فصلنامه ناتوانی های یادگیری
سال یازدهم شماره 2 (پیاپی 41، زمستان 1400)

The purpose of the present study is to investigate Psychometric properties of 15-item scale of quality of life for children and adolescents with learning problems (LD/QOL15). In a descriptive-correlational study, 195 parents of students with special learning problems were selected through cluster random sampling in Mashhad during the academic year 2018-2019 and responded to LD/QOL15 by Weber et al (2019). Data analysis was performed by EFA, CFA, construct validity and internal consistency analysis using SPSS24 and AMOS20 software. The results showed that the scale had a three-factor structure that explained 62.28% of the variance. Confirmatory factor analysis confirmed this structure as well as the single-factor structure. Internal consistency of the scale with Cronbach's alpha for the dimensions of academic performance, school comprehension, child / family psychological and quality of life were 0.80, 0.84, 0.84, and 0.84, and split-half coefficients were 0.74, 0.84, 0.81 and 0.68, respectively. Therefore, the quality of life of children and adolescents with special learning problems in Mashhad's students has good validity and reliability and can be used as a precise tool in this field.

The purpose of this study was to investigate the relationship between educational mediators and cognitive-metacognitive strategies and motivational beliefs in children with learning disorder.

This was a descriptive correlational study. The statistical population consisted of students with learning disabilities in Tehran elementary school in the academic year 2019. For this purpose, a sample of 202 students with primary school learning disorder (fourth to sixth grade) were selected by convenience sampling method from learning disorders centers. Data collected with learning styles Inventory (Kolb, 1985), Cognitive-metacognitive Strategies Scale (Dawson & McInray, 2004) and Motivated Strategies for Learning Questionarie (Pintrich & de Groot, 1990). Data were analyzed by SPSS- 20 software and using mean, standard deviation, Pearson correlation coefficient and multiple regression.

The results showed that the relationship between educational intermediaries with cognitive- meta-cognitive strategies and motivational beliefs was significant (P <0.01). Cognitive strategies predict 0.41 and metacognitive strategies 0.32 predict the variance of educational intermediaries. Also, motivational beliefs predict the greatest value of 0.51 of variance of educational intermediaries.

Educational intermediaries had relationship with cognitive-metacognitive strategies and motivational beliefs in students with learning disabilities.

Dyslexia is the most common type of learning disorder and evidence shows that deficits in executive functions play a significant role in dyslexia symptoms. The purpose of this study was to provide a clear picture of the executive functions status in children with dyslexia in Iranian studies. This study was a type of secondary study and according to the method of implementation, a systematic review is considered. The statistical population of this study was comprised of all the studies that have investigated different aspects of executive functions of dyslexic children in Iran from different perspectives. In the initial search, 234 articles were found, which were reviewed and finally, 12 articles were included in the study basing the including criteria. Studies have been published from 1378 to 1396. Many articles have compared the executive function of normal and dyslexic children and More than half of the articles reviewed interventions on the executive functions of these children. Finally, the results showed that there was significant difference between the executive functions in children with dyslexic and normal. The systematic review of these studies showed that using the appropriate interventions focused to executive functions can help to improve the symptoms and problems of children with dyslexia.

The purpose of this study was to determine the effect of Gratitude training with Islamic approach on Self- Forgiveness and Patience of mothers with Special learning disorders.

This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of the study consisted of all mothers of children with Special learning disorders who lived in Sabzevar in between 2019 and 2020. They were selected according to eligibility criteria and assigned to experimental (n = 20) and control (n = 20) groups using random sampling. First, the pre-test using the Questionnaires of Whol, Dashia, and Wakini (2008) and Khormaee, Farmani & Soltani (2014). Then the experimental group received Gratitude training with Islamic approach for 10 sessions of 75 minutes, while the control group received no intervention. At the end of the program, the two groups were given a post-test. The collected data was analyzed using SPSS23 and descriptive statistics methods (mean and standard deviation) and inferential statistics (analysis of covariance) were applied.

The results showed that Gratitude training with Islamic approach with Islamic approach caused a significant difference between self-forgiveness, patience and their components in mothers of children with special learning disorders (p <0.05).

 Conclusion

Therefore, Gratitude training with Islamic approach is an effective intervention program to help mothers of children with Special learning disorders.

The aim of this study was to investigate the effect of teaching cognitive-metacognitive strategies on working memory and response inhibition of students with special learning disabilities such as reading.

which was done by quasi-experimental method and pre-test-post-test design with control group. The statistical population included all primary school students in Miandoab in the academic year of 2018-2019. Thirty students with special learning disabilities in reading were selected as a sample by multi-stage random sampling and randomly assigned to experimental and control groups of 15 people. To collect the data, Wechsler 4, Stroop, N-Beck's Working Memory, Checklist, and Cognitive-Metacognitive Strategy Training Program were used. The experimental group received a training program on cognitive-metacognitive strategies in 18 sessions of 45 minutes.

The results of multivariate analysis of covariance revealed that the difference was significant at the level of p <0.001 and training of cognitive-metacognitive strategies improved working memory scores and response inhibition in the experimental group. As a result, teaching cognitive-metacognitive strategies can be used to educate students with learning disabilities.Keywords: Learning Strategies, Working Memory, Response Inhibition

The purpose of this study was to investigate the effectiveness of Auditory Tasks Homework Training on Auditory Attention in Children with Attention-deficit/ Hyperactivity Disorder Comorbidity with Special learning disorder.

The research method was quasi-experimental study with pre-test- post-test with control group. The statistical population of the present study included all children with attention deficit/ hyperactivity disorder with special learning disabilities in District 4 of Tehran in the academic year of 2020-21. From this statistical population, 30 children with attention deficit / hyperactivity disorder with learning disabilities were selected by multi-stage cluster random sampling method and assigned into two experimental and control groups (15 people in each group). Data were collected with Integrated Visual and Auditory Continuous Performance Test (IVA) (Sandford & Turner, 1994), Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al, 2011) and Conner’s Rating Scale (1998). The experimental group received auditory tasks in 20 sessions for 45 minutes. Data were analyzed by univariate analysis of covariance by SPSS- 23 software 

The results showed, that Auditory Tasks had a significant effect (P<0.05) on full attention, auditory attention, focused auditory attention, selective auditory attention. However, the training did not have a significant effect (P>0.05) on sustained auditory attention and intermittent attention.

Auditory Tasks can be an effective way to improve overall auditory attention, focused auditory attention, selective auditory attention in children with attention deficit / hyperactivity disorder with specific learning disabilities. Therefore, in addition to the previous methods, therapists and educators can use the present developed package to rehabilitate the attention of students with attention deficit/ hyperactivity disorder

this study aimed at comparison of social competence with bullying–victim behavior in students with and without learning disability

Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal student (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.

For gathering the data were used from Cohen & Riesman social competence questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social competence and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social competence in the group of students with learning disabilities was less than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities

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 the present study was to compare the quality of parent-child relationship and the level of child abuse of mothers who have to children (one with learning disabilities and one children with no learning disabilities).

60 mothers with one child with learning disability and one child without learning disability in 1397- 98 in Qeshm port were selected by purposeful sampling. The mothers completed the parent child relationship scale (PCRS) of Piyanta and their two children completed the Child Abuse Questionnaire. The results showed a significant difference between child with learning disorder and sibling without learning disorder in proximity, conflict, the positive relationship was (P≤0.0001).

The significant difference between the mean dimensions of parental child abuse among children with and without learning disabilities was such that child abuse scores (P≤0.0001) and physical abuse child (P≤0.0001). There was a significant difference between neglect and neglect (P ≤0.01). In fact, mothers of children with learning disabilities are more likely to abuse their children than other children without learning disabilities and to have a lower affinity and positive relationship with them and to experience more conflict with them.

These results have shed light on the necessity of taking some actions in order to protect the children with learning disabilities. Take parenting training to parents and legal protection from these children as examples.