فصلنامه ناتوانی های یادگیری
سال دهم شماره 3 (پیاپی 38، بهار 1400)

The purpose of the present study was to investigate the prevalence of depression in children with Specific Learning Disorders (SLD): the role of Child-Parent (C-P) and Child-Teacher (C-T) relationships. The research design was correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The LEVEL 2—Depression—Parent/Guardian of Child scale, C-P (parent version) and C-T (teacher version) Relationships Scales were used to collect the data. Person correlation coefficient and multivariate regression were used for analyzing the data. The results showed that the rates of severe, moderate, and mild depression in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a negative significant correlation between closeness C-P (mother and father) and C-T relationship with depression; There was a significant positive correlation between conflict and dependency C-P and C-T relationships with depression; all dimensions of C-P and C-T relationships except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, C-P and C-T interactions are used to reduce depressive symptoms in children with SLD. Based on the results, C-P and C-T interactions training are suggested to reduce the symptoms of depression in children with SLD.

This present study is aimed to investigate the lived experiences of the teachers who have been dealing with students with special learning disorders for years, on a phenomenological qualitative approach. The data is collected using semi-structural interviews with 9 teachers who had the required criterion and were working at learning disorder centers in Bandar Abbas through purposeful sampling until it reached the data saturation stage. Then, the data was analyzed through four stages employing the method proposed by Smith. The findings implied six main categories: Moral and behavioral characteristics of SLD Children, Family Role, School Performance, Teaching Requirements, the Effect of Job on the Teacher’s Life, Remedial and Educational Facilities and nineteen sub-categories. The investigation of teachers’ experiences gives valuable information to families, teachers and special teaching educators to recognize and intervene on time, multilateral support and to help improve the status and conditions of children with special learning disabilities.

The aim of this study was to investigate and compare rumination and defense mechanisms in students with and without specific learning disorder. The research method was causal-comparative. The statistical population included all of boy and girl students of seventh, eighth and ninth grade in Sanandaj city in the year 2018-2019. The study sample included of 106 students (53 students with special learning disorder and 53 students without special learning disorder) who were selected by multistage cluster random sampling. The data was collected using the Chronic Liver Disease Questionnaire (CLDQ), Defense Style Questionnaire, Ruminative Response Scale (RRS) and structured clinical interview. The data was analyzed by SPSS software and Multivariate test. The results showed that there was a significant difference between the two groups of students with and without specific learning disorder in rumination and defense mechanisms (p < 0.00). Students with specific learning disabilities have more rumination and use more immature and neurotic defense mechanisms.

Abstract Considering the need to identify the characteristics of children with special learning disabilities to educate them more effectively, the purpose of this study was to Comparison of self motivational self-regulation, emotional and sensory processing in students with specific learning disorder and normal students. The research method was causal-comparative. The research population included all normal male students with specific learning disorder in Kazeroon (Academic year 95 -96), that which 60 people (30 normal and 30 SLD) were selected as examples. To collect data, we used Walters Self-Regulatory Scale (1998), Barker Emotional Processing Inventory (2007) and Status Questionnaire sensory Wayne Dunn (1999). The data were analyzed using multivariate analysis of variance. According to the results, in students with learning disorder, the mean of motivational self-regulation and sensory processing was lower, and the mean of difficulties in emotional processing was higher than of normal students (p < 0/000). Therefore, it can be concluded that students with specific learning disorder becouse of weakness in their self-regulating, emotional and sensory processing needs to be training and strengthened in these areas. 

The present study aimed to compare the self-control with bullying–victim behavior in students with and without learning disability. This research is a causal– comparative study. And the statistical population of this study was all female and men students with learning disorders first high school who referred to Germi learning disability centers. Among them, 30 students were selected through available sampling method, and 30 normal students were randomly selected in a multi-stage cluster of primary school girls and boys in Germi. . For collecting data were used from Tangney self-control questionnaire and Olivious bullying–victim questionnaire and analyzed by multivariate analysis of variance (MANOVA). The results showed that students with learning disabilities in self-control and bullying- victim behavior were significantly different from normal students (p < 0/001), thus, these students have less self-control and more bulling- victim behavior than normal students. The results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore, production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

The purpose of this study was to investigate the effectiveness of positive group thinking training on empathy and social anxiety in male students with learning disabilities. The present study was a semi-experimental design with pretest-posttest design with control group. The statistical sample consists of students with learning disabilities referring to clinical and clinical centers of Karaj, among whom 40 students were selected by available sampling method, and then each of them was randomly selected in two groups of experimental (20 students) and witness (20 students). The research instrument was Lamunica empathy questionnaire, Latter-type social anxiety questionnaire, and positive thinking education. Positive thinking education was presented to the experimental group in 10 sessions of 75 minutes, but the control group did not receive. Data were analyzed using covariance analysis method. The results of the analysis showed that positive thinking was effective in improving empathy and reducing the social anxiety of students with learning disabilities, so that the subjects in the experimental group in the post-test stage had significantly better empathy and lower social anxiety have. According to the results of this study, it is suggested that positive thinking be used as one of the effective therapies for improving empathy and reducing social anxiety in students with learning disabilities.

The purpose of this study was to investigate the effectiveness of parent-child interactive therapy on parenting stress and parenting self-efficacy in mothers of children with learning disabilities. Interactive Parent-Child Therapy A new approach to reducing child behavioral problems that relies on improving parent-child relationships. In this quasi-experimental study, 5 mothers of malestudents with learning disabilities at Maragheh Learning Disabilities Center in the academic year of 2019 were selected by convenience sampling and randomly assigned to experimental and control groups. The experimental group received two parent-child interactive treatments during two two-hour sessions. Data collection tools included parenting stress questionnaire and parenting self-efficacy questionnaire. Data were analyzed using multiple analysis of covariance in SPSS 23 software. After controlling for pre-test effects, there was a significant difference between the mean of post-test scores in each of the parenting stress and parenting self-efficacy variables (P <0.05). The results showed an increase in self-efficacy and a decrease in parenting stress in the experimental group (p <0.01). Parent-child interaction training is effective on mothers' self-efficacy and parenting stress in students with learning disabilities, and it is recommended that parents design educational sessions.