فصلنامه ناتوانی های یادگیری
سال دوازدهم شماره 1 (پیاپی 44، پاییز 1401)

The aim of this study was to identify the family dynamics of children with learning disabilities.

The research method was qualitative descriptive phenomenology. The statistical population was the parents of children with learning disabilities. Purposeful sampling method used to select the sample. Data collected using in-depth semi-structured interviews. Considering the theoretical saturation criterion for determining the sample size, the interviews continued and, the number of participants reached 20. Data analyzed by Colaizzi descriptive phenomenology.

The results showed that the lived experience of parents of children with learning disabilities consisted of three main themes and 9 sub-themes including child issues (comorbid disorders, developmental history and behavioral challenges of the child), school issues and family issues (developmental -educational functions, economic and environmental challenges, impact on the family, social challenges, parental challenges and limited parental literacy).

The findings of this study expand the past literature on family dynamics and the factors extracted in the field of family dynamics can have many practical implications for therapists of learning disabilities.

The aim of this study was to compare decision-making styles and academic boredom in students with and without special learning disabilities. The statistical population of this study included all male students enrolled in the Learning Disabilities Center of Meshginshahr in the academic year of 2019-2020. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in Participated in this study. Two groups individually and with the presence of the researcher to decision style questionnaires. Academic boredom responded. The collected data were analyzed using descriptive statistics of mean and standard deviation and multivariate analysis of variance (MANOVA) test. The results showed that students with learning disabilities in the mean scores of rational decision style (F = 9.988), intuitive decision style (F = 6.493), dependent decision style (F = 7.209), decision style Instant withdrawal (F = 10.503) and academic boredom (F = 10.149) are significantly different from the normal group. According to these results, from a practical point of view, it is recommended to hold training workshops on teaching problem-solving strategies and creating motivation to reduce academic boredom by school counselors and psychologists.

The aim of this study was to investigate the role of academic achievement motivation, peer rejection and emotional empathy in predicting school aggression in students with special learning disabilities. The method of this research was descriptive-correlation. The statistical population of this study includes all students registered in the Center for Learning Disabilities of Education in Ardabil in the academic year of 2019-2020. 360 people from this community were selected by available sampling method and answered the questionnaires of achievement motivation, social exclusion of peers, emotional empathy and multidimensional school-related anger questionnaire. The data collected in this study were analyzed using descriptive statistical tools such as mean and standard deviation and Pearson correlation and multiple regression tests using SPSS25 software. The results of correlation coefficient showed that school aggression has a negative and significant relationship with the total score of academic achievement motivation and the component of emotional motivation and emotional empathy and has a positive and significant relationship with the total score of rejection peers and the component of insult, neglect and slander. (001/0 <p).The results of regression analysis showed that predictor variables predict about 19 percent of the variance of school-related anger. Considering the role of achievement motivation, peer rejection and emotional empathy in predicting school aggression to specialists in this field, take actions such as identifying rejected or exposed children, designing communication skills programs and Emotional and creating a suitable educational environment to increase the motivation and emotional empathy of these students is recommended.

The aim of this study was to evaluate the effectiveness of neurofeedback and cognitive-behavioral play therapy and Combined method on working memory of children with specific learning disabilities.

The present study was a quasi-experimental study with pretest-posttest and control group. The statistical population of this study includes all children with specific learning disabilities in Ardabil in the academic year 1400-1401. The sample of this study consisted of 100 children with learning disabilities who were selected by convenience sampling method and were randomly assigned to treatment and control groups (Neurofeedback 25, Cognitive-behavioral play therapy 25, combination 25 and control 25). The instrument of this study was N-back working memory test.

The results showed that neurofeedback and cognitive-behavioral play therapy and the combination of the two methods have a significant effect on working memory of students with special learning disabilities and combination method at a significant level (0.05) was more effective in students' working memory than other methods treatments. Also, cognitive-behavioral play therapy at a significant level (0.05) was more effective than neurofeedback.

According to the results, neurofeedback therapy and cognitive-behavioral play therapy was effective in improving the working memory of children with specific learning disabilities.

this study aimed at comparison of social anxiety 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 students (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 social anxiety 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 anxiety and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social anxiety in the group of students with learning disabilities was higher 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 this study was to investigate the functional role of visual-spatial working memory and processing speed in predicting the academic performance of children with specific mathematical learning disorders

The present study was a correlational descriptive study. The sample consisted of 150 students with specific mathematical learning disorders, who were selected by available sampling method. To collect data, Wechsler IQ scale for children (5th edition), Q-Mat math test, and Corsi block-tapping test were used. Research data were analyzed using Pearson's correlation coefficient and multivariate regression.

The results showed that 48% of the variance of students' academic performance is explained by visual-spatial active memory and processing speed (P≥0.001).

It can be concluded that cognitive functions (working memory, visual-spatial memory and processing speed) should be evaluated during the diagnostic process in order to better understand the characteristics of students with math problems and to apply tailored interventions.

The aim of this study was to systematically review the application of psychological interventions in math learning disorder. The research literature has been searched from three scientific journals - learning disabilities, exceptional children, empowerment of exceptional children, from the beginning to the present - without time limit. After searching, screening and evaluating the quality of articles and applying inclusion and exclusion criteria, the research was conducted. In the initial search, 918 articles published in three journals were reviewed, which after evaluating the titles and abstracts , 53 related articles, were identified as having the necessary conditions to participate in the research. Then, the articles were divided according to the type of treatment, of which 5 articles were excluded from the study due to the use of repetitive methods, and finally the remaining 48 articles were included in the study, in which 52 treatment methods were used. According to the researched articles, 52 different methods of psychological intervention were identified for intervention in math learning disorder.