The Effectiveness of Emotion Regulation Training on Continuous Attention, Planning-Organizing and Continuous Performance in Students with Learning Disabilities

The aim of this study was to evaluate the effectiveness of emotion regulation training on continuous attention performance, planning-organizing and continuous performance in students with learning disabilities. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all male and female elementary school students with learning disabilities who referred to the Center for Learning Disabilities in Ardabil in 2019-2020, of which 40 students with learning disabilities by simple random sampling as a research sample. Were selected and randomly assigned to experimental and control groups. The experimental group was trained in 10 emotion regulation sessions and the control group did not receive any training. The research instruments included daily attention test, London Tower test and continuous performance test and data were analyzed by covariance test. The results showed that emotion regulation training has an effect on continuous attention, planning-organizing and continuous performance in students with elementary school learning disabilities, thus leading to the improvement of these components in students. To be. These results can have important effects on the prevention, pathology and treatment of this disorder.