JOURNAL OF LEARNING DISABILITIES
Year:2012 | Volume:1 | Issue:1|Papers Count:7

The purpose of the present study was to compare social competence and its components in students with learning disability and students with low, average and high academic achievement. Using a multi-stage random cluster sampling method, a study sample of 160 second grade guidance school students (40 with learning disability, 40 with low academic achievement 40 with moderate academic achievement and 40 with high academic achievement) was selected from students in the 1st and 2nd districts of Ardabil.Data were collected using the Social Competence Scale, Raven's Progressive Matrices and researcher constructed tests for reading, writing and math evaluation. The MANCOVA results showed students with learning disability and students with low academic achievement scored lower on indices of social competence than students with average and high academic achievement. This finding has important implications as regards the education and mental health of exceptional students.

The Colorado Learning Difficulties Questionnaire (CLDQ) is a new parent-report rating scale that was developed to provide a brief screening measure for learning difficulties.This study examined the psychometric properties of CLDQ. The statistical population included all elementary school pupils of Ardabil city. Data were gathered from 374 parents of students who were enrolled in school in 2011-2012. The sample was selected using multistage cluster sampling procedure. The CLDQ was found to have good internal consistency (Cronbach' s alpha was 0.90) and test-retest reliability (0.94). The content, discriminant and construct validity of the questionnaire were found to be desirable. Just as in the original measure, exploratory and confirmatory factor analysis revealed five correlated but distinct factors labeled reading, social cognition, social anxiety, spatial difficulties and math. Findings confirm the CLDQ as a valid and reliable instrument for the assessment and screening of students with learning difficulties.

The purpose of the present study was to train mothers in play therapy and investigate its effects on the behavior problems of learning disabled children. An experimental research design was used. A sample of 15 students with learning disability was randomly selected. The mothers of the study sample received 5 sessions of training in play therapy. The mothers also completed Rotter's Behavior Problems Scale. Data were analyzed using the paired t test. The results showed that training in play therapy decreases behavior problems in learning disabled children.

The purpose of this study was to compare perfectionism and procrastination in mothers of students with and without learning disabilities. From among mothers of all 9-14 year old students with and without learning disability in Arak in 1389 (A.H.), and using a random sampling procedure a sample of 80 mothers of students with LD, and 80 mothers of normal students matched in terms of maternal age, education and number of children was selected. Data were collected using scales of perfectionism and procrastination. Multivariate analysis of variance indicated that mothers of LD students reported more negative perfectionism and higher procrastination. We speculate that perfectionism may be the reason for high levels of anxiety, fear of failure, and depression in mothers of LD children and procrastination is used by them to get rid of negative emotions temporarily.

The purpose of the present study was to compare alexithymia and social skills in students with and without learning disorders.From among students with LD (N=157) enrolled in special schools in the city of Ardabil, 18 boys and 18 girls with LD were selected using a simple random sampling method and compared with 18boys and 18 girls without LD, matched for age, educational level, IQ, and parental education. The Toronto Alexithymia scale and Matson Evaluation of Social Skills with Youngsters were administered. A causal-comparative research method was used and data were analyzed using multivariate variance analysis of variance.Results showed that students with LD have significant difficulty in describing, and identifying feelings and in externally oriented thinking. Furthermore, LD children reported fewer appropriate social skills, and greater inappropriate assertion, jealousy/ withdrawal impulsivity, and overconfidence. Findings underscore the importance of the effective training and management of emotional and social capabilities of students with LD.

The purpose of the present research was to examine the effectiveness of life skills training on the social competence of students with dyscalculia. This is a quasi- experimental study with a pretest/post-test experimental and control group. The sample consisted of 40 students with dyscalculia selected from among primary school students with learning disabilities in Ardebil city, and assigned to two experimental (n=20) and control groups (n=20). Eight onehour sessions of life skills training were implemented for the experimental group. To collect data, a clinical interview, The Key Math Test, and the Social Competence scale were used. Multivariate analysis of variance showed that life skills training significantly increased social competence in the experimental group.The findings imply that life skills training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia.

The aim of the study was to examine the effectiveness of learning disability centers in improving learning disorder symptoms, and to identify their strenghts and weaknesses. From among all students referring to centers for specific learning difficulties in Ardabil province during the 2011 academic year, a sample of 248 students diagnosed with learning disorder was selected using a method of stratified sampling, and all the relevant case experts (25 individuals), teachers (100 individuals), and parents (124 individuals) responded to the survey. Within an experimental method using a preand post-test experimental and control and group design, tests of reading, spelling, and math, as well as a semi-structured interview and a researcher constructed questionnaire, were administered to collect data. Findings showed that these centers possess more strenghts than weaknesses. Results of a two-way ANCOVA indicated that the two groups of LD students (those receiving and those not receiving instruction at the center) differed significantly in reading ability, math ability, writing ability, and grade point average. No significant sex and interaction differences emerged. This study indicates that special education classes at centers for specific learning disabilities will improve LD symptoms in students.