University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 The effectiveness of integrated psycho-educational program on the pessimistic explanatory style of students with learning disabilities The effectiveness of integrated psycho-educational program on the pessimistic explanatory style of students with learning disabilities 6 24 108 jld-2-1-91-7-1 FA J Aslani Ph.D sudent of educational psychology, University of Allameh Tabatabai H Alizadeh Associate professor of Exceptional psychology, University of Allameh Tabatabai S Ebrahimi Ghavamabadi3 Assistant professor of educational psychology, University of Allameh Tabatabai N.A Farokhi Assistant professor of Assessment, University of Allameh Tabatabai Journal Article 2012 05 12 The purpose of the present research was to determine the effectiveness of integrated psychoeducational program on the Pessimistic explanatory style students with learning disabilites. This is a quasi-experimental study with a pretest/post-test experimental and control group. The sample consisted of 30 students with learning disabilities in hamedan city. Assigned to two experimental (n=15) and control group (n=15). To collect the data, the Raven intelligence test, The Key Math test, The reading test and Children Attributional Style Questionnaire were used. ten one hour session of integrated psycho-educational program training were implemented for the experimental group. The analysis of covariance showed that psychoeducational program training significantly increased Pessimistic explanatory style in the experimental group. These results could support the application of emotional interventions in academic courses for students with learning disabilities. The purpose of the present research was to determine the effectiveness of integrated psychoeducational program on the Pessimistic explanatory style students with learning disabilites. This is a quasi-experimental study with a pretest/post-test experimental and control group. The sample consisted of 30 students with learning disabilities in hamedan city. Assigned to two experimental (n=15) and control group (n=15). To collect the data, the Raven intelligence test, The Key Math test, The reading test and Children Attributional Style Questionnaire were used. ten one hour session of integrated psycho-educational program training were implemented for the experimental group. The analysis of covariance showed that psychoeducational program training significantly increased Pessimistic explanatory style in the experimental group. These results could support the application of emotional interventions in academic courses for students with learning disabilities.

https://jld.uma.ac.ir/article_108_2d2aac54c13bfc3be0775749315c99cc.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 The deficits of sensory information processing in children with learning disabilities The deficits of sensory information processing in children with learning disabilities 25 42 109 jld-2-1-91-7-2 FA S Bashrpoor Assistant Professor of Psychology, University of Mohaghegh Ardabili A Issazadeghan Assistant Professor of Psychology, Uremia University L Ahmadian M.A. in Psychology, university of Allameh Tabatabai Journal Article 2012 05 19 It appears that children with learning disabilities receive and process information in different ways from normal children due to having brain dysfunctions. To test this hypothesis, the current study was conducted in order to compare the pattern of sensory information processing between children with learning disability and normal children. The three groups with learning disability (15 persons with dyslexia/ dysgraphia, 15 persons with dyscalculia, 15 persons with mixed disorder), who were selected randomly from the student's of the learning disability centers of Urumia educational office, and one 15 persons random group of normal students, participated in the one cross-sectional study. Utilizing structured clinical interview for confirmation or rejection of labeled diagnose, the mothers of them were asked to respond to Short Sensory Profile. The gathered data analyzed by one way ANOVA, MANOVA and LSD post hog tests. Results showed that there is significant difference between groups' means in components of the tactile sensitivity, sensation seeking, auditory filtering, visual/ auditory sensitivity and total score of the sensory profile, but there are not any significant difference between the groups in the components of smell/ taste sensitivity, energy level and movement sensitivity. These results refer to the existence of deficits in the processing of the tactile, visual, auditory information, sensation seeking and ability to filter auditory information in the children's with learning disability. It appears that children with learning disabilities receive and process information in different ways from normal children due to having brain dysfunctions. To test this hypothesis, the current study was conducted in order to compare the pattern of sensory information processing between children with learning disability and normal children. The three groups with learning disability (15 persons with dyslexia/ dysgraphia, 15 persons with dyscalculia, 15 persons with mixed disorder), who were selected randomly from the student's of the learning disability centers of Urumia educational office, and one 15 persons random group of normal students, participated in the one cross-sectional study. Utilizing structured clinical interview for confirmation or rejection of labeled diagnose, the mothers of them were asked to respond to Short Sensory Profile. The gathered data analyzed by one way ANOVA, MANOVA and LSD post hog tests. Results showed that there is significant difference between groups' means in components of the tactile sensitivity, sensation seeking, auditory filtering, visual/ auditory sensitivity and total score of the sensory profile, but there are not any significant difference between the groups in the components of smell/ taste sensitivity, energy level and movement sensitivity. These results refer to the existence of deficits in the processing of the tactile, visual, auditory information, sensation seeking and ability to filter auditory information in the children's with learning disability.

https://jld.uma.ac.ir/article_109_cf8e0d22db7af3dfaa759c12534070de.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 The effectiveness of verbal self instruction on social adjustment in students with learning disabilities The effectiveness of verbal self instruction on social adjustment in students with learning disabilities 43 52 110 jld-2-1-91-7-3 FA H Khan Khanizadeh Corresponding Author: M.A. student of Psychology S Bagheri B. A. Incounsiling, University of Payam-noor Markazi Journal Article 2012 04 11 The purpose of the present study was to determine the effectiveness of verbal self instruction on social adjustment. This is experimental study with a pretest/post-test experimental and control groups. The sample consisted of 20 students with learning disabilities in Qazvin, and randomly assigned into experimental and control groups. The tool of the research was social adjustment questionnaire. The analysis of covariance showed that the application of verbal self instruction had significant effect on social adjustment in student with learning disabilities. This finding can be helpful in instructional and counseling program. The purpose of the present study was to determine the effectiveness of verbal self instruction on social adjustment. This is experimental study with a pretest/post-test experimental and control groups. The sample consisted of 20 students with learning disabilities in Qazvin, and randomly assigned into experimental and control groups. The tool of the research was social adjustment questionnaire. The analysis of covariance showed that the application of verbal self instruction had significant effect on social adjustment in student with learning disabilities. This finding can be helpful in instructional and counseling program.

https://jld.uma.ac.ir/article_110_749859b49a27f89744ed54b1fd36aff0.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 The effectiveness of rhythmic movement games (weighted) on the rate of executive function in children with neuropsychological learning disabilities The effectiveness of rhythmic movement games (weighted) on the rate of executive function in children with neuropsychological learning disabilities 53 77 111 jld-2-1-91-7-4 FA M Dehghani Corresponding Author: M. A. student of family counseling Ahvaz, Shahid Chamran University N Karimei M.A. student of Psychology A.A Tagipour Javan M.A. Student of Psychology, Esfahan University F Hasan Nattaj Jelodar4 M.A. Student of Psychology, Esfahan University A Pakizeh M.A. Student of Psychology, Esfahan University Journal Article 2012 05 30 This Study was to efficacy of rhythmic movement games on the rate of executive functions of children with neuropsychological learning disabilities. The method of this research from the experimental design. The population in this study, all preschool children 5 to 6 years of Babol in 1390-1391 academic year were. for the chooses 20 child sons who score lower on conner's questionnaire neuropsychological and test nepsy tower received, multi-stage random sampling method and randomizes control experiments were divided in two groups of 10, and an accident Games Rhythmic motor activity for three months and two Sessions per week (45 minutes) to the Individual – group were did on experiment groups. Post-test to test neuropsychological tests and a conner's nepsy tower test was performed on both groups. The data analysis descriptive method of covariance using the software spss16 several variables (MANCOVA) was used. Findings indicated that rhythmic movement games the improvement subjects performance in the subtests performance of attention problems, memory and learning problems and sensory-motor performance and reduce this problems. Also this games increase problem solvingplanning and organizing of behavior - emotional skills in pre-school children with neuropsychological learning disability. This Study was to efficacy of rhythmic movement games on the rate of executive functions of children with neuropsychological learning disabilities. The method of this research from the experimental design. The population in this study, all preschool children 5 to 6 years of Babol in 1390-1391 academic year were. for the chooses 20 child sons who score lower on conner's questionnaire neuropsychological and test nepsy tower received, multi-stage random sampling method and randomizes control experiments were divided in two groups of 10, and an accident Games Rhythmic motor activity for three months and two Sessions per week (45 minutes) to the Individual – group were did on experiment groups. Post-test to test neuropsychological tests and a conner's nepsy tower test was performed on both groups. The data analysis descriptive method of covariance using the software spss16 several variables (MANCOVA) was used. Findings indicated that rhythmic movement games the improvement subjects performance in the subtests performance of attention problems, memory and learning problems and sensory-motor performance and reduce this problems. Also this games increase problem solvingplanning and organizing of behavior - emotional skills in pre-school children with neuropsychological learning disability.

https://jld.uma.ac.ir/article_111_315aad2a1646b37d880545ed3f356a43.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 A comparison of the performance of children with and without learning disorder on visual-motor Bender Gestalt test A comparison of the performance of children with and without learning disorder on visual-motor Bender Gestalt test 78 91 112 jld-2-1-91-7-5 FA F Seddighi Arfai Assistant Professor of Psychology, Kashan University M.R Tammanaifar Assistan Professor of Psychology, Kashan University S Dashtbanzade M.A. student of psychology, Kashan University Journal Article 2012 05 06 This study was conducted to compare children with and without learning disorder on visual-motor Bender Gestalt Test. The participants of the study included 80 students both girls and boys with and without learning disorder who were in the third and fourth grade at primary school. The instrument of the study was the visual-motor Bender Gestalt Test which used koppitz numbering system to evaluate children’s actions. The results of the independent. test showed that the actions of the children with learning disorder in Bander Gestalt Test is significantly different from those of normal children. The results also indicated that children with learning disorder had more difficulty in drawing the pictures of Bander Gestalt Test. This study was conducted to compare children with and without learning disorder on visual-motor Bender Gestalt Test. The participants of the study included 80 students both girls and boys with and without learning disorder who were in the third and fourth grade at primary school. The instrument of the study was the visual-motor Bender Gestalt Test which used koppitz numbering system to evaluate children’s actions. The results of the independent. test showed that the actions of the children with learning disorder in Bander Gestalt Test is significantly different from those of normal children. The results also indicated that children with learning disorder had more difficulty in drawing the pictures of Bander Gestalt Test.

https://jld.uma.ac.ir/article_112_26511fc7c06515ce6e138f72dc8ec322.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 The effectivness of training attention on mathematical performance of students with mathematics learning disability The effectivness of training attention on mathematical performance of students with mathematics learning disability 92 106 113 jld-2-1-91-7-6 FA A Abedi Assistant Professor of Psycology Esfahan University M Pirooz Zijerdi MA. Student of Psychology, Esfahan University A Yarmohammadian Associate professor of psychology, Esfahan University Journal Article 2012 05 14 The purpose of the present research is to review the effectiveness of attention training of the mathematical performance on students with mathematic learning disability. The methodology is experimental, and the statistical community involves female students with fourth grade elementary mathematics learning disabilities, among which 30 students were selected by the method of multi-stage clustering random sampling, whose scores in key math mathematical test were lower than the criterion point and were placed in groups of experiment and control at random (15 in experiment group and 15 in control group). The experiment group received the attention test in 12 sessions, each one took 45 minutes. To gather data, the Raven intelligence test, the key Math test and fourth elementary school mathematical performance test were used. The result of the research revealed that training attention significantly increases mathematical performance of students with math learning disability. The result showed that attention test like other basic skills of math learning can be applied as an intervention to improve math problem in students with mathematic learning disability. The purpose of the present research is to review the effectiveness of attention training of the mathematical performance on students with mathematic learning disability. The methodology is experimental, and the statistical community involves female students with fourth grade elementary mathematics learning disabilities, among which 30 students were selected by the method of multi-stage clustering random sampling, whose scores in key math mathematical test were lower than the criterion point and were placed in groups of experiment and control at random (15 in experiment group and 15 in control group). The experiment group received the attention test in 12 sessions, each one took 45 minutes. To gather data, the Raven intelligence test, the key Math test and fourth elementary school mathematical performance test were used. The result of the research revealed that training attention significantly increases mathematical performance of students with math learning disability. The result showed that attention test like other basic skills of math learning can be applied as an intervention to improve math problem in students with mathematic learning disability.

https://jld.uma.ac.ir/article_113_e90e7ab3e886c83c92a3d0b556c58c33.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 A comparison of help seeking behaviors in students with mathematics learning disabilities and normal students A comparison of help seeking behaviors in students with mathematics learning disabilities and normal students 107 119 114 jld-2-1-91-7-7 FA H Mahmoudian Corresponding Author: M. A in psychometrics, University of Allame Tababaie H Safari M. A in clinical psychology, University of Semnan H Aghaie M. A in general psychology, International University of Imam Khomeini Sh Rezvanifar M. A student in psychometrics, University of Allame Tababaie S.A Mirmohammadtabar M. A in Educational psychology, University of Semnan Journal Article 2012 05 17 This study aimed to compare help seeking behaviors in students with mathematic disorder and general population. Totally, sixty students (30 students with mathematic disorder and 30 normal students) participated in a causal comparative design. Key Math Test was for screening students with mathematic disorders. Normal students were recruited from three areas of Education and Nurturance Organization in Karaj through cluster sampling. Both groups were matched in terms of IQ, parental education, and age. The results showed that there is a significant difference between the means of help seeking behaviors of the two groups. Also, students with mathematic disorders had higher score means in behaviors of avoidance of help seeking, in compare with normal students. Additionally, there was no difference in terms of gender. The results showed that students with mathematic disorder utilize help seeking behaviors in problem solving was less than others. Help seeking is a basic self-regulated strategy for problem solving. Theoretical and practical implications of findings were discussed. This study aimed to compare help seeking behaviors in students with mathematic disorder and general population. Totally, sixty students (30 students with mathematic disorder and 30 normal students) participated in a causal comparative design. Key Math Test was for screening students with mathematic disorders. Normal students were recruited from three areas of Education and Nurturance Organization in Karaj through cluster sampling. Both groups were matched in terms of IQ, parental education, and age. The results showed that there is a significant difference between the means of help seeking behaviors of the two groups. Also, students with mathematic disorders had higher score means in behaviors of avoidance of help seeking, in compare with normal students. Additionally, there was no difference in terms of gender. The results showed that students with mathematic disorder utilize help seeking behaviors in problem solving was less than others. Help seeking is a basic self-regulated strategy for problem solving. Theoretical and practical implications of findings were discussed.

https://jld.uma.ac.ir/article_114_6e8ebda6822ca0f2c78b1355e9d5e382.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 A comparison of resiliency, marital satisfaction and mental health in parents of children with learning disabilities and normal children A comparison of resiliency, marital satisfaction and mental health in parents of children with learning disabilities and normal children 120 137 115 jld-2-1-91-7-8 FA N Meikaeilei assistant Professor of Psychology, University of Mohaghegh Ardabili M Ganji Assistant Professor, University of Mohaghegh Ardabil M Talebi Joybari3 M. A. Psychology in University of Mohaghegh Ardabili Journal Article 2012 05 12 The purpose of this study was to compare marital satisfaction, resiliency and mental health in parents of children with learning disabilities and normal children. The research design is descriptive and comparative. The study population consisted of all parents of students with learning disabilities and normal boys and girls. Study group of 50 parents of students with learning disabilities and a comparable group of 50 parents are normal. Method of sampling is random. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, and multivariate analysis of variance, Pearson’s Correlation Coefficient and regression analysis. Resilience questionnaire was used to the scale marital satisfaction, General Health Questionnaire. The results indicate that there are significant differences between the two groups in Satisfaction with Life, the psychological resiliency, and General healthy. According to the present findings can be concluded. the psychological resiliency can be increased levels of satisfaction with life and general health increased in this group of fragile groups The purpose of this study was to compare marital satisfaction, resiliency and mental health in parents of children with learning disabilities and normal children. The research design is descriptive and comparative. The study population consisted of all parents of students with learning disabilities and normal boys and girls. Study group of 50 parents of students with learning disabilities and a comparable group of 50 parents are normal. Method of sampling is random. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, and multivariate analysis of variance, Pearson’s Correlation Coefficient and regression analysis. Resilience questionnaire was used to the scale marital satisfaction, General Health Questionnaire. The results indicate that there are significant differences between the two groups in Satisfaction with Life, the psychological resiliency, and General healthy. According to the present findings can be concluded. the psychological resiliency can be increased levels of satisfaction with life and general health increased in this group of fragile groups

https://jld.uma.ac.ir/article_115_6a04677cf45553afa3bcef93ef9e36f4.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 1 2012 09 22 A comparison of Stroop performance in students with learning disorder and normal students A comparison of Stroop performance in students with learning disorder and normal students 138 158 116 jld-2-1-91-7-9 FA M Narimani Professor of Psychology, University of Mohaghegh Ardabili A Pouresmali M.A Student of Psychology,Tabriz University M Andalib Kouraeim3 M.A Student of Psychology, Tabriz University S Aghajanei Ph. D student of psychology,University of Payamenour Journal Article 2012 06 03 The purpose of the present study was to compare learning disorder children with normal children's response in Stroop test. Using multi-stage cluster sampling method, diagnosis interview and Colorado learning problem test 65 fifth grade students (15 persons with reading disability, 15 persons with writing disability, 15 persons with mathematical disability and 20 normal persons) were chosen as the subjects. Then Stroop test were used and subject's reaction time and the number of errors were recorded. The research data were analyzed with Pierson correlation and MANOVA. The results showed that the subjects' learning problem had significant positive correlation with number of errors and response time And groups (normal, mathematical disability, reading disability and writing disability) performance difference in cards number of 1, 3 and 4, errors in cards of 3 and 4, total response time and total errors number is significant. Results of this research showed the probability potential of Stroop test in diagnosing children with learning disorder. And also can help therapists in determining the interference type and rate. The purpose of the present study was to compare learning disorder children with normal children's response in Stroop test. Using multi-stage cluster sampling method, diagnosis interview and Colorado learning problem test 65 fifth grade students (15 persons with reading disability, 15 persons with writing disability, 15 persons with mathematical disability and 20 normal persons) were chosen as the subjects. Then Stroop test were used and subject's reaction time and the number of errors were recorded. The research data were analyzed with Pierson correlation and MANOVA. The results showed that the subjects' learning problem had significant positive correlation with number of errors and response time And groups (normal, mathematical disability, reading disability and writing disability) performance difference in cards number of 1, 3 and 4, errors in cards of 3 and 4, total response time and total errors number is significant. Results of this research showed the probability potential of Stroop test in diagnosing children with learning disorder. And also can help therapists in determining the interference type and rate.

https://jld.uma.ac.ir/article_116_bb5d4498f5dc54564ad7e2d861e81a11.pdf