Effectiveness of problem-solving skill training on assertive and shy students with learning disability

The present study examined the effectiveness of problem-solving skill training on assertive and shy students with learning disability in the city of Ahvaz in school year of 2016-2017. Therefore, using a quasi-experimental design with pre-test and post-test and control group, 30 students were selected and randomly divided into experimental and control groups. Both groups were evaluated through the assertiveness questionnaire designed by Riechi and Gamberil and a questionnaire measuring shyness developed by Cheek and Bussas as the pre-test and post-test. The the experimental group attended in 6 ninety-minute sessions of problem- solving skill training. Multivariate covariance analysis was used to compare the post-test of both groups. The results showed significant difference in mean score of the pre-test and post-test of the experimental and control groups. Therefore it can be concluded that the teaching of problem-solving skill training can be used to improve the assertive and shyness of students with learning disability.