University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The effectiveness of selected perceptual-motor program and active video games on working memory performance and cognitive flexibility of students with learning disabilities The effectiveness of selected perceptual-motor program and active video games on working memory performance and cognitive flexibility of students with learning disabilities 1 16 3059 10.22098/jld.2024.14861.2162 FA Azam Enferadi Dughabadi Ph.D. Student in physical education, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran Mehdi Sohrabi Professor, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran Hamidreza Taheri Torbati Professor, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran Alireza Bahrami Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran Journal Article 2024 04 02 Objectives: The present study was conducted to investigate the effectiveness of selected perceptual-motor program and active video games on working memory performance and cognitive flexibility of students with learning disabilities. Methods & Materials: The method of the current research was an experimental type a pretest-posttest design with a control group. The statistical population of this research included all male students aged 8-11 years enrolled in learning disability centers in Mashhad in 2022-2023. Of these, 54 people were selected by the purposeful sampling method and were randomly divided into two experimental groups and one control group. In the pre-test and post-test stages, the students performed N-back and Stroop software tests. The experimental groups performed perceptual-motor training programs and active video games for 24 sessions, each session lasting 45 minutes, and the control group did not receive any intervention. Multivariate analysis of the covariance test was used to analyze the data. Results: The results showed that there is a significant difference between the average scores of the two groups of perceptual-motor exercises and active video games with the control group in terms of working memory and cognitive flexibility (P<0.05). Conclusion: Due to the effectiveness of perceptual-motor training methods and active video games, this style of training and games can be used to reduce problems related to students with learning disabilities. It is suggested to teachers and trainers in the field of work for children with learning disabilities to emphasize active video games in addition to regular exercises. Objectives: The present study was conducted to investigate the effectiveness of selected perceptual-motor program and active video games on working memory performance and cognitive flexibility of students with learning disabilities. Methods & Materials: The method of the current research was an experimental type a pretest-posttest design with a control group. The statistical population of this research included all male students aged 8-11 years enrolled in learning disability centers in Mashhad in 2022-2023. Of these, 54 people were selected by the purposeful sampling method and were randomly divided into two experimental groups and one control group. In the pre-test and post-test stages, the students performed N-back and Stroop software tests. The experimental groups performed perceptual-motor training programs and active video games for 24 sessions, each session lasting 45 minutes, and the control group did not receive any intervention. Multivariate analysis of the covariance test was used to analyze the data. Results: The results showed that there is a significant difference between the average scores of the two groups of perceptual-motor exercises and active video games with the control group in terms of working memory and cognitive flexibility (P<0.05). Conclusion: Due to the effectiveness of perceptual-motor training methods and active video games, this style of training and games can be used to reduce problems related to students with learning disabilities. It is suggested to teachers and trainers in the field of work for children with learning disabilities to emphasize active video games in addition to regular exercises.

https://jld.uma.ac.ir/article_3059_8920dd3e8378788b560876f284734b0e.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The effectiveness of acceptance and commitment training on anger control, resilience and in parents of children with learning disabilities The effectiveness of acceptance and commitment training on anger control, resilience and in parents of children with learning disabilities 17 31 3060 10.22098/jld.2024.13727.2121 FA Eisa Jafari Associate professor of psychology, Payame Noor University, Tehran, Iran Zahra Chaichian Master of General Psychology, Payame noor University, Tehran, Iran Fereshteh Pourmohseni Associate professor of psychology, Payame Noor University, Tehran, Iran Ali Salmani PhD Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2023 09 23 Objective: The aim of this study was to evaluate the effectiveness of acceptance and commitment training on anger control and resilience in parents and children with learning disabilities. Methods: The research method is semi-experimental with pre-test design and post-test with control group. The statistical population consisted of parents of male and female students with learning disabilities who had referred to two special learning problems centers in Malekan city in 2020-2021. In this study, 30 parents of students with learning disabilities were selected by available sampling method and randomly assigned to experimental (15 people) and control groups (15 people). The subjects of the experimental group received training on acceptance and commitment in 8 sessions. In order to collect data, Spielberger's Anger Control (STAXI-2) and Connor-Davidson Resilience (CD-RIS) questionnaires were used. The obtained data were analyzed using SPSS.26 software and multivariate covariance analysis method. Results: The results showed that there is a significant difference between the anger control and resilience scores of the two groups after applying the acceptance and commitment training (P<0.05). In other words, the results showed that acceptance and commitment training increased anger control and increased resilience in the experimental group. Conclusion: Considering that acceptance and commitment training has increased anger control and resilience in the experimental group, as a result, acceptance and commitment training can be used as an educational protocol to control anger and improve the resilience of parents of children with learning disabilities. Objective: The aim of this study was to evaluate the effectiveness of acceptance and commitment training on anger control and resilience in parents and children with learning disabilities. Methods: The research method is semi-experimental with pre-test design and post-test with control group. The statistical population consisted of parents of male and female students with learning disabilities who had referred to two special learning problems centers in Malekan city in 2020-2021. In this study, 30 parents of students with learning disabilities were selected by available sampling method and randomly assigned to experimental (15 people) and control groups (15 people). The subjects of the experimental group received training on acceptance and commitment in 8 sessions. In order to collect data, Spielberger's Anger Control (STAXI-2) and Connor-Davidson Resilience (CD-RIS) questionnaires were used. The obtained data were analyzed using SPSS.26 software and multivariate covariance analysis method. Results: The results showed that there is a significant difference between the anger control and resilience scores of the two groups after applying the acceptance and commitment training (P<0.05). In other words, the results showed that acceptance and commitment training increased anger control and increased resilience in the experimental group. Conclusion: Considering that acceptance and commitment training has increased anger control and resilience in the experimental group, as a result, acceptance and commitment training can be used as an educational protocol to control anger and improve the resilience of parents of children with learning disabilities.

https://jld.uma.ac.ir/article_3060_61beea1bffdcd0b190111a2e7f2cca07.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 05 21 neuropsychological rehabilitation effectiveness on the reading performance of students with dyslexia neuropsychological rehabilitation effectiveness on the reading performance of students with dyslexia 32 43 3068 10.22098/jld.2024.14847.2161 FA Saeed Rezayi PhD in Psychology, Department of Psychology of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran. Journal Article 2024 03 26 Objective: The present study was conducted with the aim of developing a neuropsychological rehabilitation program and investigating its effectiveness on the reading performance of children with dyslexia. Methods: This research in terms of purpose, it was applied, and in terms of data collection, it was experimental with a pre-test-post-test design, with a control group. The statistical population included all students with reading disorders in the third grade of elementary school in 2024 in special centers for learning disorders in the 10th education district of Tehran. A number of 28 students with reading disorders were selected by purposive sampling and randomly assigned to two experimental (14) and control (14) groups. The neuropsychological rehabilitation intervention program was implemented for the experimental group for 14 sessions in 60 minutes and the control group did not receive training program. Isfahan Reading Comprehension Test was used as an evaluation tool. For data analysis, analysis of covariance statistical test was used, respecting the default assumptions of the application. Results: The results showed that the neuropsychological rehabilitation intervention program was effective on the reading performance of the experimental group with dyslexia. (P<0.01). Conclusion: According to the obtained results, it can be mention that the intervention program of neuropsychological rehabilitation was effective on the reading performance of people with dyslexia, so it is suggested that the neuropsychological rehabilitation as an effective intervention method should be used to strengthen the reading ability of students with dyslexia. Objective: The present study was conducted with the aim of developing a neuropsychological rehabilitation program and investigating its effectiveness on the reading performance of children with dyslexia. Methods: This research in terms of purpose, it was applied, and in terms of data collection, it was experimental with a pre-test-post-test design, with a control group. The statistical population included all students with reading disorders in the third grade of elementary school in 2024 in special centers for learning disorders in the 10th education district of Tehran. A number of 28 students with reading disorders were selected by purposive sampling and randomly assigned to two experimental (14) and control (14) groups. The neuropsychological rehabilitation intervention program was implemented for the experimental group for 14 sessions in 60 minutes and the control group did not receive training program. Isfahan Reading Comprehension Test was used as an evaluation tool. For data analysis, analysis of covariance statistical test was used, respecting the default assumptions of the application. Results: The results showed that the neuropsychological rehabilitation intervention program was effective on the reading performance of the experimental group with dyslexia. (P<0.01). Conclusion: According to the obtained results, it can be mention that the intervention program of neuropsychological rehabilitation was effective on the reading performance of people with dyslexia, so it is suggested that the neuropsychological rehabilitation as an effective intervention method should be used to strengthen the reading ability of students with dyslexia.

https://jld.uma.ac.ir/article_3068_b991cd802fa130bb5f95c7687cc9420b.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities The effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities 44 57 3061 10.22098/jld.2024.14385.2141 FA Maryam Ezzatibabi PhD student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran Mohammad Narimani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran Niloofar Mikaeili Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Seifollah Aghajani Professor Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran Journal Article 2024 01 05 Objective: The present study was conducted with the aim of investigating the effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities. Methods: This experimental research was conducted with a pre-test-post-test design with a control group. The statistical population of the research included all students with learning disabilities referring to the specialized center related to education in Ardabil and Germi cities in the year at 2021. The research sample was 30 students with learning disabilities who were selected by random sampling and placed in two experimental and control groups (15 people in each group). To collect data, learning difficulties questionnaires (LDQ), Tanchi et al.'s self-control and Lajersa's social anxiety questionnaires were used. The experimental group received 8 sessions of 90-minute emotional regulation training by Alan McHugh and Barlow (2009), no intervention was given to the control group. The collected data were analyzed using multivariate covariance analysis by SPSS 27 software. Results: The findings of the research showed that the average of the post-test compared to the pre-test significant increased in the variable of self-control and significant decreased in social anxiety (p<0.001). Conclusion: The results showed that emotional regulation training improved self-control and social anxiety of students with learning disabilities. Therefore, it is suggested, emotional regulation training can be used as an effective alternative treatment method along with treatment methods to improve self-control, social anxiety, mental health and reduce symptoms of disorder and emotional-behavioral problems of students with learning disabilities. Objective: The present study was conducted with the aim of investigating the effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities. Methods: This experimental research was conducted with a pre-test-post-test design with a control group. The statistical population of the research included all students with learning disabilities referring to the specialized center related to education in Ardabil and Germi cities in the year at 2021. The research sample was 30 students with learning disabilities who were selected by random sampling and placed in two experimental and control groups (15 people in each group). To collect data, learning difficulties questionnaires (LDQ), Tanchi et al.'s self-control and Lajersa's social anxiety questionnaires were used. The experimental group received 8 sessions of 90-minute emotional regulation training by Alan McHugh and Barlow (2009), no intervention was given to the control group. The collected data were analyzed using multivariate covariance analysis by SPSS 27 software. Results: The findings of the research showed that the average of the post-test compared to the pre-test significant increased in the variable of self-control and significant decreased in social anxiety (p<0.001). Conclusion: The results showed that emotional regulation training improved self-control and social anxiety of students with learning disabilities. Therefore, it is suggested, emotional regulation training can be used as an effective alternative treatment method along with treatment methods to improve self-control, social anxiety, mental health and reduce symptoms of disorder and emotional-behavioral problems of students with learning disabilities.

https://jld.uma.ac.ir/article_3061_2e9af856b05595340d221db53fc6d386.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities The role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities 58 69 2962 10.22098/jld.2024.14774.2157 FA Mohadeseh Mortezapour Master's student in educational psychology, University of Sistan and Baluchistan, Zahedan, Iran Hossien Jenaabadi Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran Afsaneh Marziyeh Associate Professor and Faculty Member of Faculty of Educational Sciences, University of Sistan and Baluchistan, Zahedan, Iran Journal Article 2024 03 05 Objective: This research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities. Method: The descriptive research method was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year 1402-1401, 140 of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bulach, 2002), cognitive engagement (Zarang 2011) and academic self-efficacy (Midgley et al., 2000). Pearson's correlation coefficient and multiple regression were used to analyze the statistical data. Results: The results of the research showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<0/01). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<0/01). The dimensions of perceived teacher's expectations could predict 69% of the changes in cognitive engagement of students with learning disabilities (P<0/01). Dimensions of perceived teacher's expectations also predicted 78% of the changes in academic self-efficacy of students with learning disabilities (P<0/01). Conclusion: It can be concluded that cognitive engagement and academic self-efficacy are related and effective variables related to students' connection with school. Objective: This research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities. Method: The descriptive research method was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year 1402-1401, 140 of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bulach, 2002), cognitive engagement (Zarang 2011) and academic self-efficacy (Midgley et al., 2000). Pearson's correlation coefficient and multiple regression were used to analyze the statistical data. Results: The results of the research showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<0/01). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<0/01). The dimensions of perceived teacher's expectations could predict 69% of the changes in cognitive engagement of students with learning disabilities (P<0/01). Dimensions of perceived teacher's expectations also predicted 78% of the changes in academic self-efficacy of students with learning disabilities (P<0/01). Conclusion: It can be concluded that cognitive engagement and academic self-efficacy are related and effective variables related to students' connection with school.

https://jld.uma.ac.ir/article_2962_57a41604d37cc1ab80d2f38551fb9543.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The Effectiveness of The Strong Kids’ Socio-Emotional Program on Emotional Regulation Enhancement and Academic Help-Seeking in Students with Specific Learning Disability The Effectiveness of The Strong Kids’ Socio-Emotional Program on Emotional Regulation Enhancement and Academic Help-Seeking in Students with Specific Learning Disability 70 84 3062 10.22098/jld.2024.13887.2123 FA Shahrooz Nemati Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran Rahim Badri Gargari Professor, Department of Educational Science, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran Nazila Khoshbahar M.A. in Educational Psychology, University of Tabriz, Tabriz, Iran Elaheh Mahmoudi PhD Student in Educational Psychology, University of Tabriz, Tabriz, Iran Journal Article 2023 10 23 Objective: The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities. Methods: The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments. Results: The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05). Conclusion: Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities. Objective: The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities. Methods: The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments. Results: The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05). Conclusion: Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities.

https://jld.uma.ac.ir/article_3062_60194293ec8de4e0cdbc346bce3812ee.pdf