JOURNAL OF LEARNING DISABILITIES
Year:2013 | Volume:2 | Issue:2|Papers Count:8

The present study examined the effectiveness of neurofeedback training on comorbid Learning Disorder and ADHD. This study was a quasi- experimental study without a control group. The study population consisted of all children aged 7 to 14 years with comorbid Learning Disorder and ADHD in Tehran who were referred to Atieh Comprehensive Center for Psychological and Nervous disorders. A convenient sample of twelve children with comorbid Learning Disorder and ADHD was selected. In this study the children received 40 sessions of neurofeedback training thrice a week. The children were assessed using LDES & CAS instruments in two stages (pre-test and post-test). Data were analyzed through paired- samples t test. The results revealed that neurofeedback training had no positive effect on Learning Disorders (p>0.05, t=1.02) but affected Attention Deficit Hyperactivity Disorder positively (p<0.05 t=4.49). In sum, neurofeedback training had no positive effect on comorbid LD and ADHD.

The purpose of this study was to compare alexithymia and emotion control in mothers of students with and without learning disabilities. This research is a causal-comparative study. The statistical universe of this research includes all mothers of students aged 9 to 15 with and without learning disabilities in Khorramabad in 1391. The research sample consisted of 50 mothers of students with learning disabilities who were selected using simple random sampling, and 50 mothers of normal students matched on maternal age, education and number of children. The Alexithymia scale and emotion control were used to collect data. The results of multivariate analysis of variance (MANOVA) showed a significant difference between both groups of mothers in alexithymia and emotional control (p<0.001). These results suggest that the mothers of these students experience high levels of anxiety and depression because of unrealistic expectations and ceaseless blame on themselves. It is likely that the due to lack of emotional awareness and cognitive dysfunction in processing their feelings, these mothers are usually unable to identify, understand or describe their emotions and have limited ability to cope with stressful situations.

This study is an attempt to investigate the effectiveness of gross and fine motor training on reducing the symptoms of dyslexia in elementary school dyslexic students. The research method was quasi-experimental with preand post-tests and a control group. A convenient sample of thirty students referred to a learning disability school in Naghadeh city was selected and assigned to two control and experimental groups (15 groups). Dyslexia test and Oseresky Motor Development scale were administed as pre-test to both groups. Next, gross and fine motor training was given to the experimental group for 30 sessions. Immediately after training, the Dyslexia test and Oseresky motor development scale were administered as post-tests to both groups. Finally, all data were analysed using parametric tests such as the test for correlated groups. Findings reveal that due to unrealistic expectations and continual self-blame, mothers of these students experience high levels of anxiety and depression. On account of lack of emotional awareness and inability to process feelings cognitively, these mothers are unable to identify, understand and describe their emotions and have limited ability to adapt to stressful situations.

The effect of metacognitive instruction of problem solving on mathematics disability in elementary fourth and fifth grade students was studied. For this purpose, through a 112 subjects (67 furth & 65 fifth grade) were selected from 22 areas in Tehran city with cluster random sampling and assigned randomly to experiment and control groups. After metacognitive instruction in the experimental group both groups resporded to the Diagnostic Mathematical Disability Tests for fourth and fifth graders and a post-test was conducted on the two groups at follow up 3 months later. The results showed that metacognitive instruction of problem solving did not improve the performance of students on the problem-solving and mathematics scores at post-test but over time these abilities improved and generalized to other tasks. There was no difference between fourth and fifth graders with regard to the effects of metacognitive training. Given the problems due to instruction and assessment of mathematical abilities and metacognitive skills these findings are discussed in relation with metacognitive instruction for the improvement of the mathematical learning disability.

The present study examines the applicability of Wechsler Intelligence Scale-4 for diagnosing learning disorders in children. After a clinical interview, 37 students with writing disorders and 34 students with math learning disorders were selected out of the students who had referred to the State Learning Disorders Center in Chaharmahal and Bakhtiari Province. A control group of 33 normal students, matched with the 71 students with learning disorders, were selected for comparison. The Wechsler Intelligence Scale-4 was the main research tool used in the study which was adapted and standardized in the Chaharmahal and Bakhtiari Province. It enjoys proper psychometric features. The results showed that: 1) on the digit span and vocabulary subtests, the scores of children with writing disorder was less than -1SD indicating poor performance; 2) children with math learning disorder showed poor performance on block design and picture concept subtests; 3) all three groups showed performance in the general information and counting subtests; 4) in the block design and picture concepts and perceptual reasoning subtests, students with math learning disorder showed significantly lower performance in contrast to the two other groups.

The objective of the present research was to compare the effectiveness of three methods direct education, computer assisted teaching and a combination of the two in reducing problems of students with mathematics disorder. The statistical population of this quasi-expermetal research consisted of all students in the third and fourth grades of primary schools in Tehran identited as having mathematics learning disorder and referred to learning disorders rehabilitation centers. Twenty students were identited as having mathematics disorder through a clinical interview. The Wechsler Intelligence test and a standardized test for the diagnosis of mathematics disorder, were selected voluntarily then these students were randomly placed in four groups of five. Three groups received special training for 12 sessions of 45 minutes per week and the control group received the general training provided routinely at the learning disorder treatment center. From every group pre test and post test was assessments made. Data were analyzed through analysis of variance. Results showed that direct education, computer assisted teaching and a combination of the two were effective in reducing the problems of students with mathematics disorder (p<0.5). It is concluded that direct training, computer assisted teaching and a combined method are more effective than common conventional methods in reducing the problems of student and the mathematics disorders.

The purpose of this study was to investigate the effectiveness of impulse control training on emotional processing, impulsivity and distractibility of students with dyscalculia. This research was an experimental study including pre-tests and post-tests with a control group. The statistical universe of the study included all second-grade and third-grade high school male students in Ardebil city in the academic year 1390-91 (A.H.). The subjects of the study included 40 students with dyscalculia chosen through simple random sampling from among the students of five high schools in Ardebil city. They were assigned to two groups of control and expermental (20 students in each group). To gather data, the questionnaires of emotional processing, impulsivity, and distractibility were used. The results of multivariate analysis of covariance (MANCOVA) showed that the treatment program of impulse control influenced emotional processing, impulsivity, and distractibility, so that it led to a reduction in negative emotions, impulsiveness and distractibility in students with dyscalculia. These results also have important implications in the field of prevention, pathology and treatment of this disorder.