JOURNAL OF LEARNING DISABILITIES
Year:2018 | Volume:8 | Issue:1 (28) |Papers Count:7

The purpose of this study is about comparison of the cognitive learning strategies, metacognitive and cognitive planning in between math disability children and normal children. The research Methods was a causal-comparative study. its statistical population was consisted of students aged 11 years old with specific learning disorder at Learning Disorders Center in Ardabil city in 2015. 25 students were selected by available sampling. Also the normal group was consisted of 25 students that according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools selected to compare with the groups, matched and were selected randomlyData were collected using questioners of cognitive and metacognitive Walters (2004), MazPrtyvs (planning cognitive) and the Raven's Progressive Matrice and were analyzed with MANOVA independent t tests. The findings showed that students with dyscalculia metacognitive and cognitive planning and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dyscalculia lower performance than normal students in cognitive learning strategies cognitive planning.

The purpose of this research is to investigate the effect of transcranial direct current stimulation (TDCS) on executive functions (selective attention and flexibility) of students with dyslexia. It was a quasiexperimental study with pre-test, post-test and a control group. The statistical population included all students of elementary school in Sirjan city who had dyslexia in school year of 2016-2017 from which twenty students, 6 boys and 14 girls, in the first and second grades, were selected through available sampling method. The students were randomly divided into two control and experimental groups. After sitting for the pre-test, the experimental group was exposed to TDCS for 10 sessions and each of which lasted for 20 minutes and then the post-test was given to both the control and the experimental groups. In order to collect the data, Stroup and Wisconsin tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) through SPSSv22. The results showed that there is a significant difference between the control group and the experimental group in selective attention and flexibility (P<0/001). It was concluded that TDCS has positive impact on selective attention and flexibility in children with dyslexia.

The purpose of this study was to investigate the status of learning disability as well as the ranking of these factors among primary school students in Marivan city. For this purpose, the researcher has used a descriptive-analytical method. The statistical population of the study was 250 students including students of the two grades from ordinary elementary school, which were selected by researchers using the Krejci and Morgan tables from which 145 students were chosen as research collaborators. For collecting the data, the standard test of learning difficulties of Colorado Wilkat et al. has been used. The validity of this study was in accordance with the opinion of its experts and its reliability was 0. 88 obtained through Cronbach's alpha test. In order to confirm and analyze the data, the researchers used confirmatory factor analysis using Laserl software and Kolmogorov Smirnov test. Therefore, observing the non-normality of the research data, the researchers used non-parametric X-test Two, as well as Friedman Ranking test. The results of this study showed that the students' status in terms of learning disability was desirable; also, there is no significant difference between students' educational background and gender in terms of learning disabilities, except the component of math problems for participating girls. Finally, in the ranking of the components of learning disability, the components of mathematical problems were ranked first and the components related to the problems of reading learners with a lower mean stood in the fifth rank.

The purpose of this study was to investigate the effect of emotion regulation teaching on the parent-child interaction in mothers having children with learning disabilities. The method of the research was experimental including pretest and posttest with a control group. The statistical population of this study included all mothers that have learning disabilities children in Hamadan city from which a sample of 30 people were chosen through available sampling and were randomly divided into two 15-member control and experimental groups. Both groups sat for the pretest and the experimental group received emotional regulation teaching in 8 sessions, while the control group did not receive this treatment. At the end, for both groups the posttest was performed. The instrument used in this study was Parent-child relationship Pianta score scale. The collected data was analyzed using multivariate covariance through SPSS software, version 24. The result of the multivariate analysis of covariance showed that the emotional regulation teaching had a positive and significant effect on conflict, proximity, dependency and overall positive relationship (p<0/001). The results indicated that emotional regulation teaching makes a better interaction between mother and child. Planning for emotion regulation teaching gives a special importance to mothers who have children with learning disabilities.

The purpose of this study was to compare emotional failure, resilience and empathy in students with and without learning disabilities. The research method was comparative. The statistical population of this study was all students of Ardebil in the academic year of 2016-2017. In this study, 120 high school students were selected using multi-stage cluster random sampling and divided into two groups of 60 students with and without learning disabilities. The Toronto Emotional Injury Questionnaire, the Conner and Davidson Expeditionary Expeditions and the Lamonika Symptom were completed by the participants. Multivariate Analysis of Variability (MANOVA) showed that there is a significant difference between students with and without learning disability in resiliency, emotional deficiency and empathy. So, resiliency and empathy in students with learning disabilities were less and in emotional deficits more than students without learning disabilities.

The current study was designed to investigate the type of handwriting problems in elementary school as well as their frequency. The research method was descriptive in the first phase and quasi experimental (pretestpost-test without a control group) in the second phase. Three-hundred students (150 male and 150 female) were selected by means of cluster sampling methods. A reading inventory and the alphabet cards developed by the researcher were used to assess reading problems. To analyse data, descriptive statistics (e. g. frequency of problem), in the first phase and inferential statistics, U-Mann Whitney, were used in the second phase. The results indicated that most participants had problems in distortion (Jee, Chee, Hea, Kha, Sad, Zad, Ta-Za, Ain-Ghayn, Fa, and Ghai). Most of the problems in graphic were associated with distortions and deforming of the letters. These problems have been observed in male and female students. However, male students (
=11/52) had more problems than female students. The least amount of the problems was associated with third kind of problem that is omission of one or several dots. Among different types of distortions, letter distortion was the highest and reversing letters had the least frequency. It is worthy to mention that, after five months and teaching to write letters in interventional training, the amount of this mistake in both sexes has decreased. The rate of changes after intervention in the left-handed persons was higher. However, the average of errors in right-handed people was lower than in the left-handed group before and after intervention.

Different studies show that metacognitive techniques education is effective in mental health and life improvement. The present study attempts to investigate of the efficacy of teaching Discontinuous mind techniques in mothers with a child with learning disorder. Metacognitive techniques enables patients to stop rumination and to create more adaptive styles. The hypotheses of this research were investigated in the framework of a singlecase experimental design. Using a multiple baseline design, 3 patients who underwent treatment in 8 sessions of 45 minutes during one and three months follow up on Helal Ahmar clinic in tabriz were evaluated. Data collection instruments used in the research included Beck Depression Inventory (Beak, Steer and Brown 1996), Beck Anxiety Inventory and Rumination Questionnaire. Data analysis was performed based on percentage improvement, effect size and graph presentations. Result showed that metacognitive techniques education cause considerable changes in scores of subjects in patints. As a conclusion, we can conclude metacognitive techniques education can help improvement of depression, anxeity and rumination in mothers with a child with a learning disorder.