The effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorder

The purpose of this study was to investigate the effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with Specific Learning Disorder. This research was an experimental study including pre-tests and post-tests with a control group. The statistical universe of the study included all second-grade and third-grade high school male students that with Diagnosed specific learning disorder in from Ardabil Learning Disability Center in the 2014-15 school years were engaged receive appropriate interventions. Research samples were consisted of 40 students with learning disability selected from this Center using simple random sampling method. The participants were assigned into two experimental and control groups. To gather data, the Emotional Processing Scale and questionnaires of social skills were used. Subjects of the experimental group attended in 8-session of 1/5 hours verbal self instruction training program. The results covariance (MANCOVA) showed that the treatment program of verbal self instruction influenced emotional processing and social skills, so that it led to a Improve emotional processing (increase positive emotions and decrease negative emotion) and Increase social skills in students with specific learning Disorders(P