The Effectiveness of Attribution Retraining on Anxiety of Students with Learning Disabilities

The present study aimed to determine the effectiveness of attribution retraining group program on anxiety of students with learning disabilities. In this semi-experimental study pre-test and post-test design with control group was used. Two learning disorders centers were selected on purpose and conveniently in Tehran City in 2012-13 academic years. Thirty six students (9 girls and 27 boys who were educating in 2nd to 6th grade in elementary school) with learning disabilities selected in convenience. One center was considered as experimental group and the other one as control group randomly (each group consisted of 18 individuals). Experimental group was divided into three subgroups (each consisted of 6 individuals), and were participated in 11 intervention sessions (each lasts for 45 minutes; twice a week) and received attribution retraining program, but control group received no training. Spence Children Anxiety Scale (SCAS) was completed before and after the intervention by all subjects. Data were analyzed by independent t-test and analysis of covariance. The results of analysis of covariance showed that attribution retraining intervention did not influence the anxiety. There is no significant difference between the anxiety of experimental and control group (P=0.34). It was concluded that attribution retraining group program can not probably reduce anxiety symptoms of students with learning disabilities.