The Efficacy of Metacognitive Strategies Training on Attention Deficit Disorder and Learning Disorder

The aim of this study was to determine the efficacy of metacognitive strategies training on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98. The research method was quasi-experimental with pre-test design, post-test with control group. The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani maleschr('39') vocational schools in the academic year of 97-98 in the city of Roodehen, from which 30 people were selected by available sampling and then randomly assigned to experimental and control groups (n1=n2=15). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Wilcott et al. (CLDQ). The experimental group underwent metacognitive strategies training but the control group did not receive any trainings. Data were analyzed by multivariate analysis of covariance. Metacognitive strategies training was significantly effective on reducing inattention (P <0.001) and reducing learning disability (P = 0.001) in the experimental group. Based on the findings, it is suggested that counselors and therapists use metacognitive strategies training techniques to reduce studentschr('39') attention deficit and learning problems.