The effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorder

Author

Corresponding Author: Associate Professor of Psychology, University of Mohaghegh Ardabili

Abstract

The purpose of this study was to investigate the effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with Specific Learning Disorder. 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 that with Diagnosed specific learning disorder in from Ardabil Learning Disability Center in the 2014-15 school years were engaged receive appropriate interventions. Research samples were consisted of 40 students with learning disability selected from this Center using simple random sampling method. The participants were assigned into two experimental and control groups. To gather data, the Emotional ProcessingScale and   questionnaires of social skills were used. Subjects of the experimental group attended in 8-session of 1/5 hours verbal self instruction training program. The results covariance (MANCOVA) showed that the treatment program of verbal self instruction influenced emotional processing and social skills, so that it led to a Improve emotional processing (increase positive emotions and decrease negative emotion) and Increase social skills in students with specific learning Disorders(P<0/001). These results also have important implications in the pathology and treatment of this disorder. So that this program can be used in schools and health centers as a method of intervention.

Keywords

References

بشارت، محمدعلی(1387). نارسایی هیجانی و سبک‌های دفاعی. مجله‌ی اصول بهداشت روانی، (2)3، 190-181
بهرامی‌خوندابی، فاطمه (1386). افزایش مهارت‌های عاطفی دانش‌آموزان از طریق آموزش پردازش هیجانی. سومین کنگره‌ی نوروسایکولوژی ایران، اصفهان.
دلاور، علی (1390). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی.چاپ چهارم، تهران: انتشارات رشد.
سلیمانی، اسماعیل؛ زاهد بابلان، عادل؛ فرزانه، جبرائیل؛ ستوده، محمد باقر (1390). مقایسه­ی نارسایی هیجانی و مهارت‌های اجتماعی دانش‌آموزان دارای اختلال یادگیری و بهنجار. مجله‌ی ناتوانی­های یادگیری، 1 (1) 93-78.
خانخانی‌زاده، هنگامه و باقری، سحر(1391). اثربخشی خودآموزی کلامی بر بهبود سازگاری اجتماعی دانش‌آموزان با ناتوانی‌های یادگیری. مجله‌ی ناتوانی‌های یادگیری، 2(1)، 53-43
کرین، ویلیام(1384). نظریه­های رشد، ترجمه‌ی غلامرضا خوی‌نژاد و علیرضا رجایی. تهران: انتشارات رشد.
گنجی، مهدی(1392). آسیب شناسی روانی  بر اساس DSM-5 . تهران: نشر ساوالان.
لطفی، صدیقه(1389). نقش قضاوت اجتماعی و پردازش هیجانی در پیش بینی واکنش‌پذیری زنان دارای فوبی اجتماعی. پایان نامه‌ی کارشناسی ارشد روان‌شناسی عمومی، دانشگاه محقق اردبیلی.
هالاهان، دانیل؛ پی، لوید، جان؛ کافمن، جیمز؛ ویس، مارگارت و مارتینز، الیزابت (2005). اختلال‌های یادگیری: مبانی، ویژگی‌ها و تدریس مؤثر، ترجمه‌ی حمید علیزاده(1391). تهران: انتشارات ارسباران.
هاشمی، تورج؛ بیرامی، منصور؛ اقبالی، علی؛ واحدی، حسین و رضایی، رسول(1388). تأثیر خودآموزی کلامی بر بهبود نشانه­های مرضی کودکان مبتلا به اختلال نافرمانی مقابله­ای. پژوهش در حیطه‌ی کودکان استثنایی9(3)، 203-210.
هاشمی، تورج؛ اقبالی، علی و محمود علیلو، مجید (1388). تأثیر خودآموزی کلامی بر بهبود سازگاری اجتماعی کودکان مبتلا به اختلال سلوک. مجله‌ی روان‌شناسی بالینی، 1 (2)، 36- 29.
یوسفی، فریده و خیر، محمد(1381). بررسی پایایی و روایی مقیاس سنجش مهارت‌های اجتماعی ماتسون و مقایسه‌ی عملکرد دختران و پسران دبیرستانی در این مقیاس. شیراز؛ مجله علوم اجتماعی و انسانی دانشگاه شیراز، ویژه نامه‌ی علوم تربیتی. 18(2)،34-25
Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socio-emotional and academic adjustment among school-age children with learning disability. Learning Disabilities Research & Practice, 19, 12–19.
Auerbach, J.G., Gross-Tsur, V., Manor, O., & Shalev, R.S. (2008). Emotional and Behavioral characteristics over a six year period in youths with persistent and non-persistent dyscalculia. Journal of Learning Disabilities, 41, 263–273.
Backer, R. et al. (2007). Development of an Emotional processing. Journal of psychosomatic research,  4(62), 167-178.
 Bauminger, N., & Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41, 315–332.
Caspi, A, & Moffitt, T.E. (1995). The continuity of Maladaptive behavior : From description to understanding in the study of antisocial behavior. In D. cichetti & D.J.cohen (Eds), Developmental Psychopathology. Vol2. Risk disorder and adaptation ,472-511. New york: Wiley.
Freilich, R., Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37, 97–105.
Frick, P.J., Cornell, A.H., Bodin, S.D., Dane, H.E., & Barry, C.T. (2003). "Callousunemotional trains and developmental pathways to severe conduct problems". Developmental psychology, 39,226-260.
Gresham, FM., Elliote, S.N. (1990). Assessment and classification of children`s social skills: A review of methods and issues. School psychology review, 13, 292-301.
Hughes, C., Dunn, J., & White, A. (1998). Trick or treat?: Uneven understanding of mind and emotion and executive dysfunction in “hard-to-manage” preschoolers. Journal of Child Psychology and Psychiatry, 39, 981–994.
Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with learning disabilities and their specialist teachers. Journal of Learning Disabilities, 40, 494-507.
Lang M.C. (2001). Helping children understand learning disabilities: The relationship between self-realization and psychological empowerment. Georgia State University.
Laba M, Dudu E. (2005). The evaluation of a multi-modelcognitive-behavioural approach to treating an adolescent with conduct disorder. Rhodes university.
Lerner, J. (1997).  Learning disabilities: Theories, diagnosis and teaching strategies. Boston: Houghtom Mifflin.
Linley , P . A & joseph , S .(2009). Positive psychology in practice. Hoboken, New Jersey: John wiley &sons , Inc .
Luria, A.R. (1960). "Verbal regulation of behavior." In M.A.B.Brader(Ed), The central nervous system and behavior. New York: Josiah Macy Jr. Foudation.
Mcquillan, M.K., Coleman, G.A., Tucker, C. R. & Thompson, A. L. (2011). Guidelin for identifying children with learning disability. Connecticute State: Department of Education.
Melnick, S. M., & Hinshaw, S. P. (2000). Emotion regulation and parenting in Learning Disabilities and comparison boys: Linkages with social behaviors and peer preference. Journal of Abnormal Child Psychology, 28, 73–86.
Pankratova, A. A. (2010). The practical, the social and the emotional types of intellect: A comparative analysis. VoPRosy Psikhologii, 2, 111.   
PoorAfkari, N. (2006). Psychological-Psychiatric comprehensive dictionary. Tehran: farhange moaser publication.
Rachman S.J. (1980) Emotional processing. Behaviour Research and Therapy,18, 51 – 60.
Ronen, T. (2004). Imparting self-control skills to Decrease Aggressive behavior in a 12-year old boy. Journal of social work, (4), 269-288.
Sideridis, G.D. (2007). International approaches to learning disabilities: More Alike or more different? Learning Disabilities Research & Practice, 22, 210–215.
Singer, E. (2005). The strategies adopted by Dutch children with dyslexia to maintain their self-esteem when teased at school. Journal of Learning Disabilities,38, 411-423.
Spencer. J., (2010). "Efficacy and safety of mixed amphetamine salts extended release (adderall XR) in the management of Oppositional Defiant Disorder with or without comorbid attention- deficit/ hyperactivity disorder in school aged children and adolescents." Clinical Therapeutics, 28,3, 402-418.
Tur-Kaspa,  H., Bryan,  T. (1994). Social information-processing skills of students with learningdisabilities. Learn. Disabil. Res. Pract. 9, 12–23.
Vaughn, S. H., & Sinagub, J. (1998). Social Competence of students with learningdisabilities: Interventions and issues. In B. Worg (Ed).Learning about learning disabilities (2nd.Ed) 454- 466.San Diego: academic Press.
Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children With learning disabilities? Learning Disability Quarterly, 27, 21–30.
Wiener, J., & Schneider, B.H. (2002). A multisource exploration of the friendship Patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30, 127–142.

Files

Share

How to cite

Statistics