University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 Effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities Effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities 6 24 148 jld-3-3-93-3-1 FA Gh Afroz Distinguished Professor of Psychology, University of Tehran S Ghasemzadeh Ph.D Student of Psychology, University of Tehran T Taziki Corresponding Auther:M.A Student of Psychology, University of Tehran A Delgoshad M.A Student of Psychology, University of Tehran Journal Article 2013 08 03 The present study examined the effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities. Therefore, using a quasi-experimental design with pre-test and post-test and control group, 28 learning disabled students in Tehran were selected and randomly replaced to experimental and control groups. The social Competence Scale and Beck Self Concept scale (BSCT) as a pre-test and post-test questionnaire were evaluated, then the experimental group attended in 12 sessions of training mood regulation skills. Multivariate analysis of covariance was used to compare both posttests. The results showed significant difference in mean scores of pre-test and post-test of experimental and control groups. The present study indicated that mood regulation skills training is a useful program in improving self concept and social competence of students with learning disabilities. The present study examined the effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities. Therefore, using a quasi-experimental design with pre-test and post-test and control group, 28 learning disabled students in Tehran were selected and randomly replaced to experimental and control groups. The social Competence Scale and Beck Self Concept scale (BSCT) as a pre-test and post-test questionnaire were evaluated, then the experimental group attended in 12 sessions of training mood regulation skills. Multivariate analysis of covariance was used to compare both posttests. The results showed significant difference in mean scores of pre-test and post-test of experimental and control groups. The present study indicated that mood regulation skills training is a useful program in improving self concept and social competence of students with learning disabilities.

https://jld.uma.ac.ir/article_148_ae51a352ca26f511b24facbb6eed4cdb.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 Educational multimedia production of hesabamooz and its dffectiveness on the academic achievement of minus and division operation of female students with dyscalculia Educational multimedia production of hesabamooz and its dffectiveness on the academic achievement of minus and division operation of female students with dyscalculia 25 37 149 jld-3-3-93-3-2 FA A Pourahmadali Corresponding Author: Ph.D sudent of Curriculum, University of Hormozgan, pourhmadali S Musavipour Assistant professor of educational psychology, University of Arak Journal Article 2013 04 26 The present study’s aim is the educational multimedia production of Hesabamooz and influences on minus academic achievement and Division. This semi-experimental study has been performed by pretest-posttest with control group. The sample includes 30 learning Disability girl students of third grade in who Arak, which were replaced in two experimental group (n=15) and control group (n=15) randomly bye total accounting sampling. The control group was trained by traditional method and the experimental group by multimedia Hesabamooz in 12 sessions. The Iran Key Math test was data collection tools for this case (academic achievement minus and Division). The results of covariance analysis (ANCOVA) showed the using educational multimedia of Hesabamooz, in comparison to traditional training there was efficient in academic achievement of Minus in girl student with Dyscalculia, but was not any significant difference in Division between two groups. The present study’s aim is the educational multimedia production of Hesabamooz and influences on minus academic achievement and Division. This semi-experimental study has been performed by pretest-posttest with control group. The sample includes 30 learning Disability girl students of third grade in who Arak, which were replaced in two experimental group (n=15) and control group (n=15) randomly bye total accounting sampling. The control group was trained by traditional method and the experimental group by multimedia Hesabamooz in 12 sessions. The Iran Key Math test was data collection tools for this case (academic achievement minus and Division). The results of covariance analysis (ANCOVA) showed the using educational multimedia of Hesabamooz, in comparison to traditional training there was efficient in academic achievement of Minus in girl student with Dyscalculia, but was not any significant difference in Division between two groups.

https://jld.uma.ac.ir/article_149_8968c523d759cec99b6d0c18042b02c2.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 Designing the multimedia instructive package and investigating its effectiveness on reduction of writing disorder's symptoms Designing the multimedia instructive package and investigating its effectiveness on reduction of writing disorder's symptoms 38 54 150 jld-3-3-93-3-3 FA S Abdollahi Corresponding author: M.A Student of Psychology University of Semnan F Kianersi Assistant Professor of Psychology, University of Semnan I Rahimian Boogar Assistant Professor of Psychology, University of Semnan Journal Article 2012 12 15 Writing disorder is one of the most common learning disorders among the primaryschool students and has covered 30 percent of all the learning disorders. The purpose of the present study is to design the multimedia instructive package with the emphasis on the fundamental skills of learning to write and investigate its effectiveness on the reduction of writing disorders' symptoms. Method This research is considered as semi - experimental, with pretest- posttest design and a control group. Its population consists of all the male students of third grade in Bijar city in the academic year of 2012-2013. After considering the necessary factors to be included in the research, 30 students were chosen by available sampling method and were randomly assigned into two experimental and control groups. The instruments applied in this research were wechsler intelligence Test, the researcher-made writing Test, the multimedia instructive package, and homework. Data analysis was done using PASW19 software and covariance analysis test. The results of this study showed that the multimedia instructive program has significantly decreased the writing problems of those students affected by this learning disorder through improving visual comprehension skills, visual sequenceing, memory, and distinction (p<0.01). With regard to the effectiveness of this software, it is suggested that in order to decrease the students' writing problems in classrooms, new instructive methods for improving the aforementioned skills be used. Writing disorder is one of the most common learning disorders among the primaryschool students and has covered 30 percent of all the learning disorders. The purpose of the present study is to design the multimedia instructive package with the emphasis on the fundamental skills of learning to write and investigate its effectiveness on the reduction of writing disorders' symptoms. Method This research is considered as semi - experimental, with pretest- posttest design and a control group. Its population consists of all the male students of third grade in Bijar city in the academic year of 2012-2013. After considering the necessary factors to be included in the research, 30 students were chosen by available sampling method and were randomly assigned into two experimental and control groups. The instruments applied in this research were wechsler intelligence Test, the researcher-made writing Test, the multimedia instructive package, and homework. Data analysis was done using PASW19 software and covariance analysis test. The results of this study showed that the multimedia instructive program has significantly decreased the writing problems of those students affected by this learning disorder through improving visual comprehension skills, visual sequenceing, memory, and distinction (p<0.01). With regard to the effectiveness of this software, it is suggested that in order to decrease the students' writing problems in classrooms, new instructive methods for improving the aforementioned skills be used.

https://jld.uma.ac.ir/article_150_f6f2f8bd844ba378781093c78211575d.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 The effect of self-instruction on mathematic problem solving performance The effect of self-instruction on mathematic problem solving performance 55 67 151 jld-3-3-93-3-4 FA B Ghobari Bonab Associate Professor School of Psychology & Education. University of Tehran Dr Nosrati University of Tehran H Golam Hosseinzadeh M.A Student, University of Tehran Journal Article 2013 06 26 The current study aimed to investigate the effect of self instruction on mathematics problem solving performance in fifth grade students with dyscalculia in Rafsanjan city. Twenty students were selected from twelve fifth grade classes based on the following inclusion criteria: Teacher's Judgment, Diagnostic Criteria of DSM-IV, Raven progressive matrixes, and Math Problem Solving Test. The design of the study was quasi-experimental design, with pretest-post test control group design. Twelve “45–minutes sessions” of self-instruction were administered for experimental group while control group was in neutral condition. Analysis of data using Analysis of Covariance (Ancova) revealed that student’s performance in mathematics problem solving abilities was increased significantly in the experimental condition. We can conclude that self-improvement methods affect mathematical problem solving performance of students with dyscalculia. The current study aimed to investigate the effect of self instruction on mathematics problem solving performance in fifth grade students with dyscalculia in Rafsanjan city. Twenty students were selected from twelve fifth grade classes based on the following inclusion criteria: Teacher's Judgment, Diagnostic Criteria of DSM-IV, Raven progressive matrixes, and Math Problem Solving Test. The design of the study was quasi-experimental design, with pretest-post test control group design. Twelve “45–minutes sessions” of self-instruction were administered for experimental group while control group was in neutral condition. Analysis of data using Analysis of Covariance (Ancova) revealed that student’s performance in mathematics problem solving abilities was increased significantly in the experimental condition. We can conclude that self-improvement methods affect mathematical problem solving performance of students with dyscalculia.

https://jld.uma.ac.ir/article_151_eaf2846057ee0835a325236bd95b1f7d.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 A comparison of self-regulatory strategies, creative thinking and goal orientation in children with and without mathematical disorder A comparison of self-regulatory strategies, creative thinking and goal orientation in children with and without mathematical disorder 68 78 152 jld-3-3-93-3-5 FA Z Mostafa Sarbaz Corresponding Author: MA. Student of Psychology. Science and Research Branch, Islamic Azad university, Ardabil. A Abolghasemi Professor of Psychology, University of Mohaghegh Ardabil S Rostamoghli M. A. of biology. Education organization of western Azarbaijan Journal Article 2013 03 02 The present study was carried out to compare the self-regulation strategies, creativity and goal orientation in students with ADHD (math disorder) and normal students. The type of this research is causalcomparative. The population of present study was 60 students with math disorder who were compared with 60 normal students who were selected randomly. To collect data, goal orientation questionnaire, creativity questionnaire, self-regulation questionnaire and math test of key math were used. Collected data were analyzed based on multivariate analysis of variance. The results showed that the means of self-regulation, goal orientation and creativity variables in students with math disorders are lower than normal students. The findings have important implications for the field of teaching self-regulation skills and creativity in students with learning disorders. The present study was carried out to compare the self-regulation strategies, creativity and goal orientation in students with ADHD (math disorder) and normal students. The type of this research is causalcomparative. The population of present study was 60 students with math disorder who were compared with 60 normal students who were selected randomly. To collect data, goal orientation questionnaire, creativity questionnaire, self-regulation questionnaire and math test of key math were used. Collected data were analyzed based on multivariate analysis of variance. The results showed that the means of self-regulation, goal orientation and creativity variables in students with math disorders are lower than normal students. The findings have important implications for the field of teaching self-regulation skills and creativity in students with learning disorders.

https://jld.uma.ac.ir/article_152_69961580e0ae3e982ca29a6ba1bcb188.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 The effect of excitement-focused therapy and impulse control on educational burnout and positive and negative training emotions in students with and without learning disabilities The effect of excitement-focused therapy and impulse control on educational burnout and positive and negative training emotions in students with and without learning disabilities 79 99 153 jld-3-3-93-3-6 FA M Narimani Professor of Psychology, University of Mohaghegh Ardabili K Alisari Nasirlou Correspondence author: M.A. In Clinical Psychology, Islamic Azad University, Ardabil Branch T Mosazadeh Psychology Departement, Islamic Azad University, Ardabil Branch Journal Article 2013 05 13 The current study is aimed to investigate the effect of excitement-focused therapy and impulse control training on educational burnout and positive and negative emotions in students with and without learning disabilities. The study is experimental and of pre-test and post-test type including three groups. The target population consisted of all sixth-grade children with learning disabilities in Ardabil city. The subjects of the study included 60 students with learning disabilities randomly selected from sixth-grade male primary school students in Ardabil and then divided into two experimental groups and one control group (n=20 for each group). Academic burnout and positive and negative emotions questionnaire was used to collect data. For data analysis, multivariate analysis of covariance (MANCOVA) was used. Results of multivariate analysis of covariance showed that education-focused programs have effect on excitement and impulse control has effect on academic burnout and positive and negative emotions in the way that it reduces academic burnout and negative emotions and increases positive emotions in students with learning disabilities. The results showed that education-focused programs and impulse control along with other educational interventions can be made use of in improving the performance of students with learning disabilities. The results have also important implications in the field of prevention, pathology and treatment of these disorders The current study is aimed to investigate the effect of excitement-focused therapy and impulse control training on educational burnout and positive and negative emotions in students with and without learning disabilities. The study is experimental and of pre-test and post-test type including three groups. The target population consisted of all sixth-grade children with learning disabilities in Ardabil city. The subjects of the study included 60 students with learning disabilities randomly selected from sixth-grade male primary school students in Ardabil and then divided into two experimental groups and one control group (n=20 for each group). Academic burnout and positive and negative emotions questionnaire was used to collect data. For data analysis, multivariate analysis of covariance (MANCOVA) was used. Results of multivariate analysis of covariance showed that education-focused programs have effect on excitement and impulse control has effect on academic burnout and positive and negative emotions in the way that it reduces academic burnout and negative emotions and increases positive emotions in students with learning disabilities. The results showed that education-focused programs and impulse control along with other educational interventions can be made use of in improving the performance of students with learning disabilities. The results have also important implications in the field of prevention, pathology and treatment of these disorders

https://jld.uma.ac.ir/article_153_e5f6a58783604223dc80a7cd496a5835.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 3 2014 05 22 A comparison of developmental language of children with verbal and nonverbal learning disabilities A comparison of developmental language of children with verbal and nonverbal learning disabilities 100 111 154 jld-3-3-93-3-7 FA H Haroon Rashidi Corresponding Author: Assistant professor of Psycology, Dezful Branch, Islamic Azad University F Moradimanesh Assistant professor of Psycology, Dezful Branch, Islamic Azad University Journal Article 2012 10 31 The main objective of this study was to compare developmental language in children with the study sample included all students in learning disabled boys and girls in the city of Shiraz in the school year 2012-2013. The sample of this research contains 30 students nonverbal learning disabilities and 34 students verbal learning disabilities who refered to learning problems center in Shiraz. Test of language development (TOLD) is administered. The results of MANOVA showed that there are significant differences between children with nonverbal learning disabilities and with verbal learning disabilities in Told-3 scale. However, sex differences were not significant. It can be concluded that of Told standard score profile could be used in diagnosis of two group of student with learning disabilities. The main objective of this study was to compare developmental language in children with the study sample included all students in learning disabled boys and girls in the city of Shiraz in the school year 2012-2013. The sample of this research contains 30 students nonverbal learning disabilities and 34 students verbal learning disabilities who refered to learning problems center in Shiraz. Test of language development (TOLD) is administered. The results of MANOVA showed that there are significant differences between children with nonverbal learning disabilities and with verbal learning disabilities in Told-3 scale. However, sex differences were not significant. It can be concluded that of Told standard score profile could be used in diagnosis of two group of student with learning disabilities.

https://jld.uma.ac.ir/article_154_7b3661d737ab15a9a0d0167bb681d5c9.pdf