اختلال یادگیری خاص

This study aimed to investigate the effectiveness of child-centered mindfulness interventions on the psychological well-being of students with specific learning disorders. The research method was semi-experimental, using a pre-test and post-test design with a control group. The statistical population included all students with specific learning disorders in Shahrekord in 2023. From this population, 30 students were selected through purposive sampling and randomly assigned to two groups: an experimental group (15 people) and a control group (15 people). Data collection tools included the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV), the Colorado Learning Difficulties Questionnaire (LDQ), and the Psychological Well-Being Scale for Children (PWB-c). The experimental group received 10 sessions of training, while the control group received no intervention. The data were analyzed using analysis of covariance (ANCOVA) with SPSS software, version 24. The results showed that child-centered mindfulness interventions had a significant effect on the psychological well-being of students with specific learning disorders (p < 0.05). Given that child-centered mindfulness interventions improved the psychological well-being of students with specific learning disorders, it can be concluded that planning for such programs, like child-centered mindfulness training, can play an important role in improving students' psychological well-being.

The purpose of this research was to effect schema therapy on reducing negative attribution style and cognitive avoidance of students with specific learning disabilities.

The research design was semi-experimental with pre-test and post-test with control group. The statistical population included all students with specific learning disabilities in Dezful city, from among whom 30 were purposefully selected and tested in two groups of 15 each. The research instrument was children's attribution style questionnaire (Thompson et al., 1998) and cognitive avoidance (Sexton and Douglas, 2008). First, the pre-test was conducted in two groups and then the experimental group was trained in schema therapy for 8 sessions. These meetings were held in groups and weekly. At the end, both groups were evaluated in the post-test.

The results of univariate covariance analysis showed that the schema therapy program reduced the negative attribution style and cognitive avoidance of students with specific learning disorder (P<0.001).

According to the obtained results, it can be concluded that schema therapy training is an effective treatment for reducing the negative and avoidant attribution style and generally improve mentally healthy.

The purpose of present study was to effectiveness of Adlerian play therapy in reducing externalizing behavioral problems and improving social skills in students with specific learning disorders. This was a quasi-experimental study with a pretest-posttest with a control group design. The statistical population included all primary school students with specific learning disabilities in Ahar city in 1402, of which 30 were recruited by purposeful sampling method, and randomly assigned to an experimental (15 individuals) and a control group (15 individuals). The experimental group underwent Adlerian play therapy intervention for eight sessions. The control group did not receive any intervention. Assessments before and after the intervention were done with the Achenbach Child Behavior Problems Scale-Parent Form (1999) and Matson Social Skills Measurement Scale (1983) in both groups. The results of univariate covariance analysis indicated that Adlerian play therapy has reduced externalizing behavioral problems (P<0.001) and improved social skills (P<0.001) in students with specific learning disabilities. Considering the effectiveness of play therapy with the Adlerian approach in increasing life skills and reducing externalizing problems in children with specific learning disorders, this treatment approach can be used to reduce the issues of these students in rehabilitation centers and schools.

The purpose of this study was to the effectiveness of Self-Directed Learning on social adjustment and academic vitality in students with learning disorder.

The research method was an experiment with a pre-test and post-test design with a control group. The statistical population of the study included all students with learning disorder in Ahvaz. The sample size consisted of 30 students with learning disorder who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received 16 weekly 90-minute sessions of self-directed learning. The questionnaires used in this research included Sinha and Singh's adjustment questionnaire and Martin and Marsh's academic vitality questionnaire.. Data were analyzed using univariate analysis of SPSS version 22 software.

The findings showed that between the experimental and control groups in terms of increased compatibility (F<14.54) and Academic vitality (F<37.19) had a significant difference (p<0.001).

According to the obtained results, it can be said that the self-directed learning training program was effective in improving the social adjustment and academic vitality of students with specific learning disorders. Therefore, it is suggested that specialists and therapists use this intervention to increase the social adjustment and academic vitality of students with specific learning disorders.

The aim of this study was to investigate the effectiveness of positive parenting to mothers on self-efficacy and resilience of children with specific learning disorders.

This research was an experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 7 to 12 years with learning disabilities in Ardabil in 2024. Among them, 40 children were selected using purposeful sampling method and placed randomly in experimental (n=20) and control group (n=20). Data were collected by using Morris Children and Adolescents Self-efficacy Questionnaire Morris (2001) and children and adolescents resilience scale (Engar & Libenberg, 2009). The experimental group participated in 10 sessions (45 minutes) of positive parenting and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANOVA).

The results indicated that positive parenting significantly improve self-efficacy and resilience of children with specific learning disorders (P<0/05).

The results showed that positive parenting can be considered as an effective way to improve self-efficacy and resilience of children with specific learning disorders. Therefore, child psychologists and specialists can use positive parenting to reduce the psychological problems of these children.

The purpose of the present study was to compare anxiety disorders in children and adolescents with and without Specific Learning Disorders (SLD) by examining the interactive role of helicopter parenting.

The research method was causal-comparative. The population of the present study was children and adolescents(10-14 years old) of Malayer city who were diagnosed with a SLD (N=129). The sample size included 122 children and adolescents with SLD. Among the peers of these children, 122 people were matched as a control group based on age, educational level, and gender. The Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) and the short form of the Helicopter Parenting Instrument (Pistella et al., 2020) were used to collect data. For data analysis, multivariate analysis of variance (MANOVA) using SPSS-26 software was used.

Children and adolescents with SLD received higher scores than their peers in physical and panic disorder, general anxiety symptoms, separation anxiety, social anxiety symptoms and school avoidance. This difference was greater when examining the interaction effect of SLD and helicopter parenting (p<0.05). In other words, the interactive effect size of SLD and helicopter parenting (between 0.32 and 0.36) was higher than the effect size of SLD alone (between 0.03 and 0.08).

The results showed that helicopter parenting played a role in increasing the severity of symptoms of anxiety disorders in children with SLD. It is suggested that the role of helicopter parenting in intensification the symptoms of anxiety disorders in children with SLD should be discussed.

This study aims to compare the effectiveness of two educational approaches: brain-based learning and self-regulation strategies, on the academic achievement of students with specific learning disabilities. The current research was conducted using a quasi-experimental method with a pre-test and post-test design and a control group. The statistical population consisted of elementary school students with specific learning disabilities who were randomly assigned to three groups (brain-based learning, self-regulation strategies, and control group). Data collection instruments included questionnaires and standardized academic achievement tests. The findings indicated that both educational interventions significantly improved the academic achievement of students with learning disabilities. The results suggest that both learning approaches can serve as effective tools for enhancing the academic and cognitive capabilities of students with specific learning disabilities. The combination of these two approaches could provide a comprehensive framework for improving learning and cognitive development in these students and contribute to enhancing the quality of education in contemporary educational systems.

The aim of this study was to evaluate the effectiveness of PASS Reading Enhancement Program (PREP) on reading problems in children with special learning disabilities. The research method of this research is interventional and quasi-experimental with pre-test-post-test design with control group. The statistical population included children aged 7 to 9 years in the second grade of elementary school in Lahijan in the academic year 1399-00 who had a history of referral to learning disability centers in Rasht (43 people). From the mentioned community, 30 people were tested and placed in two groups of 15 people by available means and then randomly as a sample. Both groups were assessed using N-Back Dual software, Digit span and researcher-made reading test. In 12 sessions of 45 minutes the experimental group also received and completed 12 booklets containing PREP program as an educational intervention. Finally the data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS software. Findings showed that the implementation of this program, while facilitating successive processing and simultaneous processing also reduced the reading problems of students. As a result PASS Reading Enhancement Program (PREP) can be offered to teachers and therapists to help students and children with reading difficulties.

The purpose of this study was to investigate the effect of computer-aided cognitive rehabilitation on improving the working memory of students with specific learning disabilities.

The research design is semi-experimental with pre-test and post-test and without control group. The research sample included 15 students with specific learning disabilities who were purposefully selected among those who referred to public and private Learning Disabilities Centers of Bandar-e Anzali city and received computer-based cognitive rehabilitation training for eight 1-hour sessions. The research tools included, Raven's Progressive Matrices Intelligence Test (2000), N-Back Working Memory Test and Cogmed Cognitive Rehabilitation Package (2016). The obtained data were analyzed by one-way analysis of variance test.

The results of this research showed that there was a significant difference in all the main components of the investigated executive functions (number of correct answers and response time) in the post-test stage compared to the pre-test in terms of the improvement of executive functions (P<0.05).

The computer-aided cognitive rehabilitation method based on active memory by creating a kind of learning experience is effective in improving the active memory of children with dyslexia, so it is suggested to use the above intervention method in learning problems centers.

The aim of this study was to investigate the effectiveness of assertiveness training on improving self-esteem and cognitive emotion regulation in children with special learning disabilities. This research was semi-experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 8 to 12 years with learning disabilities in Ardabil in 2023. Among them, 40 children were selected using convenience sampling method and placed randomly in experimental (n=20) and control group (n=20). Subjects were measured by emotion regulation questionnaire (2002) and Cooper Smith Self-esteem Questionnaire (1967). The experimental group participated in 8 sessions (45 minutes) of assertiveness training and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANCOVA). The results indicated that assertiveness training significantly improve self-esteem and cognitive emotion regulation in children with special learning disabilities (P<0/05). The results showed that assertiveness training can be considered as an effective way to improve self- esteem and cognitive emotion regulation of children with learning disabilities. Therefore, child psychologists and specialists can use assertiveness training to reduce the psychological problems of these children.

The aim of this study was to investigate the effectiveness of enriching family relationships (with parents' participation) on social skills and alexithymia of students with specific learning disorders.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was made up of all the students with specific learning disorder who had referred to the learning disorder center in Ardabil city in 2022. Among them, 30 students with specific learning disorders and their parents were selected as samples through available sampling and randomly placed in the experimental and control groups. The experimental group received the educational package of enrichment of family relationships but the control group did not receive any intervention during the implementation of the intervention. Before and after the implementation of the intervention, the students responded to Matson's social skills (1983) and Toronto's alexithymia scales (2006). Analysis of the obtained data was done through multivariate covariance analysis by using SPSS-26 software.

The results showed a significant increase in the mean of social skills and a decrease in the mean of alexithymia of the experimental group after the implementation of the intervention. Also, the mean of social skills and alexithymia in the experimental and control groups were significantly different

It can be concluded that the implementation of the family relationship enrichment package has an effective role in improving social skills as well as reducing the problems of emotional inadequacy and symptoms of alexithymia, so the use of this package is recommended for children with special learning disorder.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

The present study aimed to determine the effectiveness of the educational package based on lateral dominance on the components of inhibition, attention transfer, and emotional control in 7-12-year-old children with learning disabilities.

The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with Specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced into two groups of 15 experimental and control. The Edinburgh inventory, Delacato Neurodevelopmental Scale, and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data.

The analysis of covariance showed that the training package affected executive functions (p <0.01 and F = 8.47) in children with Specific learning disabilities in the experimental group.

The results of this research showed that in children with learning disabilities, lack of lateral dominance is more common than in their peers. Also, these children have weaker performance in the components of executive functions than others. Therefore, according to the results of this research, it can be said that rehabilitation interventions and pieces of training that are carried out to create lateral dominance lead to better performance in functions and improvement of academic skills in children with learning disabilities. Therefore, it is suggested that these exercises and educational interventions be used as supplementary programs in line with other educational programs in all elementary grades.

The present study was conducted with the aim of comparing the effectiveness of strengthening working memory and critical thinking training on the cognitive processing of children with special learning disabilities.

The current research was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 60 people were selected by purposeful sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were the Cognitive Processing Inventory. Hypothes were analyzed using multivariate covariance.

Resultes: 

The results of the analysis of covariance showed that the significance level in all comparisons was less than 0.05, which showed that there was a significant difference in the effectiveness of the two intervention methods of working memory strengthening and critical thinking training on cognitive processing (p <0.05). Examining the effect size showed that the biggest difference was observed in the total cognitive processing score with a coefficient of 0.758 and the processing speed component with a coefficient of 0.636.

According to the results of the present study, the effect of critical thinking training on cognitive processing is more than working memory. It is suggested that critical thinking skills should be taught with the trainers of medical centers so that these trainers can use these strategies in their interventions.

The purpose of the problem of learning disability among students as a controversial category in education has attracted the attention of many experts. This research was conducted with the aim of comparing cognitive confusion, social isolation and quality of life of students with and without specific learning disorder.

Causal-comparative method is used in this research. The statistical population included all students with and without a specific learning disorder referring to the educational and clinical centers of Dezful city, from which 80 people (40 students with a learning disorder and 40 students without a learning disorder) selected by convenience sampling method. Data were collected using Madson’s cognitive confusion, Modaresi social isolation and Ware et al quality of life (12-SF) questionnaires .data were analyzed using multivariate analysis of variance (MANOVA).

The results of the tests showed that there is a significant difference between the test results of the two groups (P<0.05). The results showed that the level of cognitive confusion and social isolation in students with learning disorders is more than students without disorders, but the level of quality of life of students with learning disorders is lower than students without specific learning disorders.

the findings of this research expanded the previous information about students with learning disorders. These findings have many applications in learning disorder centers and clinics, schools and families

The present study was conducted to investigate the effectiveness of compassion-focused therapy on resilience, alexithymia and empathy students with specific learning disabilities. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was made up of students with specific learning disorders in Ahvaz city in the academic year of 2019-2020. The samples of this study consisted of 30 elderlies (15 experimental and 15 control groups) who were selected through available sampling and according to inclusion criteria. The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Resilience Scale (Connor & Davidson, 2003), Toronto Alexithymia Scale (Bagby, Parker & Taylor, 1994) and Empathy Scale (Dadds & et al, 2008). Data were analyzed using SPSS version 18 software and univariate analysis of covariance (ANCOA). The results of multivariate analysis of covariance showed that compassion-focused therapy has been effective on resilience, alexithymia and empathy students with specific learning disabilities (p<0/001). According to the findings of the present study, compassion-focused therapy can be suggested as an efficient method in order to increase resilience, empathy and decrease alexithymia students with specific learning disabilities.

To compare the effectiveness of memory work and critical thinking training of children's movement regulation with special methods.

The current research was a semi-experimental research with a pre-test, post-test and control group design. The statistical population included all students aged 9 to 12 who referred to the center for special problems in Tabriz district in 2021. Among these, 60 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were Garnevsky's cognitive emotion regulation strategies questionnaire, children's version, along with the implementation protocol of interventions to strengthen working memory and critical thinking training. In order to analyze data from covariance and multivariate covariance, hypotheses were analyzed.

Examining the effect size showed that the biggest difference is in the re-evaluation strategy with a coefficient of 0.347 and the positive re-selection strategy with a coefficient of 0.254. The trained examinees found that the two components of positive re-examination and positive re-evaluation in the critical thinking group were significantly different from the memory enhancement group, and it can also be said that the three components of self-blame, skepticism, and catastrophizing in the critical thinking group mean less than the working memory enhancement group. was (p>0.05).

In the critical thinking group, the use of adaptive strategies (positive refocusing and positive re-examination) increased significantly and there are significant differences between the effectiveness of critical thinking training and strengthening memories to increase the use of adaptive strategies and decrease the use of maladaptive cognitive-emotional regulation strategies.

The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder.

The aim of this study was to investigate the role of academic achievement motivation, peer rejection and emotional empathy in predicting school aggression in students with special learning disabilities. The method of this research was descriptive-correlation. The statistical population of this study includes all students registered in the Center for Learning Disabilities of Education in Ardabil in the academic year of 2019-2020. 360 people from this community were selected by available sampling method and answered the questionnaires of achievement motivation, social exclusion of peers, emotional empathy and multidimensional school-related anger questionnaire. The data collected in this study were analyzed using descriptive statistical tools such as mean and standard deviation and Pearson correlation and multiple regression tests using SPSS25 software. The results of correlation coefficient showed that school aggression has a negative and significant relationship with the total score of academic achievement motivation and the component of emotional motivation and emotional empathy and has a positive and significant relationship with the total score of rejection peers and the component of insult, neglect and slander. (001/0 <p).The results of regression analysis showed that predictor variables predict about 19 percent of the variance of school-related anger. Considering the role of achievement motivation, peer rejection and emotional empathy in predicting school aggression to specialists in this field, take actions such as identifying rejected or exposed children, designing communication skills programs and Emotional and creating a suitable educational environment to increase the motivation and emotional empathy of these students is recommended.

The aim of this study was to evaluate the effectiveness of neurofeedback and cognitive-behavioral play therapy and Combined method on working memory of children with specific learning disabilities.

The present study was a quasi-experimental study with pretest-posttest and control group. The statistical population of this study includes all children with specific learning disabilities in Ardabil in the academic year 1400-1401. The sample of this study consisted of 100 children with learning disabilities who were selected by convenience sampling method and were randomly assigned to treatment and control groups (Neurofeedback 25, Cognitive-behavioral play therapy 25, combination 25 and control 25). The instrument of this study was N-back working memory test.

The results showed that neurofeedback and cognitive-behavioral play therapy and the combination of the two methods have a significant effect on working memory of students with special learning disabilities and combination method at a significant level (0.05) was more effective in students' working memory than other methods treatments. Also, cognitive-behavioral play therapy at a significant level (0.05) was more effective than neurofeedback.

According to the results, neurofeedback therapy and cognitive-behavioral play therapy was effective in improving the working memory of children with specific learning disabilities.