University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 7 4 2018 06 22 The Effectiveness of Reality Group Therapy on Academic Vitality in Students with Specific Learning Disorder The Effectiveness of Reality Group Therapy on Academic Vitality in Students with Specific Learning Disorder 68 86 682 10.22098/jld.2018.682 FA Z Soleimani MA student in educational psychology, University of Mazandaran M Ghaffari Department of psychology, Faculty of humanistic and social sciences, University of Mazandaran, Babolsar, Iran F Baezzat . Associate professor, Department of psychology, University of Mazandaran Journal Article 2018 07 22 The purpose of the present research was to investigate the effectiveness of reality group therapy on academic vitality of students with specific learning disorder. The design of this study was pre-test/post-test/follow-up semi-experimental with a control group. The statistical population of the research consisted of all female primary school fifth graders with specific learning disorder in 2016 in Babolsar, Iran. Thirty students were selected through convenient sampling and randomly assigned to the experimental (n= 15) and control group. The experimental group went through reality group therapy for 8 sessions of 60 minutes. The instruments were the Colorado Learning Difficulties Questionnaire, the second edition of Wechsler Intelligence Scale for Children, and the Academic Vitality Questionnaire. The data were analyzed using mixed analysis of variances by means of SPSS-22 software. The findings show that the reality group therapy is effective on increasing of academic vitality in students with specific learning disorder. Treatment gains are maintained to some extent over the six-week follow-up (<em>p</em> < 0<em>.</em>05). Given the efficacy of reality group therapy on academic vitality in students with specific learning disorder, these results have practical implications for clinicians and counselors engaged in learning disorder centers. The purpose of the present research was to investigate the effectiveness of reality group therapy on academic vitality of students with specific learning disorder. The design of this study was pre-test/post-test/follow-up semi-experimental with a control group. The statistical population of the research consisted of all female primary school fifth graders with specific learning disorder in 2016 in Babolsar, Iran. Thirty students were selected through convenient sampling and randomly assigned to the experimental (n= 15) and control group. The experimental group went through reality group therapy for 8 sessions of 60 minutes. The instruments were the Colorado Learning Difficulties Questionnaire, the second edition of Wechsler Intelligence Scale for Children, and the Academic Vitality Questionnaire. The data were analyzed using mixed analysis of variances by means of SPSS-22 software. The findings show that the reality group therapy is effective on increasing of academic vitality in students with specific learning disorder. Treatment gains are maintained to some extent over the six-week follow-up (<em>p</em> < 0<em>.</em>05). Given the efficacy of reality group therapy on academic vitality in students with specific learning disorder, these results have practical implications for clinicians and counselors engaged in learning disorder centers. https://jld.uma.ac.ir/article_682_c91e30274dea7eeacdfa346a530fd762.pdf