فصلنامه ناتوانی های یادگیری
سال دوازدهم شماره 4 (پیاپی 47، تابستان 1402)

This study intended to determine the level of Recognition elementary school teachers in District 18 of Tehran County had about the symptoms of specific learning disorders (SLDs) and the relationship between their work experience and the level of their Recognition regarding a specific learning disorder. This study used the descriptive approach and the survey research method and Causal-comparative. The sample size (n=270 elementary school teachers in District 18) was determined by using Morgan Table. The participants were selected using convenient sampling methods. The three forms of the valid including checklist the Strengths and Difficulties Questionnaire (SDQ, Goodman, 1997) (for the teacher) and the two Learning Disorder Checklist based on DSM-5 were combined to develop the researcher-made questionnaire. The views expressed by the Supervisor and the Advisor were applied in determining content validity of the questionnaire, and Cronbach's alpha was used to assess its reliability. The calculated overall reliability was 0.8, which indicated the acceptable reliability of the questionnaire. were calculated in SPSS for data analysis.  The Results showed that the teachers had higher than the average level of Recognition about SLDs. However, there were no significant relationship between the teachers' level of Recognition about the SLD and their work experience at the significance level > 0.05. The studied teachers had one of the qualities of a professional teacher (Recognition about the symptoms of SLDs), but this is not all the Recognition that professional teachers have. Consequently, further studies must be conducted to assess elementary teachers' practical Recognition. In the end it was suggested teachers should take actions for solving these students' problems and increase their own information regarding the suggestions and the solutions they offer to students with SLD.

The present research was conducted with the aim of developing a conceptual model for mathematical learning and providing cognitive activities to improve learning in students with mathematical learning disorders in two steps. The research method was qualitative and with thematic analysis approach. The studied population included written sources related to mathematical learning disorders (MLDs) in Iran and abroad, between the years 1370-1401 SH and 1967 -2021 A.D.In the first step, theoretical texts were selected by purposive sampling method and document mining tool with the library method. 53 sources were examined and the data was saturated. The data was analyzed according to Braun and Clark (2006) method and 235 codes were obtained. By reducing the codes, 80 base codes, 21 sub-concepts and 8 main concepts were extracted. The findings show that the 8 main concepts of math learning included calculation operations, number position, measurement, understanding mathematical language, time, problem solving, visualizing and comparing shapes, and money concept. The data and the designed conceptual model were reviewed by 10 experts according to the validation criteria of qualitative findings, whose reliability was equal to 0.97 based on the Holsti criterion. In the second step of the research, 44 cognitive activities improving math learning were matched with the 8 main concepts of math learning and were validated by experts using content validity ratio (CVR) and content validity index (CVI). The findings indicated that the conceptual model of math learning and cognitive concepts has 21 sub-concepts and 8 main concepts. The main concepts obtained include calculation operations, number position, measurement, understanding mathematical language, time, problem solving, visualizing and comparing shapes, and money concept. CVR was equal to 0.98 and CVI equal to 0.97 at a very favorable level. The pattern obtained from the review of scientific texts in this research includes the main dimensions of mathematical learning and the cognitive activities presented in it which have the aspect of play and entertainment can help mathematical learning. Therefore, since the understanding and learning of mathematics is based on abstract concepts and these students have many problems in understanding abstract concepts, it is suggested that the findings of this research be used to increase the positive attitude and enthusiasm of students towards mathematics and deepen learning.

The present study was conducted with the aim of investigating the effectiveness of a direct attention training program on the attention dimensions of dyslexic students. The layout of the current research design semi-experimental pre-test-post-test-follow-up type with a control group. The statistical population included all male students of the third grade of Kermanshah city in the academic year of 1402-1401. In this regard, 30 dyslexic students were selected as available and randomly replaced in two experimental and control groups. The experimental group received the direct attention training program in 12 sessions of 45 minutes. Research tools were Stroop test, Wisconsin card sorting test and continuous performance test. Data were analyzed using mixed variance analysis and the SPSS-24 software. The findings showed that there was a significant difference between the aspects of Sustained, selective and shifting attention of dyslexic students in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05) According to the results, the direct attention training program can be effective in strengthening the dimensions of stable, selective and shifting attention of dyslexic students. From a practical point of view, considering the effectiveness of direct attention training program exercises in reducing the attention problems of dyslexic students, this program is recommended as one of the basic strategies of cognitive interventions to teachers and learning disorder specialists.

The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the working memory of dyslexic students. The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. Raven's progressive matrices test and Cornoldi's working memory test were used to collect data. Analysis of variance test was used to analyze the research data and SPSS statistical software was used for this purpose.Resuls: The findings showed that training based on phonological awareness and multiple intelligences and the combination of the two methods significantly improved the working memory of the tested groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average working memory scores of dyslexic children. Based on the obtained results, the combination of two methods of phonological awareness and multiple intelligence improves the working memory of dyslexic children. So, psychologists are advised to use education based on phonological awareness and multiple intelligences in order to help improve the working memory of children with dyslexia.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

The purpose of this study was to investigate the effect of strategic computer games on critical thinking and academic achievement of students with math disorder. The research method was semi-experimental with a pre-test, post-test design with a control group. The statistical population of the research includes all fourth, fifth and sixth grade student s of Aran and Bidgol primary schools who had math problems in the academic year at 2021. From this community, 30 person were selected as the research sample using available sampling method and randomly assigned to two experimental and control groups with 15 member. For Data collection have been used from Wechsler Adult Intelligence Scale (WAIS), Ricketts critical thinking questionnaire (2003) and grade point average as the criteria for the academic progress of students in two semesters of the academic year. The data was analyzed by using SPSS version 25 statistical software and by calculating descriptive and inferential statistics indices (Analysis of Covariance). The findings of the research showed that the average of the post-test in the variables of critical thinking (M=23.3) and academic achievement (M=3.20) increased compared to the pre-test and this increase is significant (P<0.05). The results of the present study showed that strategic computer games are effective on critical thinking and academic progress of students with math learning disorders by providing a suitable environment for the growth of the ability to discover, argue, problem solving and provide various methods to understand the relationships between the components of a problem. Therefore, it is suggested that use this category of games in the formal education program of students with math learning disabilities.

The aim of this study was to compare the effectiveness of transcranial direct current stimulation and sensorimotor integration on executive functions (cognitive flexibility and response inhibition) of students with specific learning disabilities.

The present study was an experimental one with a pretest-posttest design with a control group. The statistical population of this study included all fifth and sixth students of elementary school who enrolled in the centers for learning disabilities in Dezful in the academic year of 2021-2022. Sixty people were selected by available sampling and were randomly assigned to two experimental groups and one control group (20 people in each group). The students were measured by Wisconsin and Stroop test in the pretest and posttest stages. Transcranial direct current stimulation was implemented in ten 20-minute sessions and sensorimotor integration program was implemented in ten 45-minute sessions. The control group did not receive any intervention. Data were analyzed using covariance test.

According to the results, there was a statistical significant difference between the mean scores of two experimental groups and control group in cognitive flexibility and response inhibition of students with specific learning disabilities (P<0.001). In addition, the results of Bonferroni test were indicative of the higher effectiveness of transcranial direct current stimulation, compared to sensorimotor integration.

According to the results of the present study, the effect of transcranial direct current stimulation on cognitive flexibility and response inhibition is more than sensorimotor integration. It is also suggested that both methods (transcranial direct current stimulation and sensorimotor integration) could be used as useful interventions in improving executive functions of students with learning disabilities by educational specialists.