with specific learning disabilities in Tehran and were randomly divided into experimental and control groups. The experimental group received 10 minutes of 90 minute resuscitation training and the control group remained on the waiting list. Data collection was done based on Life expectancy Schneider (2000) Questionnaire and Psychological Well-being Reef (1980) Questionnaire. Data analysis was done by SPSS software in two parts: descriptive and inferential (covariance analysis). The results showed that the mean of experimental group increased in life expectancy and psychological well-being of mothers with children with specific learning disabilities compared to control group. It can be said that resilience education has been effective on life expectancy and psychological well-being of mothers of children with specific learning disabilities, so the results represent new horizons in clinical interventions and can be used as an effective intervention method.

The purpose of this study was to compare executive functions and adaptation components in students with and without learning disabilities. The research method was causal-comparative (post-event). The sample consisted of 60 students (30 students with learning disabilities and 30 students with learning disabilities) who according to the background of research related to this field and the criteria for entering and leaving the research by available sampling method. Students with learning disabilities and targeted students with learning disabilities were selected and Collage's Neuropsychological and Personality Test (2002) and the Sinn and Sink  Student Adaptation Questionnaire (1998) were completed. Data were analyzed using independent t-test and multivariate analysis of variance. The results showed a significant difference between the total score of executive functions and the components of decision making, planning and inhibition in the two groups of students with learning disabilities and students without learning disabilities (P<0.01). Also, there was a significant difference between the total score of adjustment and social and academic components of two groups of students with learning disability and students without learning disability (P<0.01). However, there was no significant difference between the mean of emotional adjustment component of two groups of students with learning disability and students without learning disability (P>0.05). Based on this, it can be concluded that students with learning disabilities have lower levels of executive functions and adaptation components than students without learning disabilities.

The study aim was to determine the efficacy of drug therapy in comparison with Neurological Feedback and combination therapy on the memory of children with attention deficit/ hyperactivity disorder (ADHD). The method was quasi-experimental with control group and pre-test, post-test, and three month follow-up. Statistical population included of 118 children aged 6 to 11 years with impaired ADHD that were referred to the Shahed and Isargar Center in South East of Tehran in winter of year 1396. From this population, 80 children who received low scores in 4th edition of Wechsler Intelligence Memory Test, 2003 and had criteria for entering the research were selected and randomly divided into three experimental and one control groups. The experimental groups underwent medication therapy with Ritalin tablets, Lubar’s (2013) Neurological Feedback Program, and combination therapy in 25 sessions of 40 minutes twice a week. The results showed that medication therapy (F= 23.51, P= 0.001), Neurological Feedback (F= 30.20, P= 0.001) and combination therapy (F=42, P= 0.001) have a significant effect on the increment of the memory of children with ADHD. However comparisons of treatments showed that combination therapy had a greater effect the than the other two treatments, and this effect remained stable for all three treatments at the follow up period. Since combination therapy leads to increased memory of the children with ADHD and on the other hand, it includes both drug therapy and neurological feedback; hence, it can be considered as a more effective treatment than other treatments in increasing the memory of children with ADHD.

Research aim was to determine the effectiveness of Emotion Regulation Training on improving social, emotional and educational adjustment and social quality of students with learning disabilities. Research method was quasi-experimental with control, experimental group and pretest, posttest, and a 2 months follow up. The statistical population consisted of 497 third to sixth grade female and male primary school students with a variety of learning disabilities who were referred to the Center for Learning Disabilities of Bushehr province’s Department of Education during the 2017-2018 school year. Of these, using convenience sampling and considering the requirements of the research project, 148 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools were Singha and Sing Compatibility Questionnaire 1993 and Fellner, Lease & Philips Social Competence Scale 1990. Questionnaires were administered to both groups in three phases. The experimental group went through eight ninety-minute sessions of Emotion Regulation Training, once a week using the method developed by Allen, McHugh and Barlow 2009. Data was analyzed using mixed variance analysis with repeated measures design. Findings showed that Emotion Regulation Training has a significant effect on improving social adjustment (F= 4.218, P= 0.025), educational adjustment (F= 5.802, P= 0.002), emotional adjustment (F= 5.472, P= 0.036), and social adequacy (F= 5.463, P= 0.015) of students with learning disabilities, and this effect remains unchanged in the two-month follow-up phase. Since Emotion Regulation Training helps improve the individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as an effective intervention method to improve social, emotional and educational adjustment and social adequacy of students with various learning disabilities and also students with similar disabilities.

The presence of children with learning disabilities often affects family system and creates significant changes in the lives of family members, especially mothers. It is important to examine such experiences and their effects from the view of parents, especially mothers. Accordingly, this study was aimed at investigating the experiences of mothers of children with learning disabilities. This qualitative research was carried out using a phenomenological method with purposeful sampling. According to the study criteria, 10 mothers with children affected by learning disabilities were selected. Data were collected through semi-structured interviews. Data were analyzed by Colaizzi method. The findings revealed three main common concerns of these mothers: unpleasant emotional experiences: a) feeling of worthlessness, shame and guilt, b) feeling of depression, c) aggression and anger, d) feeling hopeless and lonely; social and educational concerns: a) weakness in some lessons, b) secrecy and lack of social connection, c) fear of having a baby; family tension and conflict: a) conflict with spouse, b) conflict with child interaction. These findings can provide information regarding supportive resources and therapeutic strategies for mothers of children with learning disabilities to improve their mental health and lives.