Promoting Peer Interaction through Self-Regulatory Strategies in Students with Specific Learning Disability

The current research aimed to promote peer interaction through self-regulatory strategies in students with specific learning disabilities.

The study has a quasi-experimental design of the pre-test and post-test with the control group. The statistical population included all students with specific learning disabilities in the primary schools of Tabriz City. The sample included 30 subjects with specific learning disabilities (15 in the experimental group and 15 in the control group), who were selected by convenience sampling. The Hudson Peer Relationship Scale was used for pre-test and post-test to collect the required data. Self-regulatory strategies training for the experimental group was presented in eight sessions for two months.

Covariance analysis revealed that training self-regulatory strategies significantly improves peer interaction in students with specific learning disabilities.

Due to the effective role of training self-regulatory strategies in improving the interaction of students with learning disabilities with their peers, the development and implementation of this program for other groups of developmental disabilities is recommended as well.