ناتوانی یادگیری

  Learning disabilites can significantly affect success and academic progress at any age. This study aims to determine the relationship between rejection sensitivity and emotional-behavioral problems in students with learning disabilities, with the mediating role of emotional regulation. This study is applied in terms of purpose and descriptive in terms of data collection (research design). The statistical population of this research consisted of all students with learning disabilities in learning disabilites centers in Kermanshah city for the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. Data was collected using Rutter's emotional-behavioral problem questionnaire (1975), Downey's rejection sensitivity scale, Feldman's emotional regulation questionnaire (1996), and Gross's emotional regulation measures (2003). All analyses were conducted using SPSS 27 and Lisrel 8.8 software. The findings indicated that rejection sensitivity, cognitive reappraisal, and suppression had significant positive and negative effects on emotional-behavioral problems in students with learning disabilities, respectively. Additionally, cognitive reappraisal and suppression were able to mediate the relationships among the research variables, therefore, in addition to the direct effect, the variable of Rejection Sensitivity also affects emotional behavioral problems indirectly through re-evaluation and suppression. (p<0.01). Based on the findings of the research, counseling centers and psychological clinics can provide necessary training to parents and teachers regarding emotion regulation and control, as well as awareness of rejection sensitivity, aimed at establishing constructive interactions with others in children with learning disabilities.

Learning disabilities may affect a range of academic skills. The purpose of this study was to compare the effectiveness of self-expression skills and teaching self-monitoring strategies on academic engagment in students with learning disabilities. The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic engagment questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using univariate covariance test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic engagment variable. Therefore, from a practical point of view, it is suggested to use these educational strategies as a technique in the first level of prevention for students who have academic challenges or are unable to manage them.

Learning disorder or learning disability is a general name that includes a wide range of learning problems. A learning disability does not mean a deficiency in intelligence or motivation. The current study examines the psychometric determination of the ELORS scale and its application to diagnose learning deficits in childhood.The current research is a descriptive-survey research. The statistical population included pre-primary children in Tehran. The sample used in this research is 385 people. The required sample was selected using the multi-stage cluster random sampling method. The collection tools were ELORS scale and Colorado learning problems questionnaire. Conventional psychometric tests (Cronbach's alpha, exploratory factor analysis, content validity, confirmatory factor analysis, internal consistency) were used for data analysis. To check the reliability of this test through the internal consistency of the questions and spss-28 software was used.To check the adequacy of sampling, the kmo index value for both questionnaire forms was 0.820 for parents and 0.752 for teachers. To estimate the reliability coefficient of the questionnaire using Cronbach's alpha method, the results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner.The results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner. Therefore, it can be said that this questionnaire has criterion validity.

The present study was conducted with the aim of comparing thinking styles and academic well-being in students with and without special learning disabilities.

The method of this research was comparative causality. The statistical population of this research included all male students enrolled in the learning disabilities center of Ardabil city in the academic year of 1402-1401. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in participated in this research. Two groups answered individually and with the presence of the researcher to the questionnaires of thinking styles and academic well-being. The collected data were also analyzed using multivariate analysis of variance (MANOVA) test.

The results showed that students with disabilities in the scores of first category thinking style (F=10.166), second category thinking style (F=1.433), third category thinking style (F=14.213), and changes in academic well-being (F=17/190) are significantly different from the normal group.

According to these results, from a practical point of view, it is recommended to hold educational workshops based on teaching thinking style strategies and creating motivation and efforts for academic progress and well-being by school counselors and psychologists.

The present study was conducted with the aim of investigating the effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities. 

This experimental research was conducted with a pre-test-post-test design with a control group.  The statistical population of the research included all students with learning disabilities referring to the specialized center related to education in Ardabil and Germi cities in the year at 2021. The research sample was 30 students with learning disabilities who were selected by random sampling and placed in two experimental and control groups (15 people in each group).  To collect data, learning difficulties questionnaires (LDQ), Tanchi et al.'s self-control and Lajersa's social anxiety questionnaires were used.  The experimental group received 8 sessions of 90-minute emotional regulation training by Alan McHugh and Barlow (2009), no intervention was given to the control group.  The collected data were analyzed using multivariate covariance analysis by SPSS 27 software.

The findings of the research showed that the average of the post-test compared to the pre-test significant increased in the variable of self-control and significant decreased in social anxiety (p<0.001). 

The results showed that emotional regulation training improved self-control and social anxiety of students with learning disabilities. Therefore, it is suggested, emotional regulation training can be used as an effective alternative treatment method along with treatment methods to improve self-control, social anxiety, mental health and reduce symptoms of disorder and emotional-behavioral problems of students with learning disabilities.

The aim of this study was to evaluate the effectiveness of acceptance and commitment training on anger control and resilience in parents and children with learning disabilities.

The research method is semi-experimental with pre-test design and post-test with control group. The statistical population consisted of parents of male and female students with learning disabilities who had referred to two special learning problems centers in Malekan city in 2020-2021. In this study, 30 parents of students with learning disabilities were selected by available sampling method and randomly assigned to experimental (15 people) and control groups (15 people). The subjects of the experimental group received training on acceptance and commitment in 8 sessions. In order to collect data, Spielberger's Anger Control (STAXI-2) and Connor-Davidson Resilience (CD-RIS) questionnaires were used. The obtained data were analyzed using SPSS.26 software and multivariate covariance analysis method.

The results showed that there is a significant difference between the anger control and resilience scores of the two groups after applying the acceptance and commitment training (P<0.05). In other words, the results showed that acceptance and commitment training increased anger control and increased resilience in the experimental group.

Considering that acceptance and commitment training has increased anger control and resilience in the experimental group, as a result, acceptance and commitment training can be used as an educational protocol to control anger and improve the resilience of parents of children with learning disabilities.

The purpose of this study was to comparing the effectiveness of training of self-expression skills and self-monitoring strategies on academic self-efficacy in students with learning disability. The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic self-efficacy questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using Univariate Covariance Test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable. Therefore, teaching self-expression skills and self-monitoring strategies are effective approaches to improve students' academic self-efficacy.

The aim of this study was to investigate the effectiveness of art-based mindfulness intervention on social skills of students with learning disabilities.

The present research was an experimental study with pre-test, post test design and control group. In this study, 30 students with learning disabilities who had referred to learning disability centers in Shiraz city were selected by convenience sampling method and randomly divided into experimental and control groups.  Then Matson social skills test was administered as a pre-test in both groups and also art-based mindfulness intervention was performed on experimental group for 12 sessions.  Immediately after the intervention, the mentioned test was administered again as a post-test and one month after the intervention administered as a follow-up. Data was analyzed using repeated measures analysis of variance.

The results showed that arts-based mindfulness intervention program had a significant effect on the rate of social skills of children with learning disability.

Conclusion:

 Therefore, performing arts-based mindfulness intervention program is suggested to improve social skills of children with learning disability.

The aim of this study was to investigate the effectiveness of art-based mindfulness intervention on anxiety of students with learning disabilities. The present study was an experimental one with a pretest-posttest design with a control group. The statistical population of this study was students with learning disabilities who had referred to learning disability centers in Shiraz city in 2020-2021 were 30 of them (13 girls and 17 boys) selected by convenience sampling method and randomly divided into experimental (7 girls and 8 boys) and control (6 girls and 9 boys) groups. Then multidimensional scale of children's anxiety (MASC) was administered as a pre-test in both groups and also art-based mindfulness intervention was performed on experimental group for 12 sessions. Immediately after the intervention, the mentioned test was administered again as a post-test and one month after the intervention administered as a follow-up. Data was analyzed using repeated measures analysis of variance in spss-25 software. The results showed that there was a significant difference in anxiety scores between the two groups. As a result, art-based mindfulness intervention has significantly reduced anxiety in students with learning disabilities. Therefore, performing arts-based mindfulness intervention program is suggested to improve anxiety of children with learning disabilities.

The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities. Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention. The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640). Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

Nowadays, exploring strategies to help students with learning disabilities is one of the areas of interest for many psychologists and researchers. The aim of this study was to evaluate the effectiveness of memory-based computer cognitive games in improving working memory and sustained attention of students with learning disabilities in Arak.

The method of this research was quasi-experimental pretest-posttest with the control group. To conduct this study, 18 students (grade 2 and 3) with learning disabilities were selected by convenience sampling method and randomly assigned to experimental and controgroups of 9 people. To measure the dependent variable of working memory, working memory subtests of Wechsler scale and a sustained attention task were used. The experimental group underwent cognitive game intervention (8 sessions of 30 minutes).

The results of multivariate analysis showed that there was a significant difference between the experimental and control groups in working memory performance, but there is no difference in sustained attention, which shows the effect of the cognitive game on working memory performance, and no transfer effect to attention.

Therefore, memory-based computer cognitive games has a significant effect on improving working memory function in learning disabilities and can be used as an effective and useful method to improve it, with no benefit for attention.

The aim of the present study was to develop a causal model of academic adjustment of students with learning based on academic self-efficacy and academic eagerness with the mediating role of the academic resilience.

In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting, 2002), Academic Engagement Questionnairethe (Schaufeli et al., 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.

Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic eagerness, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy, academic eagerness and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy and academic eagerness has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).

Therefore, academic self-efficacy, academic eagerness and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these three components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.

Specific learning disability can significantly affect academic success and progress at any age. This research was conducted with the aim of comparing executive functions with sub-components of processing speed and working memory in children with and without dyslexia.

The method of this research is a descriptive causal-comparative one. The statistical population of the research was all male students with and without dyslexia, from the third to the fifth grade of elementary school who referred to learning disability centers in the academic year 1400-1401, out of which 60 people were selected by available sampling (30 people with dyslexia and 30 people without dyslexia). ) were selected and answered the Wechsler intelligence questionnaire. Data were analyzed using multivariate analysis of variance.

Data were analyzed using multivariate analysis of variance. In general, the findings of this research showed that the difference between the two sample groups is significant in terms of processing speed (F = 4.317, p = 0.003) and working memory (F = 5.342, p = 0.000).

According to the results obtained from the present research, paying attention to executive functions such as working memory and processing speed can lead to promising results in the timely diagnosis, education and rehabilitation of students with special learning disorders and learning difficulties.

In this Research, the "diagnostic validity of the fifth integrated version of Wechsler IQ scales for children with learning disabilities in Mazandaran province Students" has been studied.

The main question of the research is whether the fifth integrated version of Wechsler Intelligence Scales for children with learning disabilities in Mazandaran province has diagnostic validity? The present research method is in the field of psychometric studies, which is a subset of methodological research method. The research community includes all students of Mazandaran province who are studying in the first elementary school (first, second and third grade) in the 97-98 academic year and as students with learning disabilities in private and public centers under Coverage of educational-therapeutic services, consisting of 240 students with learning disabilities were selected as the sample size using purposive sampling. The measurement Instrument in this Research is the fifth integrated version of the Wechsler Childrenchr('39')s Intelligence Scale, which has good validity and reliability. The statistical model used in the present Research to determine diagnostic validity is the confidence interval method.

the research findings showed that the tests of  "Digit Span Forward", " Digit Span Backward" and "sentences recall" in students with learning disabilities have diagnostic validity and can exclude students with learning disabilities from Other students recognize.

The fifth supplementary version of Wechsler Childrenchr('39')s Intelligence Scales can be evaluated as a desirable tool for students with learning disabilities.

this study aimed at comparison of social anxiety with bullying–victim behavior in students with and without learning disability

Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal students (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.

For gathering the data were used from social anxiety questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social anxiety and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social anxiety in the group of students with learning disabilities was higher than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities

the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

The aim of this study was to investigate the effectiveness of rhythmic kinesthetic games on spatial perception, working memory, and cognitive failures of students with learning disabilities.

The present study adopted an experimental design (pre-test and post-test with a control group) and the statistical population of the study was all female students with learning disabilities in Maragheh in the second semester of 2020. Using the convenience sampling method, 30 individuals were selected and randomly placed in experimental (n=15) and control (n=15) groups. The research instruments included Broadbent’s standard cognitive failures guestionnaire, Frostig’s developmental test of visual perception and Wechsler’s working memory Test, all of which had satisfactory validity and reliability. Finally, analysis of covariance was used to analyze the data.

The results showed that the differences between the mean scores of the participants in the experimental and control groups regarding working memory, cognitive failures and spatial perception after removing the post-test effects were significant (P<0.05).

This means that rhythmic kinesthetic games have improved spatial perception, working memory and cognitive failures of students with learning disabilities in Maragheh.

Learning disabilities can significantly affect academic success and achievement at any age. The aim of this study was to compare the effectiveness of the model based on achievement motivation and emotion regulation techniques on learning self-regulation 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. Were selected (15 people in each group). Data collection tools were self-regulated learning questionnaires. 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 three experimental and control groups in the total score of the learning self-regulatory variable (F = 14.742).Practically, due to the effectiveness of the motivational model based on progress and emotion regulation techniques, it is recommended as a basic strategy to increase self-regulated learning by teachers, psychologists and school counselors for all students, especially students with special learning disabilities.

The purpose of this study was to investigate the effect of computer games on the pattern of brain waves in people with learning disabilities. This was a quasi-experimental study. The statistical population of this study was all students with mathematical and reading disabilities who referred to Tabriz Learning Disorders Centers in the academic year of 2019. The number of 30 students with these disabilities, ranging in age from 10 to 12 years, was used. Were randomly divided into two groups of math and reading experiments; then both groups were evaluated for alpha and theta waves (pre-test), and then the experimental group for 20 45-min sessions, with The Persian version of BRAIN TRAIN's SOUND SMART Training Game received the related training and finally to evaluate the facial differences Taken, the above test was repeated for both experimental groups (post-test). The data were analyzed using Neuroguid software. The analysis of the present data showed that computer games have a significant effect on beta and theta brain waves in a way that decreases theta and increases beta (P<0/01). It is concluded that computer games can be used to promote people with mathematical learning and reading disabilities.

The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability.

This study was a research design was quasi experimental with pretest-posttest and control group. The statistical population included p students with learning disability in Hamadan city in academic year 2018-2019. 30 students with learning disability were chosen as samples and randomly were divided in 2 groups of individuals as control and experimental. Initially, the pretest was performed on two groups. The experimental groups practiced the brain based learning 8 session and 60 minutes in each session. Then, post-test was performed for them. For data collecting, questionnaire of memory measure of everyday memory functioning of Geurten, Majerus, Lejeune and Catale (2018), academic help seeking scale of Ryan and Pintrich (1997) and Colorado learning difficulties questionnaire Willcutt, Boada, Riddle, Chhabildas, DeFries and Pennington (2011) were used. Data analysis was done by using multivariate analysis of multi covariance.

Statistical data analysis illustrated brain based learning that amounts of everyday memory functioning and academic help seeking were significantly improve in experimental than control group (p < 0/05).

brain based learning might be an efficient way to improve everyday memory functioning and academic help seeking of students. Also, teachers can use this educational approach for improving problems students with learning disability. Keywords: brain based learning, everyday memory functioning, academic help seeking, learning disability.

The present study aimed to compare the self-control with bullying–victim behavior in students with and without learning disability. This research is a causal– comparative study. And the statistical population of this study was all female and men students with learning disorders first high school who referred to Germi learning disability centers. Among them, 30 students were selected through available sampling method, and 30 normal students were randomly selected in a multi-stage cluster of primary school girls and boys in Germi. . For collecting data were used from Tangney self-control questionnaire and Olivious bullying–victim questionnaire and analyzed by multivariate analysis of variance (MANOVA). The results showed that students with learning disabilities in self-control and bullying- victim behavior were significantly different from normal students (p < 0/001), thus, these students have less self-control and more bulling- victim behavior than normal students. The results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore, production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.