University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122The effectiveness of Filial play therapy on emotional literacy of children with specific learning disorderThe effectiveness of Filial play therapy on emotional literacy of children with specific learning disorder73183110.22098/jld.2019.831FASAriapooranAssociate Professor of psychology, Malayer UniversityMGorji ChalsepariM. A in psychology, Malayer UniversityJournal Article20191204One of the problems of children with specific learning disorder is low level of emotional literacy. The purpose of the present study was to investigate the effectiveness of Filial Play Therapy on emotional literacy of children with specific learning disorder. The research design was experimental (pre-test and post-test with a control group). From the total number of mothers of children with specific learning disorder, 32 mothers who reported low emotional literacy of their children were randomly assigned to experimental and control groups. The Emotional Literacy Assessment Instrument-parental version- was used to collect the data. Group Filial Play Therapy in 10 two-hour sessions was performed for the experimental group and the control group did not receive any training in this period. One-way analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were used for analyzing the data. The results showed that Filial Play Therapy had a significant effect on improving emotional literacy (empathy, motivation, self-regulation and social skills) of children with specific learning disorder. Based on the results, Filial Play Therapy is recommended for the improvement of emotional problems and especially for the emotional literacy problem of children with specific learning disorder.One of the problems of children with specific learning disorder is low level of emotional literacy. The purpose of the present study was to investigate the effectiveness of Filial Play Therapy on emotional literacy of children with specific learning disorder. The research design was experimental (pre-test and post-test with a control group). From the total number of mothers of children with specific learning disorder, 32 mothers who reported low emotional literacy of their children were randomly assigned to experimental and control groups. The Emotional Literacy Assessment Instrument-parental version- was used to collect the data. Group Filial Play Therapy in 10 two-hour sessions was performed for the experimental group and the control group did not receive any training in this period. One-way analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were used for analyzing the data. The results showed that Filial Play Therapy had a significant effect on improving emotional literacy (empathy, motivation, self-regulation and social skills) of children with specific learning disorder. Based on the results, Filial Play Therapy is recommended for the improvement of emotional problems and especially for the emotional literacy problem of children with specific learning disorder.https://jld.uma.ac.ir/article_831_8a569b7e8dbd60bd465b6381dfbfa8fc.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122The effect of compassion-focused therapy on improving social well-being students with specific learning disorderThe effect of compassion-focused therapy on improving social well-being students with specific learning disorder325283210.22098/jld.2019.832FASPourabdolPh.D Student in Clinical Psychology, Department of Psychology, Shahed University of Tehran, Tehran, Iran.Journal Article20191204The purpose of this study was to evaluate the effect of compassion-focused therapy on improving social well-being students with specific learning disorder. This research was an experimental study with the pre and post-test design with a control group. The statistical population of the study included all of male students with specific learning disorder (SLD) in learning disability center of Tehran city in school year of 2018-2019. Research sample included 40 male students with specific learning disorder (SLD) who were selected through available sampling and assigned into two groups: an experimental group (n=20) and a control group (n=20). To collect data, the social well-being scale was used. The results of Multivariate Analysis of Covariance (MANCOVA) showed that compassion-focused therapy improved the social well-being of students with specific learning disorder. Based on the results, it can be claimed that compassion-focused therapy teaches people how to deal with difficult challenges, be kind to themselves and take care of themselves and support themselves by kindness, courage and wisdom. Through educating the compassionate's mind, compassion-focused therapy helps people change their cognitive and emotional patterns associated with anxiety, anger, and self-criticism.The purpose of this study was to evaluate the effect of compassion-focused therapy on improving social well-being students with specific learning disorder. This research was an experimental study with the pre and post-test design with a control group. The statistical population of the study included all of male students with specific learning disorder (SLD) in learning disability center of Tehran city in school year of 2018-2019. Research sample included 40 male students with specific learning disorder (SLD) who were selected through available sampling and assigned into two groups: an experimental group (n=20) and a control group (n=20). To collect data, the social well-being scale was used. The results of Multivariate Analysis of Covariance (MANCOVA) showed that compassion-focused therapy improved the social well-being of students with specific learning disorder. Based on the results, it can be claimed that compassion-focused therapy teaches people how to deal with difficult challenges, be kind to themselves and take care of themselves and support themselves by kindness, courage and wisdom. Through educating the compassionate's mind, compassion-focused therapy helps people change their cognitive and emotional patterns associated with anxiety, anger, and self-criticism.https://jld.uma.ac.ir/article_832_b330cd26676df804304397683dd8e984.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122The effectiveness of time perspective treatment in sense of coherence and perceived stress of mothers of children with learning disordersThe effectiveness of time perspective treatment in sense of coherence and perceived stress of mothers of children with learning disorders537183310.22098/jld.2019.833FAHJenaabadiprofessor of psychology, university of Sistan and BaluchestanMJafarpourM.Sc. Student of Educational Psychology, university of Sistan and BaluchestanJournal Article20191204The purpose of this study was to evaluate the The effectiveness of time perspective treatment in sense of coherence and perceived stress of mothers of Children with learning disorders in Zahedan. The study was a experimental one with a pretest-posttest design including a control group. Using a suitable sampling method, a sample of 30 mothers with children with special learning disorder in the academic year 2017-2018 in Zahedan was selected and were assigned into an experimental and a control groups. Antonovsky (1993) and perceived stress questionnaire (1983) were used in pre-test, post-test and follow-up tests. For therapeutic intervention, the Learning Time Protocol and for analyzing the data, multivariate analysis of covariance analysis were used. The results showed that there was a significant difference between the mean scores of psychological coherence and perceived stress in the experimental group before and after the intervention (p <0.05), but these changes were not significant in the control group. Therefore, the results showed that time perspective treatment had a significant effect on increasing the mental integrity and reducing the perceived stress of mothers of children with the learning disorder; Therefore, the use of time perspective treatment, as an effective educational intervention, to increase psychological coherence and reduce perceived stress in mothers of children with learning disorder is recommended.The purpose of this study was to evaluate the The effectiveness of time perspective treatment in sense of coherence and perceived stress of mothers of Children with learning disorders in Zahedan. The study was a experimental one with a pretest-posttest design including a control group. Using a suitable sampling method, a sample of 30 mothers with children with special learning disorder in the academic year 2017-2018 in Zahedan was selected and were assigned into an experimental and a control groups. Antonovsky (1993) and perceived stress questionnaire (1983) were used in pre-test, post-test and follow-up tests. For therapeutic intervention, the Learning Time Protocol and for analyzing the data, multivariate analysis of covariance analysis were used. The results showed that there was a significant difference between the mean scores of psychological coherence and perceived stress in the experimental group before and after the intervention (p <0.05), but these changes were not significant in the control group. Therefore, the results showed that time perspective treatment had a significant effect on increasing the mental integrity and reducing the perceived stress of mothers of children with the learning disorder; Therefore, the use of time perspective treatment, as an effective educational intervention, to increase psychological coherence and reduce perceived stress in mothers of children with learning disorder is recommended.https://jld.uma.ac.ir/article_833_c7c8bdccc3934429ed39f91c23f66465.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122The effectiveness of play therapy on improving the speed of information processing and social / emotional processing in students with dyslexiaThe effectiveness of play therapy on improving the speed of information processing and social / emotional processing in students with dyslexia729283410.22098/jld.2019.834FAEJanghooM.A of Counseling and Guidanc, Islamic Azad University, Roudehen BranchBHemmatiPh.D. Student of Psychology, Islamic Azad University, Ardabil BranchHJafarzadeh Dashbolagh DashbolaghM.A of Clinical Psychology, Young Researchers and Elite Club, Ardebil Branch, Islamic Azad University, Ardebil, IranJournal Article20191204The aim of this study was to investigate the effectiveness of play therapy on improving the speed of information processing and social / emotional processing in students with dyslexia. The research method was experimental with a pretest-postest design and with a control group. The statistical population included all students of elementary school in Ardabil city who had dyslexia in school year of 2017-2018. A sample of 30 students were selected by sampling method and were divided into two groups (15 in experimental and 15 in control group). The experimental group received 8 an- hour sessions of training. Data were collected using the emotional processing scale, Wechsler's IQ Scale for Children and the theory of mind Questionnaire. Data were analyzed by multivariate analysis of variance (MANCOVA) through SPSS20. The results showed that the play therapy had a significant effect on improving the speed of information processing and social/emotional processing in students with dyslexia (P<0.01). These results provide important implications for education and counseling services as part of treatment for students with dyslexia.The aim of this study was to investigate the effectiveness of play therapy on improving the speed of information processing and social / emotional processing in students with dyslexia. The research method was experimental with a pretest-postest design and with a control group. The statistical population included all students of elementary school in Ardabil city who had dyslexia in school year of 2017-2018. A sample of 30 students were selected by sampling method and were divided into two groups (15 in experimental and 15 in control group). The experimental group received 8 an- hour sessions of training. Data were collected using the emotional processing scale, Wechsler's IQ Scale for Children and the theory of mind Questionnaire. Data were analyzed by multivariate analysis of variance (MANCOVA) through SPSS20. The results showed that the play therapy had a significant effect on improving the speed of information processing and social/emotional processing in students with dyslexia (P<0.01). These results provide important implications for education and counseling services as part of treatment for students with dyslexia.https://jld.uma.ac.ir/article_834_6ba0fb5871d6058926e1c3d89f2a1d57.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122The effect of sensory integration program on non-verbal intelligence, focus attention and academic performance of students with mathematical learning disorderThe effect of sensory integration program on non-verbal intelligence, focus attention and academic performance of students with mathematical learning disorder9311583510.22098/jld.2019.835FAMShahmohamadiPhD Student of Educational Psychology, Islamic Azad University, Zanjan, IranGhEntesar Fomani FomaniAssistant Professor, Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran IranMHejaziAssociate Professor, Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, IranHAsadzadeAssociate Professor, Department of Educational Psychology, Allameh Tabataba'i UniversityJournal Article20191204The Sensory Integration Program as an alternative drug approach is an attempt to improve individuals' sensory, motor and cognitive capacities by practicing and providing targeted stimuli to enhance minds' excellent functions. The purpose of the current research is to determine the effect of sensory integration program on non-verbal intelligence, focus attention and academic performance of students with mathematical learning disorder. The research method was experimental and the research design was pre-test, post-test with a control group. The study sample consisted of 40 male and female students with dyscalculia at the age range of 9-11 in Mianeh city in the academic year of 2017-2018. They were selected through available sampling. The participants were randomly divided into experimental and control groups. The instruments used in this study included d2 attention and concentration test, Wechsler's non-verbal intelligence test, and Iran Key math Test. The results showed that the use of sensory integration therapy in experimental group had more effect on non-verbal intelligence skills, focus attention academic performance (P<0.05) students with dyscalculia.The Sensory Integration Program as an alternative drug approach is an attempt to improve individuals' sensory, motor and cognitive capacities by practicing and providing targeted stimuli to enhance minds' excellent functions. The purpose of the current research is to determine the effect of sensory integration program on non-verbal intelligence, focus attention and academic performance of students with mathematical learning disorder. The research method was experimental and the research design was pre-test, post-test with a control group. The study sample consisted of 40 male and female students with dyscalculia at the age range of 9-11 in Mianeh city in the academic year of 2017-2018. They were selected through available sampling. The participants were randomly divided into experimental and control groups. The instruments used in this study included d2 attention and concentration test, Wechsler's non-verbal intelligence test, and Iran Key math Test. The results showed that the use of sensory integration therapy in experimental group had more effect on non-verbal intelligence skills, focus attention academic performance (P<0.05) students with dyscalculia.https://jld.uma.ac.ir/article_835_c6df22729d5429fac171ac01e56f5c8f.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122Effectiveness of integrating Sensory Integration method and direct reading comprehension training on promoting the working memory and attention span in students with dyslexiaEffectiveness of integrating Sensory Integration method and direct reading comprehension training on promoting the working memory and attention span in students with dyslexia11613783610.22098/jld.2019.836FAHMahmoodiAssistant Professor, Department of Psychology, Golestan UniversityHAbdollahzadehAssistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.MRahmatiMaster of Clinical Psychology, Bookan Azad University, IranJournal Article20191204The purpose of this study was to investigate the effectiveness of integrating Sensory Integration method and direct reading comprehension training on promoting the working memory and attention span in students with dyslexia in Boukan. The research method was semi-experimental, with a pre-test, post-test and a control group. The statistical population consisted of all 8-12-year-old students with dyslexia, from which 30 students were selected and randomly assigned into two experimental and control groups, 15 subjects in each. The research tools included the children's Wechsler Intelligence Scale-the fourth edition and the Continuous Performance test. A combination of sensory integration method and direct comprehension training was taught to the experimental group for ten 40-minute sessions and the results of the analysis were analyzed using covariance analysis. The results showed that there is a significant difference between the two experimental and control groups in increasing the active memory and the range of attention of dyslexic students (P ≤ 0.01). Therefore, the program of integrating Sensory Integration method and direct reading comprehension training will enhance the active memory and the range of attention of dyslexic students.The purpose of this study was to investigate the effectiveness of integrating Sensory Integration method and direct reading comprehension training on promoting the working memory and attention span in students with dyslexia in Boukan. The research method was semi-experimental, with a pre-test, post-test and a control group. The statistical population consisted of all 8-12-year-old students with dyslexia, from which 30 students were selected and randomly assigned into two experimental and control groups, 15 subjects in each. The research tools included the children's Wechsler Intelligence Scale-the fourth edition and the Continuous Performance test. A combination of sensory integration method and direct comprehension training was taught to the experimental group for ten 40-minute sessions and the results of the analysis were analyzed using covariance analysis. The results showed that there is a significant difference between the two experimental and control groups in increasing the active memory and the range of attention of dyslexic students (P ≤ 0.01). Therefore, the program of integrating Sensory Integration method and direct reading comprehension training will enhance the active memory and the range of attention of dyslexic students.https://jld.uma.ac.ir/article_836_678a1ae586f0476566cbb44c3fdf670b.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86739120191122Comparison of the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school studentsComparison of the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school students13815783710.22098/jld.2019.837FATHashemiProfessor of Psychology, University of Tabriz.MBayramiProfessor of Psychology, University of TabrizKhEsmaeilpourAssociate professor of Psychology. University of TabrizFNemati SogolitappehAssistant professor of Psychology. University of TabrizMarjanKhosheghbalPhd student in Psychology,University of TabrizJournal Article20191204Dyslexia is one of the most common learning disorders and deficiency in phonological awareness and working memory in its etiology have been emphasized and training the methods of improving phonological awareness and working memory has received the attention of therapist in the last decades. Therefore, the goal of this research was to compare the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school students. For this purpose, a multivariate semi-experimental design with pre-test and post-test was used and 60 individuals were purposefully selected from the community of primary school students with dyslexia in Learning Disorders Centers of Urmia in the academic year of 2018-2019. Then, they were divided into two experimental groups. For one group, the cognitive rehabilitation focused on phonological awareness and for the other group the cognitive rehabilitation focused on working memory was done, each for 20 sessions of 30 minutes. Reading and dyslexia tests were used to measure the dependent variable. Data analysis using multivariate analysis of covariance showed that cognitive rehabilitation focused on working memory is more effective than cognitive rehabilitation focused on phonological awareness. Because working memory impairment is one of the main causes of reading disorder, training and strengthening of working memory can lead to improvement of symptoms of reading disorder. Dyslexia is one of the most common learning disorders and deficiency in phonological awareness and working memory in its etiology have been emphasized and training the methods of improving phonological awareness and working memory has received the attention of therapist in the last decades. Therefore, the goal of this research was to compare the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school students. For this purpose, a multivariate semi-experimental design with pre-test and post-test was used and 60 individuals were purposefully selected from the community of primary school students with dyslexia in Learning Disorders Centers of Urmia in the academic year of 2018-2019. Then, they were divided into two experimental groups. For one group, the cognitive rehabilitation focused on phonological awareness and for the other group the cognitive rehabilitation focused on working memory was done, each for 20 sessions of 30 minutes. Reading and dyslexia tests were used to measure the dependent variable. Data analysis using multivariate analysis of covariance showed that cognitive rehabilitation focused on working memory is more effective than cognitive rehabilitation focused on phonological awareness. Because working memory impairment is one of the main causes of reading disorder, training and strengthening of working memory can lead to improvement of symptoms of reading disorder. https://jld.uma.ac.ir/article_837_737006731329fed0937f42bcfa75d008.pdf