University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 3 2016 04 20 The effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorder The effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorder 71 88 409 FA N Sobhi Corresponding Author: Associate Professor of Psychology, University of Mohaghegh Ardabili Journal Article 2016 05 01 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. 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. https://jld.uma.ac.ir/article_409_0c5287d230187544c45743eaabeec878.pdf