فصلنامه ناتوانی های یادگیری
سال دوازدهم شماره 3 (پیاپی 46، بهار 1402)

The present study was conducted with the aim of comparing the effectiveness of strengthening working memory and critical thinking training on the cognitive processing of children with special learning disabilities.

The current research was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 60 people were selected by purposeful sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were the Cognitive Processing Inventory. Hypothes were analyzed using multivariate covariance.

Resultes: 

The results of the analysis of covariance showed that the significance level in all comparisons was less than 0.05, which showed that there was a significant difference in the effectiveness of the two intervention methods of working memory strengthening and critical thinking training on cognitive processing (p <0.05). Examining the effect size showed that the biggest difference was observed in the total cognitive processing score with a coefficient of 0.758 and the processing speed component with a coefficient of 0.636.

According to the results of the present study, the effect of critical thinking training on cognitive processing is more than working memory. It is suggested that critical thinking skills should be taught with the trainers of medical centers so that these trainers can use these strategies in their interventions.

The purpose of thise study was to investigate the effectiveness of group training of positive thinking skills on the stress, flexibility and mental strength of mothers with children with learning disorders.

The present study was a semi-experimental study with a pre-test-post-test and follow-up design with a control group. The statistical population of the current study included all mothers with diseases in Shahrood city in 1401 who refer to the rehabilitation centers related to disorders in this city. They refer to this city. 30 of them were selected by available sampling and Two groups of 15 people were tested and assigned. Subjects responded to Abidin's parents' stress questionnaires, Martin and Rubin's cognitive flexibility questionnaires and Peter Klug's mental strengh questionnaires before and after the intervention and also during the follow-up phase. Also, the experimental group underwent the intervention of positive thinking skills for 10 sessions of 60 minutes, and the control group did not receive any intervention., the information was analyzed using SPSS 22 software and through multivariate covariance analysis (MANCOVA).

The results showed that positive thinking training has a significant effect on reducing tension and increasing psychological strength and cognitive effectiveness (P<01).

Therefore, it can be concluded that positive thinking skills are used to reduce the negative psychological symptoms of mothers who have children with disorders.

The aim of this study was to compare emotion regulation strategies and intolerance of uncertainty in mothers of children with and without specific learning disorders. The study method was descriptive-casual-comparative. The study population consisted of all mothers of children with and without specific learning disabilities in Sanandaj city in the academic year of 2022. The research sample included 117 mothers (55 mothers with children with specific learning disorders and 62 mothers with normal children) who were selected using convenient sampling method. The study measures included the Emotion Regulation Questionnaire (ERQ) and the Intolerance of Uncertainty Scale for Children (IUSC-12)-Parent version. The data was analyzed using the multivariate analysis of variance (MANOVA) by SPSS-25 software. The results showed that there are no significant differences between parents of children with specific learning disabilities and parents of normal children in terms of emotion regulation strategies, but there is a significant difference between the two groups in the components of intolerance of uncertainty, so that parents of children with specific learning disabilities have a lower tolerance for ambiguous and uncertain situations than parents of normal children. It seems necessary to consider special courses for parents of children with learning disabilities in order to improve more adaptive emotion regulation strategies and increase acceptance and tolerance of uncertain situations in learning disability treatment centers.

The present study was conducted to investigate the effectiveness of compassion-focused therapy on resilience, alexithymia and empathy students with specific learning disabilities. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was made up of students with specific learning disorders in Ahvaz city in the academic year of 2019-2020. The samples of this study consisted of 30 elderlies (15 experimental and 15 control groups) who were selected through available sampling and according to inclusion criteria. The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Resilience Scale (Connor & Davidson, 2003), Toronto Alexithymia Scale (Bagby, Parker & Taylor, 1994) and Empathy Scale (Dadds & et al, 2008). Data were analyzed using SPSS version 18 software and univariate analysis of covariance (ANCOA). The results of multivariate analysis of covariance showed that compassion-focused therapy has been effective on resilience, alexithymia and empathy students with specific learning disabilities (p<0/001). According to the findings of the present study, compassion-focused therapy can be suggested as an efficient method in order to increase resilience, empathy and decrease alexithymia students with specific learning disabilities.

The purpose of the problem of learning disability among students as a controversial category in education has attracted the attention of many experts. This research was conducted with the aim of comparing cognitive confusion, social isolation and quality of life of students with and without specific learning disorder.

Causal-comparative method is used in this research. The statistical population included all students with and without a specific learning disorder referring to the educational and clinical centers of Dezful city, from which 80 people (40 students with a learning disorder and 40 students without a learning disorder) selected by convenience sampling method. Data were collected using Madson’s cognitive confusion, Modaresi social isolation and Ware et al quality of life (12-SF) questionnaires .data were analyzed using multivariate analysis of variance (MANOVA).

The results of the tests showed that there is a significant difference between the test results of the two groups (P<0.05). The results showed that the level of cognitive confusion and social isolation in students with learning disorders is more than students without disorders, but the level of quality of life of students with learning disorders is lower than students without specific learning disorders.

the findings of this research expanded the previous information about students with learning disorders. These findings have many applications in learning disorder centers and clinics, schools and families

The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities. Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention. The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640). Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

The purpose of this study was to investigate the effectiveness of teaching self-regulation strategies on reading comprehension of students with reading disorders. This research was a semi-experimental type with a pre-test-post-test design and a control group. The total statistical population included 10 to 12-year-old male students with dyslexia who referred to Mobin Learning Disorder Center in Mashhad in 1400. The research sample consisted of 30 people from the mentioned society who were selected by the available sampling method with a voluntary method and according to the conditions of entry and exit, and were randomly replaced in two groups (15 people in the experimental group and 15 people in the control group). The data collection tool of this research included the reading recognition test (Karami and Nilipour, 2010). Self-regulation strategies were taught in 10 75-minute sessions twice a week to the subjects of the experimental group, and during this time, the control group did not receive any training. For the statistical analysis of the data, univariate analysis of covariance and dependent t test were performed in SPSS software with version 24.