فصلنامه ناتوانی های یادگیری
سال یازدهم شماره 1 (پیاپی 40، پاییز 1400)

The aim of this study was to evaluate the effectiveness of emotion regulation training on continuous attention performance, planning-organizing and continuous performance in students with learning disabilities. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all male and female elementary school students with learning disabilities who referred to the Center for Learning Disabilities in Ardabil in 2019-2020, of which 40 students with learning disabilities by simple random sampling as a research sample. Were selected and randomly assigned to experimental and control groups. The experimental group was trained in 10 emotion regulation sessions and the control group did not receive any training. The research instruments included daily attention test, London Tower test and continuous performance test and data were analyzed by covariance test. The results showed that emotion regulation training has an effect on continuous attention, planning-organizing and continuous performance in students with elementary school learning disabilities, thus leading to the improvement of these components in students. To be. These results can have important effects on the prevention, pathology and treatment of this disorder.

The aim of this study was to compare the effectiveness of emotion-oriented cognitive-behavioral skills training and test techniques on academic vitality هد students with learning disabilities in primary schools. Quasi-experimental research method was used with pretest-posttest design with control group; The statistical population included all fourth to sixth grade students with learning disabilities in Rasht in the academic year of 1997-98. The statistical population included all fourth to sixth grade students with learning disabilities in Rasht in the academic year of 2018-19.- Among them, 45 students who were identified with special learning disabilities and low academic vitality were randomly assigned to three groups of 15 through random sampling; 2 experimental groups: teaching emotion-oriented cognitive-behavioral skills and test techniques and a control group. The experimental groups underwent 12 sessions of 45 minutes while the control group did not receive any intervention during this period. The instruments used in this study included the Academic Vitality Questionnaire and the Wexler Children's Scale 4. The results showed a positive effect of emotion-oriented cognitive-behavioral skills and test techniques on increasing students' academic vitality at a significant level of p <0.05. Also, the results of independent group t-test showed that there was no significant difference between the mean scores of the experimental groups at the significant level of p <0.05. It seems that teaching exciting cognitive-behavioral skills and test techniques can improve the academic vitality of students with special learning disabilities.

Problem solving is an important skill for living in the current era. Today, the ability to solve problems is important, both in the public, technical and everyday life, and in performing complex activities.The aim of this study was to evaluate the effectiveness of problem-solving education on self-concept, self-esteem and self-regulation of students with learning disabilities The present study was conducted as a quasi-experimental method with pre-test and post-test with two control and experimental groups. The statistical population of the study included students with learning disabilities in Shiraz in 2020. The sample was selected by purposive sampling in the first stage and after completing the scale of self-concept, self-esteem and self-regulation, 30 people were randomly assigned to the experimental and control groups (15 people for each group). The experimental group received 8 sessions of problem solving training as a group and the control group did not receive any intervention. The data were analyzed by analysis of covariance. The results showed that students who received problem-solving training scored higher on self-concept, self-esteem, and self-regulation than those who did not receive problem-solving training. Therefore, the findings of the study showed that problem solving training has a positive effect on self-concept, self-esteem and self-regulation of students with learning disabilities.

The paper aims at comparing self-compassion and academic wellbeing in students suffering from specific learning (disabilities) disorder and normal students. This is a causal comparative research The statistical population of this study was all students of Tabriz in the academic year of 2017-2018. Fourty seven students were selected although available sampling. The normal group, too, was consisted of 60students They were chosen from some schools to be compared with the experimental group. To collect data, “Neff’s self compassion scale (long form)” and “school wellbeing questionnaires” (Breso, Salanova, and Schaufeli’s academic burnout questionnaires, student engagement questionnaire by salmela-aro et al., and school value assessment by Niemivirta) have been used and were analyzed using MANOVA The results of multivariate analysis of variance (MANOVA) showed that mean scores of normal students in self-compassion variable (except in isolation and self-judgment) and academic well-being (except academic burnout) were significantly less than students in learning disorder You had more (p <0.05). but there was no significant difference between the two groups in the human component and extreme equalization (p <0.05).

Learning disabilities can significantly affect academic success and achievement at any age. The aim of this study was to compare the effectiveness of the model based on achievement motivation and emotion regulation techniques on learning self-regulation in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Were selected (15 people in each group). Data collection tools were self-regulated learning questionnaires. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the three experimental and control groups in the total score of the learning self-regulatory variable (F = 14.742).Practically, due to the effectiveness of the motivational model based on progress and emotion regulation techniques, it is recommended as a basic strategy to increase self-regulated learning by teachers, psychologists and school counselors for all students, especially students with special learning disabilities.

This study aimed to compare the performance of male and female students with learning disabilities and common students during the Benton visual and spatial perception test in elementary schools in Ardabil.

The research design is descriptive causal-comparative. The statistical population included all students with learning disabilities and normal primary students in Ardabil city in the academic year 2019 (119314 people), from which a sample of 120 people were selected by available sampling method. The Benton spatial visual perception test was used to assess the students. Data were analyzed with descriptive statistics and two-way ANOVA.

The results showed that gender alone had a significant effect on students' level of visual/ spatial perception; furthermore, the kind of disorder including dyslexia, math, reading and math and without learning disorder have a significant effect on gift/ spatial perception action of students, although the interactive effect of learning disability (reading, math, reading, reading and math without learning disabilities) and gender did not have a significant effect on students' visual/spatial perception.

It can also be concluded that children with learning disabilities in visual-spatial perception have weaker performance than normal students, so they need special training to compensate for this weakness.

The purpose of this study was to determine the effectiveness of resiliency training on stress management, affects and academic help seeking in students with learning disabilities. The method of this study was semi-experimental and pre-test-post-test with control and follow-up group. The statistical population consisted of 380 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2019-2020 school year. The sample consisted of 40 students who were selected through convenience sampling and randomly assigned in two groups (exprimental and control). The measurement tools were the Watson, Clarke & Teljin's affects questionnaire, Ryan & Pentrich's helplessness questionnaire and Endler & Parker's stress coping strategies questionnaire. The experimental group received 9 training sessions and the control group did not receive any intervention. The data were analyzed using repeated measure ANOVA and SPSS software version 22. Findings showed that resiliency training has a significant effect on stress management, affects, and academic help seeking behavior of students with learning disabilities and and this effect remains unchanged in the two-month follow-up phase. Since resiliency training helps improves individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as effective intervention method to improve stress management, affects and academic help seeking in students with learning disabilities