Journal of Applied Psychological Research
Year:2018 | Volume:8 | Issue:4 |Papers Count:3

Specific learning disorder is delay or failure in the ability to learn basic academic skills according to age, education and intelligen. One of the problems of people with learning disabilities is social skills issues. The aim of this study is the effectiveness of play with feeling words on social skills of students with learning disabilities. This study is quasi-experimental with pre-post test. The statistical population included all students of second to sixth grade of schools in Kermanshah with learning disorders from which 24 people were selected randomly and devided in two experimental and control groups. The research instrument was Matson social skills questionnaire. The experimental group played with feeling words for eight sessions (each session 30-minute) and twice a week. The results of covariance analysis indicated that play with feeling words caused improvement in these children's social skills (P<0.001). The results of this study showed that play with feeling words can help as one of the appropriate methods to improve social skills to help students with learning disorders. This type of play therapy helps individuals in the proper expression of emotions, cognition and using them properly in communicating with people and peers.

This research aims to study the effectiveness of neurofeedback with cognitive games on reducing conduct problems of children with attention deficit and hyperactivity.. The research method was quasi-experimental with a pretest-posttest design with the control group. For this purpose, 20 male students with attention deficit disorder with hyperactivity were randomly assigned by purposeful sampling in a experimental group (Mage=10.2, SD=03.03) and a control group (Mage=9.2, SD=0.91). All subjects were evaluated in two stages (pre-test and post-test) before and after the therapy via scale of ADHD-Adult Converge Children (Parent Form and Teacher's Form). The experimental group was evaluated to determine the treatment protocol for each individual by quantitative Electroencephalographic (QEEG). Data analysis with covariance analysis indicated that participants' scores change from pre-test to post-test in a way that neurofeedback training combined with cognitive games improves the behavioral problems of children with attention deficit disorder and hyperactivity (P<0.01). This study showed that the average effect size of 20 sessions of neurofeedback training in combination with cognitive games on reducing behavioral problems was 37%.

The aim of the current study was to investigate the mediating role of private speech in conceptual model of relationship of language development and secure attachment with self-regulation in children.128 children, aged 3-7 years old, from kindergartens in Tehran city were selected. Persian Version of Test of Language Development (Hassanzadeh & Minaei, 2002), Disturbances of Attachment Interview (Smyke & Zeanah, 1999), Self-Regulation Scale (Amrai, 2015), Preschool Children Behavioral Disorder (Shahim and Yousefi, 1999) and Structured Observation of Behavioral Regulation (Ponitz and et al, 2008) were administered on both mothers and their children. Path analysis was employed to analyze the data. The results showed that the model had reliable indices of fitness based on which language development and secure attachment had direct and indirect effects on behavioral self-regulation. In addition, private speech showed a mediating role in relationship of language development and secure attachment as well as self-regulation. The findings of present study facilitates prediction of children self-regulation based on language development and secure attachment with regard to the role of private speech as a mediator. Therefore, it is reasonable to suggest considering language development and attachment style of children as a way to reduce behavioral problem and improve self-regulation.