University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823The effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilitiesThe effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilities72355310.22098/jld.2017.553FAMEsmail PoorM.A in psychology, Urmia branch, Islamic Azad University, Urmia, IranAShaker DioulaghCorresponding Author: Assistant Professor, Urmia branch, Islamic Azad University, Urmia, IranJournal Article20170912The aim of this study was to investigate the effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilities. The research was an experimental one with pre-test and post-test. Forty four female students from elementary school in Mashhad City participated in this study. These students were randomly selected from those who have taken lower score than average in Q-Mat math test. The students were randomly divided into two control and experimental groups. After doing the pre-test, experimental group was exposed to painting teaching method during 12 sessions and then post-test was given to both control and experimental groups. In order to gather data, Q-Mat, Raven's progressive matrices, match performance and Ray’s non-verbal memory tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) and SPSS<sub>v22</sub>. Results showed that there is a significant difference between the control group and the experimental group with regard to math and non-verbal performance. It was concluded that painting teaching has positive impact on performance of math and non-verbal memory of students with learning disabilities.The aim of this study was to investigate the effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilities. The research was an experimental one with pre-test and post-test. Forty four female students from elementary school in Mashhad City participated in this study. These students were randomly selected from those who have taken lower score than average in Q-Mat math test. The students were randomly divided into two control and experimental groups. After doing the pre-test, experimental group was exposed to painting teaching method during 12 sessions and then post-test was given to both control and experimental groups. In order to gather data, Q-Mat, Raven's progressive matrices, match performance and Ray’s non-verbal memory tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) and SPSS<sub>v22</sub>. Results showed that there is a significant difference between the control group and the experimental group with regard to math and non-verbal performance. It was concluded that painting teaching has positive impact on performance of math and non-verbal memory of students with learning disabilities.https://jld.uma.ac.ir/article_553_891fe9a1cff3aa1e97c1a8e03935cb40.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823Comparing mental maintenance in students with and without learning specific disorder (deficiencies in math)Comparing mental maintenance in students with and without learning specific disorder (deficiencies in math)243955410.22098/jld.2017.554FASAghajanorresponding Author: Assistant Professor, University of Payame NoorNMobahatM.A. of Psychology, University of Islamic Azad, Ardabil branchHSamadifardM.A. Student of Psychology, University of Mohaghegh ArdabiliJournal Article20170912The aim of this study was to compare mental maintenance in students with and without learning specific disorder (deficiencies in math). The method of the study is causal-comparative. The statistical population included all students with learning disorders who referred to learning disorders centers in Ardabil in the academic year 2015-2016. The sample consisted of 60 subjects (30 students with learning disabilities and 30 students without learning disorder) who were selected through available sampling procedure. Data were collected through tests of mental maintenance (number, volume and weight). To analyze the data, multivariate analysis of variance (MANOVA) was used. The results showed that mental maintenance (number, volume and weight) among the students without learning disorders is more than students with specific learning disorders (deficiencies in math). Based on these results, it can be stated the students with special learning (deficiencies in math) need programs to train mental maintenance.The aim of this study was to compare mental maintenance in students with and without learning specific disorder (deficiencies in math). The method of the study is causal-comparative. The statistical population included all students with learning disorders who referred to learning disorders centers in Ardabil in the academic year 2015-2016. The sample consisted of 60 subjects (30 students with learning disabilities and 30 students without learning disorder) who were selected through available sampling procedure. Data were collected through tests of mental maintenance (number, volume and weight). To analyze the data, multivariate analysis of variance (MANOVA) was used. The results showed that mental maintenance (number, volume and weight) among the students without learning disorders is more than students with specific learning disorders (deficiencies in math). Based on these results, it can be stated the students with special learning (deficiencies in math) need programs to train mental maintenance.https://jld.uma.ac.ir/article_554_1026ab0c8a80cb8895e94d2e85f4424b.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823The effectiveness of group training of social skills based on cognitive processing on social, emotional, and educational adjustment of students with math disordersThe effectiveness of group training of social skills based on cognitive processing on social, emotional, and educational adjustment of students with math disorders406655610.22098/jld.2017.556FAZBarghi IraniCorresponding Author : Assistant Professor in Department Psycologhy, University of Payame Noor UniversityHVafapourMA in Public Psycologh, Islamic Azad University of KermanshahAMoradi ChoghamaraniMA in School Counseling, Allameh Tabatabai UniversityMBagian KolehmarzPhD student of General Psychology, Razi UniversityMRajabiMA in Clinical Psycologh, Zahedan University of Medical Sciences, ZahedaJournal Article20170912The purpose of this study was to investigate the effectiveness of group training of social skills based on cognitive processing on the improvement of social, emotional, and educational adjustment in students with math disorder. This research was experimental and used pre-test-post-test design and follow-up including a control group. The statistical population of this research consisted of all male students with math disorders of guidance school in Noorabad city (Delfan) in the academic year 2013-2014. The research sample consisted of 40 male students with math disorder. After being identified by KMAT math test and interviewed through structured clinical, they were selected using multi-stage cluster among the students and randomly assigned to two experimental and control groups. The research tools included a structured clinical interview, a KMAT math test, and Sinnah and Singh's social, emotional and educational adjustment scale. For both groups, pre-test, post-test and a two-month follow-up were performed. In the implementation process, the experimental group was subjected to a group training of social skills based on cognitive processing for two months (eight sessions per hour), while the control group received no training. Covariance analysis was used to analyze the data. The results of mixed variance analysis showed that the training of social skills based on cognitive processing was effective on social, emotional, academic and math function in students with math disorders (P <0.001). Also, results showed that there was a significant difference in the level of social adjustment, emotional, academic and math performance in the post-test and follow up stages between the two experimental and control groups. According to the findings of this study, the training of social skills based on cognitive processing leads to increased social, emotional and educational adjustment in students with math disorder and this training can be used as an appropriate interventional method.The purpose of this study was to investigate the effectiveness of group training of social skills based on cognitive processing on the improvement of social, emotional, and educational adjustment in students with math disorder. This research was experimental and used pre-test-post-test design and follow-up including a control group. The statistical population of this research consisted of all male students with math disorders of guidance school in Noorabad city (Delfan) in the academic year 2013-2014. The research sample consisted of 40 male students with math disorder. After being identified by KMAT math test and interviewed through structured clinical, they were selected using multi-stage cluster among the students and randomly assigned to two experimental and control groups. The research tools included a structured clinical interview, a KMAT math test, and Sinnah and Singh's social, emotional and educational adjustment scale. For both groups, pre-test, post-test and a two-month follow-up were performed. In the implementation process, the experimental group was subjected to a group training of social skills based on cognitive processing for two months (eight sessions per hour), while the control group received no training. Covariance analysis was used to analyze the data. The results of mixed variance analysis showed that the training of social skills based on cognitive processing was effective on social, emotional, academic and math function in students with math disorders (P <0.001). Also, results showed that there was a significant difference in the level of social adjustment, emotional, academic and math performance in the post-test and follow up stages between the two experimental and control groups. According to the findings of this study, the training of social skills based on cognitive processing leads to increased social, emotional and educational adjustment in students with math disorder and this training can be used as an appropriate interventional method.https://jld.uma.ac.ir/article_556_de9d98457fc7b228c57292cdc6122d08.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823Designing the social skills training program and investigating its effectiveness on social competence of children with High function autistic (HFA) and non-verbal learning disorder (NLD)Designing the social skills training program and investigating its effectiveness on social competence of children with High function autistic (HFA) and non-verbal learning disorder (NLD)678255710.22098/jld.2017.557FASaeedRezayiCorresponding Author: Department of Psychology and Education, Allameh Tabataba'i UniversityJournal Article20170912The purpose of the present research was to designing social skills training program and to study its effectiveness on social competence of students with high function Autistic (HFA) and non-verbal learning disorder (NLD). The research method was experimental. The statistical population consisted of all 7 to 14 students with HFA and NLD disorder who study in Tehran autism and learning disorders centers in 2016-2017 academic years. Twenty students (10 HFA children from April 2 center and also 10 NLD students form Tohid center) were randomly select as a sample by simple sampling from target population. Belini Social profile was used as an instrument for data collection. Social skills training program including behavioral, cognitive, emotional, communication, motivation, social stories, facial expiration were implemented in 12 sessions each for 90 minutes for the experimental group. The results of Multivariate analysis of covariance (MANCOVA) showed that both of the groups were affected by social skill program but NLD students were better than HFA Students in all components of Social competence.The purpose of the present research was to designing social skills training program and to study its effectiveness on social competence of students with high function Autistic (HFA) and non-verbal learning disorder (NLD). The research method was experimental. The statistical population consisted of all 7 to 14 students with HFA and NLD disorder who study in Tehran autism and learning disorders centers in 2016-2017 academic years. Twenty students (10 HFA children from April 2 center and also 10 NLD students form Tohid center) were randomly select as a sample by simple sampling from target population. Belini Social profile was used as an instrument for data collection. Social skills training program including behavioral, cognitive, emotional, communication, motivation, social stories, facial expiration were implemented in 12 sessions each for 90 minutes for the experimental group. The results of Multivariate analysis of covariance (MANCOVA) showed that both of the groups were affected by social skill program but NLD students were better than HFA Students in all components of Social competence.https://jld.uma.ac.ir/article_557_8465b5fe971139ad214b4514c0289fde.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823The effectiveness of cognitive remediation on emotional processing and alexithymia students with specific learning disabilitiesThe effectiveness of cognitive remediation on emotional processing and alexithymia students with specific learning disabilities8310355810.22098/jld.2017.558FAESoleymaniCorresponding Author: Assisstant professor of psychology, urmia University.Journal Article20170912This study examined the effectiveness of cognitive remediation on emotional processing and alexithymia students with specific learning disorder. This research was the pre-test and post-test study with a control group.The study population included specific learning disability students with specific learning disabilities in fifth and sixth grades of elementary schools in Urmia city during the academic years 2015-2016.The sample consisted of 32 students with specific learning disabilities who were randomly selected from the population .To collect data, the Raven's Progressive Matrices, processing of emotional and Toronto Alexithymia Scale were used. Mayknbam cognitive restructuring interventions were implemented in six sessions on the experimental group. The results of multivariate analysis of covariance showed that there is a significant difference in the experimental group and the control group in components of emotional processing and alexithymia. In other words, cognitive restructuring therapy on the components of emotional processing and alexithymia was significantly effective.These results suggest that cognitive restructuring can amend emotional processing and alexithymia students with learning disabilities.This study examined the effectiveness of cognitive remediation on emotional processing and alexithymia students with specific learning disorder. This research was the pre-test and post-test study with a control group.The study population included specific learning disability students with specific learning disabilities in fifth and sixth grades of elementary schools in Urmia city during the academic years 2015-2016.The sample consisted of 32 students with specific learning disabilities who were randomly selected from the population .To collect data, the Raven's Progressive Matrices, processing of emotional and Toronto Alexithymia Scale were used. Mayknbam cognitive restructuring interventions were implemented in six sessions on the experimental group. The results of multivariate analysis of covariance showed that there is a significant difference in the experimental group and the control group in components of emotional processing and alexithymia. In other words, cognitive restructuring therapy on the components of emotional processing and alexithymia was significantly effective.These results suggest that cognitive restructuring can amend emotional processing and alexithymia students with learning disabilities.https://jld.uma.ac.ir/article_558_2ebedd44ceceabd937f7bc97ab5d5e92.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823Examining the factors effective on learning disorders for elementary students in Qazvin provinceExamining the factors effective on learning disorders for elementary students in Qazvin province10412556110.22098/jld.2017.561FAAKianiCorresponding author: Family counseling, Ph.D. Assistant Professor. university of Mohaghegh Ardabili.MAsadiFamily Counseling, Ph.D. Kharazmi UniversityAMohammadiJournal Article20170912The present study investigated factors affecting learning disability among students of elementary school in Qazvin. The population of this study is all male and female students in third and fourth grades of elementary school in Qazvin. One hundred and twenty students were randomly selected by multistage cluster sampling. The instrument of this research included the Bender Gestalt Test, Cattell Intelligence Test, Andre Rey test, Test of reading, writing, mathematics and researcher-made questionnaire of Developmental history. The results of chi square test showed a significant relationship between brain damage and learning disability. Also the chi-square test showed that there is not a significant relationship between learning disability and infectious disease of mother during pregnancy, parental education level and parents' family relationship. Results of the T- test for independent group showed there is a significant difference between brain damage, lateralization, visual perception and visual memory of students with learning disability and normal student. The results of Stepwise regression indicated that brain damage, visual perception, delayed breathing and the use of forceps justifies about 57% of the variance associated with learning disabilities in 4 Steps.The present study investigated factors affecting learning disability among students of elementary school in Qazvin. The population of this study is all male and female students in third and fourth grades of elementary school in Qazvin. One hundred and twenty students were randomly selected by multistage cluster sampling. The instrument of this research included the Bender Gestalt Test, Cattell Intelligence Test, Andre Rey test, Test of reading, writing, mathematics and researcher-made questionnaire of Developmental history. The results of chi square test showed a significant relationship between brain damage and learning disability. Also the chi-square test showed that there is not a significant relationship between learning disability and infectious disease of mother during pregnancy, parental education level and parents' family relationship. Results of the T- test for independent group showed there is a significant difference between brain damage, lateralization, visual perception and visual memory of students with learning disability and normal student. The results of Stepwise regression indicated that brain damage, visual perception, delayed breathing and the use of forceps justifies about 57% of the variance associated with learning disabilities in 4 Steps.https://jld.uma.ac.ir/article_561_8de81efd6db121fec6562090eedd873d.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823The impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematicsThe impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics12615256210.22098/jld.2017.562FARMoradiCorresponding Author: PhD. Candidate, Department of Educational Technology Faculty of Education &
Psychology, Allameh Tabataba'i UniversityAKhazaiPhD Student , Department of Educational Technology Faculty of Education & Psychology, Allameh Tabataba'i
UniversityAAhmadiAssistant Professor, Department of Educational Management, Faculty of Psychology and Educational Sciences,
Islamic Azad University, Tehran Jonob BranchJournal Article20170912The aim of the current study was to investigate the impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. The research method was experimental with pretest - posttest design and a control group. The statistical population was composed of boy students with math learning disabilities of fifth grade of elementary school in Training centers for specific learning difficulties is Noorabad in academic year of 2014-2015, among them thirty students who received scores below the cut-off point in mathematics test of Key Math were selected by means of multi-stage cluster sampling method and were randomly assigned to experimental and control groups (n=15). The experimental group received eight 30-minutes sessions of math skills training (skills of addition, subtraction, multiplication and division) in multimedia environment. In order to collect data, Key Math test, questionnaire of self-concept of Jessen School in China (2004) and researcher-made learning test were used. The results of multivariate analysis of covariance (MANCOVA) showed that math skills education in educational multimedia environment influences self-concept improvement and learning of students with disabilities in learning Mathematics. (P<0.001). Therefore, according to the development of new educational technologies and computers in specific learning centers and multimedia content provided in this area, using this new method for teaching students with learning disabilities can be considered a new horizon in the educational process of our country. The aim of the current study was to investigate the impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. The research method was experimental with pretest - posttest design and a control group. The statistical population was composed of boy students with math learning disabilities of fifth grade of elementary school in Training centers for specific learning difficulties is Noorabad in academic year of 2014-2015, among them thirty students who received scores below the cut-off point in mathematics test of Key Math were selected by means of multi-stage cluster sampling method and were randomly assigned to experimental and control groups (n=15). The experimental group received eight 30-minutes sessions of math skills training (skills of addition, subtraction, multiplication and division) in multimedia environment. In order to collect data, Key Math test, questionnaire of self-concept of Jessen School in China (2004) and researcher-made learning test were used. The results of multivariate analysis of covariance (MANCOVA) showed that math skills education in educational multimedia environment influences self-concept improvement and learning of students with disabilities in learning Mathematics. (P<0.001). Therefore, according to the development of new educational technologies and computers in specific learning centers and multimedia content provided in this area, using this new method for teaching students with learning disabilities can be considered a new horizon in the educational process of our country. https://jld.uma.ac.ir/article_562_bdff997d3f1efc88f6bd1f1919919611.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86736420170823A Comparison of cognitive impairment, emotional processing and selective attention in students with and without dyscalculiaA Comparison of cognitive impairment, emotional processing and selective attention in students with and without dyscalculia15316856310.22098/jld.2017.563FAMNarimaniProfessor of Psychology, University of Mohaghegh ArdabiliSDaryadelCorresponding Author: Ph.D Student of Psychology, University of Mohaghegh ArdabiliNSobhAssociate Professor of Psychology, University of Mohaghegh ArdabiliNMikayiliAssociate Professor of Psychology, University of Mohaghegh ArdabiliJournal Article20170912The current research was conducted in order to compare the cognitive impairment, emotional processing and selective attention in students with and without disability dyscalculia. The method of this study was causal-comparative. The statistical population of this study was composed of all secondary school students with and without dyscalculia in Ardabil in the 2013-14 school years. The subjects of the study included 20 male students with dyscalculia who were selected through multistage cluster sampling and using Keymath Test and 20 normal students were selected through stratified random sampling method. To collect data, scale of cognitive impairment, emotional processing and color-word Stroop test were used. Results of multivariate analysis of variance showed that there is a significant difference between the two groups of students with and without dyscalculia in terms of cognitive deficits, emotional processing and selective attention. Students suffering from dyscalculia attract environmental stimuli more slowly than their peers and act like younger children and always have problems in the field of cognitive failures and emotional processing. Therefore, teachers should strengthen strategies for cognitive impairment, emotional processing and increase their attention to compensate students' math learning deficitsThe current research was conducted in order to compare the cognitive impairment, emotional processing and selective attention in students with and without disability dyscalculia. The method of this study was causal-comparative. The statistical population of this study was composed of all secondary school students with and without dyscalculia in Ardabil in the 2013-14 school years. The subjects of the study included 20 male students with dyscalculia who were selected through multistage cluster sampling and using Keymath Test and 20 normal students were selected through stratified random sampling method. To collect data, scale of cognitive impairment, emotional processing and color-word Stroop test were used. Results of multivariate analysis of variance showed that there is a significant difference between the two groups of students with and without dyscalculia in terms of cognitive deficits, emotional processing and selective attention. Students suffering from dyscalculia attract environmental stimuli more slowly than their peers and act like younger children and always have problems in the field of cognitive failures and emotional processing. Therefore, teachers should strengthen strategies for cognitive impairment, emotional processing and increase their attention to compensate students' math learning deficitshttps://jld.uma.ac.ir/article_563_02c9a37a6a7e145647ef4a3968934c12.pdf