فصلنامه روان شناسی افراد استثنایی
پیاپی 34 (تابستان 1398)

The aim of this study was to investigate the cognitive and linguistic profiles of students with specific learning disability versus students with learning problems. The participants constituted 100 students with learning disabilities and 100 students with learning problems who were matched based on age, gender, grade and IQ. The major evaluation tools that were used in this study included WISC-IV, BRIEF and TOLD-3. The data were analyzed through the multivariate analysis of variances (MANOVA).The results showed that students with specific learning disabilities had lower performance in cognitive profiles compared to learning problem students (P<0/001). Significant differences were found between the two groups. In addition, regarding the linguistic skills, the results indicated that students with specific learning disabilities had lower performance in phonological analysis compared to learning problem students (P<0/001). On the other hand, there were no significant differences between the two groups in terms of picture vocabulary, sentence imitation, morphological completion, word discrimination, word articulation, vocabulary, similarities and comprehension. Based on the results of this study, consideration of executive functions and linguistic skills in education and rehabilitation of students with specific learning disabilities and learning problems can lead to effective results.

The purpose of this study was to investigate the effect of a selected training program under dual and single-task conditions on the cognitive flexibility of children with developmental coordination disorder. The research method was semi-experimental and with a pre-test-post-test- follow-up design with control group. The statistical population of this study included male students with developmental disorder in Ahvaz city. From the mentioned population, a sample of 39 subjects who were eligible for inclusion in the study was selected by available sampling method. After the Trail Making Test as a pre-test, they were randomly assigned to three groups: Exercise Dual task (n=13), single task training (n=13) and control (n=13). Then, the two experimental groups performed a selected training program with different conditions for 8 weeks and 3 sessions each 45 minutes each week. At the end, all subjects were followed by a Trail Making Test and two months later, a follow-up test. Data analysis using one-way covariance analysis as well as t-test showed that in post-test, cognitive flexibility in dual task group was superior to both single and control group (P < 0.05). In the follow-up test, this superiority remained only rather than the control group. Also, the single task group was superior to the control group in the post-test (P <0.05). Compared to single-task approaches, dual-task-based exercises can improve the cognitive flexibility of children with developmental coordination disorder, so using this method in the planning of classes is suggested for this group of children.

The purpose of this study was to design and validate an educational model based on blended learning approach with emphasis on digital technologies for students with special educational needs. A mixed method in a type of the exploratory was used. To obtain the components of the model, an inductive content analysis was performed and for internal validity of the model, descriptive survey method was used. The statistical society for designing an educational model included all articles, books, reports and related dissertations in the field of blended learning approach for students with special educational needs from 2008 to 2018. A statistical sample to determine the component of the model, were 23 articles, 7 dissertations and 8 books and reports that purposefully selected and analyzed until saturation. The statistical society also comprised university teachers of educational technology, psychology and special education field for validation of the model. Twenty-six university teachers were selected as samples. The data gathering tool was a questionnaire of 25 items that 23 questions were created according to7 point Likert scale and 2 questions were created according to open-ended question. The content validity of the questionnaire was approved by the experts and its reliability was 0.94 with Cronbach's alpha. According to the inductive content analysis, six main components were obtained. Also, 49 sub-components were extracted for the main components. After analyzing the content and extracting the codes, the components and subcomponents were presented in the model.

The aim of this research was studing and comparing the effectiveness of real therapy and positive psychotherapy on reducing perfectionism and academic stress. The research was a quasi –experimental study along with selecting and assigning the subjects randomly in experimental group and control group with pre-test and post-test. Statistical universe included all gifted girl students of second grade of high school in Khorramabad city that all students filled out all the questionaires of perfectionism and academic stress using census method. Then 45 students who got the highest marks compared to others were selected and placed randomly in experimental and control groups. The first experimental group were subjected to real therapy for 8 sessions and the second group were also subjected to positive psychotherap for 8 sessions, but the control group didn't receive any interventions during this period of time. Data were analyzed using unilateral covariance analysis test. Results showed that performing the real therapy and positive psychotherapy interventions led to meaningful reduction of perfectionism and academic stress of the subjects of experimental groups. the positive psychotherapy had more effect on reducing academic stress, but in perfectionism variable, there wasn't any meaningful diference between these two therapies and the effect of above mentioned therapies in reducing perfectionism was the same. Based on the results, the methods of positive psychotherapy and real therapy can be used to reduce perfectionism and academic stress.

The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.

The aim of this study was to examine effectiveness of executive functions training on attention and response inhibition in students with dyscalculia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 143 students with dyscalculia who had been referred by the schools to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Malekpour Dyscalculia Diagnosis Test (1994), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA) (Rosvold, Mirsky, Sarason, Bransome & Beck, 1956) were utilized to evaluate attention and response inhibition performance, respectively. The experimental group received 11 sessions (60 minutes each) of group training. For statistical data analysis, variance analysis with repeated measures is used. Findings showed that executive functions training has a significant effect on attention and response inhibition and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that executive functions training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with dyscalculia.

This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. The statistical population consisted of 3rd grade elementary school boy students with special learning disorder in Tehran during the academic year of 2016-2017, which was administered by the educational and rehabilitation centers The Learning Disorder of the Exceptional Education Organization were identified as dyslexic children. Of these, 30 students were selected by targeted sampling method and randomly assigned to experimental and control groups. The tool used was the new version of Tehran-Stanford-Binet's Intelligence Lab and the data analysis method was a repeated measurement of the combination. The results showed that there is a significant difference between the test and control groups on the variables of the total scale of verbal and non verbal working memory in the experimental and control groups of the students, and the teaching method based on the Kotl-Horn-Carroll approach to strengthening the working memory of knowledge Students with a learning disorder characterized by dyslexia have been effective. It can be concluded that the education based on this approach increases the cognitive abilities of students with a specific learning disorder characterized by dyslexia and can be used as an effective intervention method.

The purpose of this study was to investigate effectiveness of mindfulness-based techniques on psychological distress (stress, anxiety and depression) of mothers of child with special learning disability. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included mothers of students of learning disability centers in Ardabil city in the year of 2018, That among them by using available method, 40 mothers were selected and randomly assigned to the experimental group (20 individuals) and control group (20 individuals). The experimental group had received 8 sessions of mindfulness-based techniques. Stress, anxiety and depression questionnaire (DASS) used to data gathering. Data were analyzed by multivariate covariance statistical method. Findings indicated that the research hypothesis of effect of mindfulness-based techniques on psychological distress (stress, anxiety and depression) of mothers of child with special learning disability had been proven and mothers of experimental group in comparison with control group, in posttest had a significantly less psychological distress (stress, anxiety and depression). So, we can conclude that mindfulness-based techniques Training has a significant effect on psychological distress (stress, anxiety and depression) of mothers of child with special learning disability.

Hearing impairment affects all aspect of individual's life, while applying cognitive rehabilitation program based on memory has been associated with effective outcomes. Present study was aimed to determine the effectiveness of cognitive rehabilitation program based on memory on executive functions and cognitive emotion regulation in students with hearing impairment. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 26 girl children with hearing impairment from schools in Isfahan city using convenient method. Subjects were divided into experimental and control groups, each group consisting of 13 children. The experimental group received 10 sessions of cognitive rehabilitation program, while the control group did not. The instruments were Nejati cognitive abilities questionnaire (2013) and Garnefski & Kraaij cognitive emotion regulation questionnaire (2006). Data were analyzed by MANCOVA. The results showed that cognitive rehabilitation program had a significant effect on executive functions and cognitive emotion regulation of subjects. According to the findings, cognitive rehabilitation program based on memory improved executive functions and cognitive emotion regulation in students with hearing impairment. So, this program can be used to improve executive functions and cognitive emotion regulation of these students and planning for providing of cognitive rehabilitation program based on memory for them have particular importance.