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Showing 7 results for Learning Disabilities
Hamidi Farideh, Seyyedeh Zahra Seyyednoori, Roghayeh Karimi Lichahi,
Volume 1, Issue 1 (3-2015)
Abstract
Background and purpose: The identification of students with learning disabilities as the at risk population for behavioral problems increases the necessity of considering these students’ well-being and needs more than ever. Current study aimed to compare the behavioral problems between students with learning disabilities and normal students.
Method: Present study is a casual-comparative research. The population consisted of all the elementary school students in 2014-2015 academic year in Rasht. The Sample consisted of 50 students with Learning Disabilities and 50 normal students that were selected using random cluster sampling method. The groups were matched according to their age and intelligence. Data were collected using Rutter Behavior Scale (B2) for Children (Teacher’s Scale).
Results: The findings of multivariate analysis of variance indicated significant differences between the behavioral characteristics of students with learning disabilities and normal students.
Conclusion: The results of current study showed that children with learning disabilities are at greater risk for developing behavioral problems. Therefore, in order to prevent such problems and diagnose and treat them in early stages, it is essential to provide training programs for parents and teachers.
Fahime Hassan Nattaj, Abbas Ali Taghipour Javan, Salar Faramarzi, Freshte Rastgar ,
Volume 2, Issue 2 (9-2015)
Abstract
Background and purpose: In recent decades, many psychologists and researchers have used play as a method of treatment for a wide range of disorders and problems, and have proven its efficacy. Current research aimed to investigate the impact of cognitive-based video games on executive functions in preschool children with neuropsychological learning disabilities in Isfahan.
Method: Present research was an experimental study with pretest-posttest control group design. Study population consisted of all the preschoolers who were studying in Isfahan kindergartens in 1393-94 academic year. Sample consisted of 20 children with neuropsychological learning disabilities that were selected using random cluster sampling method and randomly assigned to experimental (N= 10) or Control (N= 10) groups. Experimental group received an intervention program for 3 month (2 45-minut sessions per week). Data were collected using demographic questionnaire, children assessment checklist for physical health and biological characteristics, Raven’s colored progressive matrices for children, and Conner’s neuropsychological learning disabilities assessment questionnaire. Data were analyzed using multivariate analysis of variance.
Results: Results showed that cognitive-based video games could significantly problem-solving skills/planning and emotional/behavioral regulation skills in children with neuropsychological learning disabilities.
Conclusion: According to our findings, it is essential to administer cognitive-based video games in the treatment of learning disability. Implications will discuss further.
Zeynab Khanjani , Tooraj Hashemi, Shahla Jangi, Ahmad Bayat,
Volume 2, Issue 4 (3-2016)
Abstract
Background & Objective: Today, most researchers confirm the role of executive functions in the incidence of learning disabilities. The purpose of this research was to comparing working memory and organization and programming in children with and without learning disabilities.
Method: Study plan was causative-comparative. 120 leaning disable students (30 dyslexia, 30 dyscalculia, 30 written language disabilities and 30 normal) were selected thorugh convenience sampling method. Practitioners answered Raven IQ (1938), Reading and Dyslexia of NAMA (Karami & Nouri-Moradi, 2005), K-Math Mathematics (Kernoli et al., 1976), Diagnosis of Written Disability, Tower of Hanoi (Shaliss, 1982), and Digit Span Tests (Wechler, 1939). Data was analyzed with MANCOVA method by SPSS software.
Results: Results demonstrated that working memory and organization and programming in children with learning disabilities (dyslexia, dyscalculia, and written language disability) are significantly lower than normal children, significantly (P < 0.05).
Conclusion: Thus, it is recommended that educators of children with learning disabilities regard practices for strengthen working memory and organization and programming to them for their academic function improvement in.
Navab Kazemi, Vahid Rasoulzadeh, Seyyed Taghi Mohammadi,
Volume 5, Issue 4 (2-2019)
Abstract
Background and Purpose: The presence of a child with a disability or illness is very stressful for parents, and especially for mothers, because they experience tension, feelings of guilt, and fatigue. The purpose of this study was to investigate the effect of positive thinking skills training on social anxiety and cognitive avoidance of mothers of children with specific learning disabilities.
Method: The research method was semi-experimental and one-sample design with pre-test-post-test. The statistical population consisted of all mothers of children with special learning disabilities in Tarom city in 1396, among them 20 children were selected using convenient sampling method. The research instrument was social anxiety Inventory (Connor and et al, 2000) and cognitive avoidance questionnaire (Sexton and Dugas, 2004). Positive thinking was taught in 7 sessions of 120 minutes to experimental group. Data analysis was performed using Cohen's coefficient and Hedges coefficient.
Results: Data analysis using Cohen coefficient and g coefficient showed that the scores of the experimental group significantly decreased in the social anxiety and cognitive avoidance compared to the control group scores (p <0.01).
Conclusion: Based on the results of this study, positive thinking skills have been effective to improve social anxiety and cognitive avoidance of mothers of children with special learning disabilities by creating mental and positive schema.
Najimeh Ghorbani, Susan Jabbari,
Volume 7, Issue 2 (8-2020)
Abstract
Background and Purpose: Students with learning disabilities are always exposed to a variety of psychological disorders, which can reduce their mental health and increase the risk of depression and anxiety in them. Therefore, present study aimed to investigate the effect of minfullness training on the depression and anxiety in children with learning disabilities.
Method: This research was a quasi-experimental study with two-group pretest-posttest design. The sample included thirty 10-11 year-old male students with learning disabilities in Shiraz in the academic year of 2017-2018. They were selected by convenience sampling and then randomly assigned to either the experimental or control group (15 per group). Both groups completed Anxiety and Depression Scale (Ebesutani, 2017) at pretest and posttest stages. The experimental group underwent fifteen 45-min sessions of mindfulness training, while the control group recieved no training. Univariate ANCOVA was used to analyze the data.
Results: Date analysis showed a significant decrease in the experiment group in terms of mean depression score (F=29.20 P < 0/05) and mean anxiety score (F=16.94 P < 0/05).
Conclusion: Based on the results of the present research, it can be suggested that mindfulness training is an appropriate mechanism to decrease depression, anxiety, and probably other psychological problems in children with learning disabilities. This training increases the individual's attention to his/her own feelings and thoughts and as a result it can reduce stress.
Mahdi Khoda Bakhsh, Hadi Hashemi Razini, Robabeh Nouri Ghasemabadi,
Volume 8, Issue 1 (5-2021)
Abstract
Background and Purpose: Learning disabilities affect many aspects of a person's life, including social skills. And, most children with poor social skills are depressed and isolated. Therefore, this study aimed to develop a structural model of social skills in children with learning disabilities based on their attachment styles, through the mediating role of academic self-efficacy.
Method: The present study was an applied research in its objective and a survey-correlational study using structural equations in the method of gathering the data. A sample of 200 students with learning disabilities referring to Bujika Center for the Treatment of Learning Disabilities in Tehran in 2019-2020 were selected by convenience sampling. The Social Skills Rating System-Parents Version (Gresham & Elliott, 1990), the Kinship Center Attachment Questionnaire (Halpern & Kappenberg, 2006), and the Academic Self-Efficacy Scale (Jinks & Morgan, 1999) were used to collect data. Research data were analyzed by structural equation modeling and mediation effect testing in the proposed model using bootstrap method.
Results: Findings showed that the proposed model was fitted to the data. Based on the results, anxious and avoidant attachment styles and academic self-efficacy were negative and positive predictor of social skills, respectively (p<0.05). Findings also confirmed the mediating role of academic self-efficacy in the relationship between anxious and avoidant attachment styles and social skills.
Conclusion: Therefore, it can be concluded that anxious and avoidant attachment styles decrease the social skills in children with learning disabilities, while the indirect effect of attachment styles through the mediating role of academic self-efficacy improves the social skills in these children.
Mahdi Khoda Bakhsh, Hadi Hashemi Razini, Robabeh Nouri Ghasemabadi,
Volume 9, Issue 1 (3-2022)
Abstract
Background and Purpose: Learning disabilities affect many aspects of a person's life, including social skills, and most children with poor social skills are depressed and isolated. Therefore, this study aimed to develop a structural pattern of social skills of children with learning disabilities based on attachment styles with the mediating role of academic self-efficacy, behavioral problems, and executive functions.
Method: The present study was an applied research in its objective and a survey-correlational study using structural equations in the method of gathering the data. A sample of 200 students with learning disabilities referred to Bujika Center for the Treatment of Learning Disabilities in Tehran in 2018-2019 was selected by convenience sampling. The Social Skills Rating System-Parents Version (Gresham & Elliott, 1990), the Kinship Center Attachment Questionnaire (Halpern & Kappenberg, 2006), the Academic Self-Efficacy Scale (Jinks & Morgan, 1999), the Children's Behavior Questionnaire (Rutter, 1967), and the Behavior Rating Inventory of Executive Functions (BRIEF; Gioia, Isquit, Guy, Kenworthy, 2000) were used to collect data. Research data were analyzed by structural equation modeling and mediation effect testing in the proposed model using the bootstrap method.
Results: The proposed model was found to fit the data. Results indicated that anxious and avoidant attachment styles and academic self-efficacy predicted social skills negatively and positively, respectively (p<0.05). Furthermore, results showed that academic self-efficacy mediates the relationship between anxious and avoidant attachment styles and social skills. Moreover, the findings indicated that the secure attachment style was indirectly effective on children with learning disabilities social skills due to the mediating role of executive functions, and this was statistically significant (p<0.01).
Conclusion: According to the results of this study, academic self-efficacy, behavioral problems, and executive functions are mediators in the relationship between social skills and attachment styles in children with learning disabilities.
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