JOURNAL OF LEARNING DISABILITIES
Year:2018 | Volume:7 | Issue:4 (27) |Papers Count:7

therapy on the disruptive behaviors of student with learning disorders in Maragheh city. This semi-experimental study was carried out with pre-test and post-test design with control group. The population of the study consisted of high school students in Maragheh. Out of this community, 45 people were selected through purposeful sampling and divided into two experimental and one control group. The experimental group then underwent a 45-minute session in 20 sessions each week. In order to identify learning disabilities, the Colorado Learning Questionnaire was used. In addition, in order to detect maladaptive behaviors, the degree of diagnosis of disordered student behaviors was used. Data were analyzed using one-way and multi-path covariance analysis. The results of Co-variance analysis indicated that Yang's schema therapy significantly reduced pupil's student behaviors. These results provide important implications for education and counseling services as part of treatment for students with learning disabilities.

The aim of this study was to compare the theory of mind, cognitive self-awareness and self-regulation among the students with and without learning disabilities. In this study, the causal – comparative method was used. The statistical population of the study consisted of 3rd to 6th grade elementary students with and without learning disorders in the second region of Rasht City in the academic year 1394-1395. 184 students were selected as a sample by using multistage cluster sampling method. The students completed Wales's questionnaire of self-awareness, Pintrich 's questionnaire of self-regulation, and Stumpman's questionnaire of theory of mind. By using Alpha Cranbach, Their reliability were reported 84%, 81% and 80% respectively. The results of analysis of multivariate variance (MANOVA) showed that there is a significant difference between students with and without learning disorders in the theory of mind, cognitive self-awareness, and self-regulation. So, the theory of mind, cognitive self-awareness and self-regulation in students with learning disabilities were less than that of students without learning disabilities.

The purpose of this study was to determine the effectiveness of problem-solving metacognitive training and emotional regulation on emotional processing, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). This experimental study was pre-test and post-test with control group. The statistical population of the study consisted of all male students with learning disabilities in the 4th and 5th grades of Zahedan 1 in the academic year 1397-1396. The research sample consisted of 30 students from the 4th and 5th grade students who were selected by simple random sampling and assigned to two experimental groups (15 subjects) and control group (15 people). For data collection, Malekpour's mathematical learning disability test, Raven's progressive matrix, Baker emotional processing questionnaire, Barat Impact Scale and Toulouse-Pyrin test were used. Data were analyzed by multivariate covariance analysis and spss. 22 software. The results of covariance analysis showed that there was a significant difference between groups in emotional processing, impulsivity and distraction (P <0. 01). The mean difference in the metacognitive training group is also the problem solving and the emotional adjustment is significant. According to the results, it can be said that metacognitive problem solving and emotional regulation are effective in decreasing the negative emotions, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). These results have important suggestions for using these educational methods as an interventional method in schools and health centers.

The purpose of the present research was to investigate the effectiveness of reality group therapy on academic vitality of students with specific learning disorder. The design of this semi-experimental study was pretest/ post-test/follow-up with a control group. The statistical population of the research consisted of all female primary school fifth graders with specific learning disorder in 2016 in Babolsar, Iran. Thirty students were selected through convenient sampling and randomly assigned to an experimental (n=15) and a control group. The experimental group went through reality group therapy for 8 sessions of 60 minutes. The instruments were the Colorado Learning Difficulties Questionnaire, the second edition of Wechsler Intelligence Scale for Children, and the Academic Vitality Questionnaire. The data were analyzed using mixed analysis of variances through SPSS-22 software. The findings show that the reality group therapy is effective on increasing of academic vitality in students with specific learning disorder. Treatment gains are maintained to some extent over the six-week follow-up (p<0. 05). Given the efficacy of reality group therapy on academic vitality in students with specific learning disorder, these results have practical implications for clinicians and counselors engaged in learning disorder centers.

The purpose of the present study is to investigate the effectiveness of psychodrama therapy on improving the social competency in students with mathematical disorder in Kermanshah. The design of this study is quasiexperimental with pretest-posttest and control group. In this study, 30 mathematically disorder boys, who were 12-15 years old, were selected by the convenient method, and were randomly divided into two groups (experimental and control group), each consisted of 15 students. The experimental group received psychodrama therapy training in 10 sessions of 45-minutes, while the control group did not receive any special treatment. The instruments used were Wechsler Intelligence Scale for children and Social Competency Questionnaire. The obtained data were statistically analyzed using MANCOVA. The findings of this research showed that a significant increase in social competency mean of the experimental group in the post intervention in comparison with the control group was observed. Furthermore, psychodrama therapy training had positive and significant effects on all subscales of social competency (cognitive skills, behavioral skills, emotional competency and motivational sets) in these students. The psychodrama therapy instructional program improved social competency of students with mathematical disorder. Applying psychodrama therapy training improved social competency of the students with mathematical disorder.

The present study aimed to investigate the effectiveness of social skills training program on theory of mind and social behaviors of children with nonverbal learning disorder. Thirty six children with nonverbal learning disorder were selected by WISC-R and the pupil scale of M. Bassett; and divided into two groups. Theory of mind by eye test (RMET), and social behaviors questionnaire (SDQ) were conduct as pre-test. The children of the experimental group attended in social skills training program for 12 sessions. The same questionnaire was used as post-test on both groups. These values were compared through covariance analysis. The results showed a significant increasing in theory of mind, and para-social behaviors; a reduction in emotional symptoms and problems with peers in children of the experimental group compared with the control group. There were not any significant changes in hyperactivity and conduct disorder. Thus, the effectiveness of social skills training program on theory of mind and some social behaviors of children with nonverbal learning disorder was confirmed.

The present study was performed to investigate the role of emotional intelligence and positive mothers' thoughts on social anxiety in adolescent girls with learning disability. This study was a descriptive correlational study. The statistical population of this study was all female high school students in Tehran who studied in the academic year of 2016-2017. They were selected through random sampling among high school girls in high schools and clinics in Tehran. Finally, a sample of 400 people was selected and CLDQ, Shoot Emotional Intelligence Questionnaire, Positive Thinking and Social Anxiety Questionnaire for adolescents were used. The results showed a positive and significant relationship between positive thinking score with total score of emotional intelligence and subscale of emotional evaluation. Also, there was a significant negative relationship between social anxiety with total score of emotional intelligence and positive thinking. Also, emotional intelligence and positive thinking had a significant predictive power for social anxiety. The results indicated that high levels of emotional intelligence and mothers' positive thoughts increase social anxiety in adolescent girls with learning disability.