فصلنامه ناتوانی های یادگیری
سال یازدهم شماره 4 (پیاپی 43، تابستان 1401)

The purpose of this study was to examine the efficacy of mindfulness practice along with music on working memory and cognitive flexibility of children with learning disorders. This applied research was an experimental study that was done in the form of pre-test and post-test with a control group. In this study, 30 primary school students with learning disorders in the Khorshid psychological center of Shahrood in the academic year of 1399-1400 were selected by simple random sampling and were randomly assigned to two experimental groups (15 subjects) and control group (15subjects). The subjects in the experimental group involved in mindfulness intervention sessions along with quiet music in 8 sessions for 2 hours and the control group did not receive any interventions. The study instruments consisted of the Working Memory Questionnaire of Hafbak and the Cognitive Flexibility Questionnaire. To analyze the obtained data, multivariate and univariate covariance analysis was used. The results demonstrated that mindfulness practice along with music have an effect on working memory and cognitive flexibility of children with learning disorders (P <0.001). Based on the findings, it can be concluded that one of the effective practices on working memory and cognitive flexibility of children with learning disorders is the use of mindfulness along with music.

Research has shown that parents of children with learning disabilities have less resilience and hope. The aim of this study was to investigate the effectiveness of an intervention based on group training of coping skills based on Islamic teachings on the hope and resilience of mothers of children with special learning disabilities in Ardabil. The present study is an experimental study. The sample size was 40 people who were considered among the mothers of children with learning disabilities in Ardabil city and were randomly divided into experimental and control groups. Connor Resilience Questionnaire and Schneider et al.'s Hope Scale were used to collect pre-test and post-test data. The training of coping strategies based on Islamic teachings was carried out in groups for the experimental group. After data collection, the results were analyzed by SPSS statistical software using descriptive and inferential statistics. The results of data analysis showed that teaching coping strategies based on Islamic teachings has been effective in the hope and resilience of mothers of children with learning disabilities (P

The aim of this study was to compare personal intelligence and negative emotionality among students with and without special learning Disorder. The research method was causal-comparative description. statistical population included the second year elementary students with special and normal learning Disorder in Ardabil cities in the academic year 2019. Of this population, 30 students had special learning differences by purposive sampling and 30 normal students by sampling. Clusters were selected and participated in this study as a comparison group The two groups individually and with the presence of the researcher answered the questionnaires of Meyer's personal intelligence (short form) and Waller's negative excitement. Data were also analyzed using multivariate analysis of variance (MANOVA). The results showed that students with learning Disorder had average scores of emotional sensitivity (F = 9.345), nervousness - stress (F = 5.392), anxiety (F = 2.371), and aggression (F = 14.578). And shaping variables (F = 5.493) and selection guide (F = 8.305) are significantly different from the normal group.

The aim of this study was to investigate the relationship between mothers' depression and depressive symptoms and anxiety in children with special learning disorders due to parental stress.

 This study is applied in terms of purpose and descriptive in terms of correlation. The child had learning disabilities who referred to the Learning Disabilities Centers in shiraz from October to December 2016. The sample consisted of 270 mothers of students with special learning disabilities who were selected by convenience sampling. Research data were collected using the short form of the Parental Stress Scale, the Revised Child Anxiety and Depression and the Beck Depression Scale.

After data collection, they were analyzed using Spss-26 and Amos-24 software and Pearson correlation coefficient and structural equations. The assumed model had the necessary fit in the research community. The results showed that maternal depression explained 28% of the variance of parental stress. In the second place, exogenous variables explained 36% of the variance of anxiety and depression in children by adding the mediating variable of parental stress.

According to the approved structural model, a psychological pathology can be understood from the psychological vulnerability of children due to parental depression and stress, and by performing interventions based on multiple dimensions, psychological injuries can be prevented.

The present study was conducted to develop structural equations of social adjustment of students with specific learning disorders based on alexithymia and metacognitive beliefs and mediated by perceived social support.

In this descriptive and correlational study, 210 subjects were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorders in Tabriz in 2019- 2020. Bell Social Adjustment Inventory, Wells Metacognitions Beliefs Questionnaire, Toronto Alexithymia Scale, and Zimet et al, Multidimensional Scale of Perceived Social Support were used to collect data. The collected data were analyzed using Pearson correlation analysis and structural equations by Lisrel 8.8 software.

The results showed that alexithymia and metacognitive beliefs have a negative and significant effect and perceived social support has a positive and significant effect on social adjustment. Alexithymia and metacognitive beliefs, in addition to having a direct effect, also indirectly affect the social adjustment of students with specific learning disorders through the mediation of perceived social support, according to the value of VAF statistics, it was observed that 31.5% of the effect of alexithymia on social adjustment, 20.9% of the effect of metacognitive beliefs on social adjustment can be explained through perceived social support.

According to the consequences of learning disability and its widespread effects on the process of individual and social life, it is suggested that programs be implemented to promote appropriate emotions and metacognitive beliefs and to expand social support among students with learning disabilities.

The aim of this study was to investigate the effectiveness of rhythmic kinesthetic games on spatial perception, working memory, and cognitive failures of students with learning disabilities.

The present study adopted an experimental design (pre-test and post-test with a control group) and the statistical population of the study was all female students with learning disabilities in Maragheh in the second semester of 2020. Using the convenience sampling method, 30 individuals were selected and randomly placed in experimental (n=15) and control (n=15) groups. The research instruments included Broadbent’s standard cognitive failures guestionnaire, Frostig’s developmental test of visual perception and Wechsler’s working memory Test, all of which had satisfactory validity and reliability. Finally, analysis of covariance was used to analyze the data.

The results showed that the differences between the mean scores of the participants in the experimental and control groups regarding working memory, cognitive failures and spatial perception after removing the post-test effects were significant (P<0.05).

This means that rhythmic kinesthetic games have improved spatial perception, working memory and cognitive failures of students with learning disabilities in Maragheh.

This study aimed to compare the effectiveness of neuro linguistic programming strategies training and mindfulness instruction on academic self-concept among female students with learning disabilities. This study was the experimental pre-test, post-test with the control group design.

The statistical population of this study consisted of all female fifth-grade elementary school students in Izeh city in the academic year of 2020-2021. Then 45 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to three groups (15 people in each group). The instruments used in this study was academic self-concept (Liu & Wang, 2005). The experimental groups received neuro linguistic programing strategies training and mindfulness-based instruction for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (covariance analysis) tests in SPSS software version 22.

The results showed a significant difference between neuro linguistic programming strategies training and mindfulness instruction with the control group in academic self-concept (p<0/001) but there was no significant difference in academic self-concept between the two groups of training.

Based on the result we can say that neuro linguistic programming strategies training and mindfulness- instruction are two effective ways in improving of academic self-concept of students with learning disability.