The effect of training emotional self-regulation strategies on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder

Research has shown that emotional self-regulation training has been effective in increasing emotional health, social competence, academic performance and behavioral problems in children with learning disabilities, comorbidity, and attention deficit/ hyperactivity disorder. But there is a research gap in the application of these trainings in the research community.

The effect of training emotional self-regulation strategies on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.

The present research method is quasi-experimental pretest, posttest design with two groups experiment. The statistical population included all students in the fourth, fifth and sixth grades of state centers for learning disabilities in District 4 Education of Tehran in the academic year of 1398-1399. 30 students were selected as the sample by available sampling method and randomly divided into experimental group and group of control (15 people in each group). Research instruments include: Connerss Child behavior Degree Scale- Teacher Form (1990), Zhou & Jei Scale (2012), Learning Disability Assessment Scale - Second Edition McCarney & Arthaud (2007), Experience-Based Child Behavior Checklist Achenbach & Rescola (2001) 8 sessions 60-Minute Emotion Regulation Training Program (Allen, 2009). Data analysis using univariate analysis of variance and by spss.24 software was performed

Barkley's parenting education program had an effect on social competence (p<0.0001) and behavioral problems (p<0.001) and emotion self-regulatory strategies on academic performance (p<0.001).

Based on the findings of the present study, it can be said that emotional self-regulation is effective on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.