University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary schoolEffects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school622214jld-1FAFAshkaniCorresponding author: M.A in Clinical Psychology, Islamic Azad University, Khomein BrachHHeydariAssistant professor, Psychology and Counseling Department, Islamic Azad University, Khomein BrachJournal Article20130922The current research is aimed to investigate the effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. The research population consisted of all elementary school children with learning disabilities in the city of Ardabil. The sample consisted of 40 students with learning disabilities who were randomly selected. For collecting data, psychological well-being questionnaire, attribution style questionnaire, reading disorder diagnosis test, and Keymath math test were used. Multivariate analysis of variance (MANOVA) was used to analyze the data obtained. The results showed that psychological adjustment treatment influences the psychological welfare and attributional style of students with learning disabilities in primary school. That is, it leads to improved psychological well-being and development of internal, sustained, and general attribution style among the students with learning disabilities in primary school. These results have also important implications in the field of prevention, pathology and treatment of this disorder.The current research is aimed to investigate the effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. The research population consisted of all elementary school children with learning disabilities in the city of Ardabil. The sample consisted of 40 students with learning disabilities who were randomly selected. For collecting data, psychological well-being questionnaire, attribution style questionnaire, reading disorder diagnosis test, and Keymath math test were used. Multivariate analysis of variance (MANOVA) was used to analyze the data obtained. The results showed that psychological adjustment treatment influences the psychological welfare and attributional style of students with learning disabilities in primary school. That is, it leads to improved psychological well-being and development of internal, sustained, and general attribution style among the students with learning disabilities in primary school. These results have also important implications in the field of prevention, pathology and treatment of this disorder.https://jld.uma.ac.ir/article_214_891333181b5cafac23488666e6fe92e7.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Effectiveness of sensorimotor interventions to increase the attention span of students with learning disabilitiesEffectiveness of sensorimotor interventions to increase the attention span of students with learning disabilities2337215jld-2FAGhAfroozDistinguished Professor of Psychology, University of TehranSGhasemzadehPh. D Student of Psychology, University of TehranTTazikiM. A of Psychology, University of TehranMMohajeraniM. A of Psychology, University of TehranMDalvandM. A of Psychology, University of TehranJournal Article20140725The present study examined the effectiveness of sensory motor interventions on attention span of students with learning disabilities. To do so, 30 students with learning disabilities studying third to fifth grade in Tehran were randomly divided into experimental and control groups. Students were trained by Interventional program including gross and fine motor activities with their sub skills and also sensory activities on sensory perception and discrimination, during 10 weeks (one session per week) in groups. Students in both groups before and after 3, 6 and 9 months after implementation of the intervention program, were assessed by the Attention Test-Toulouse-Pieron and Borden Accuracy Test Gauges. Data analysis was performed using ANOVA with repeated measures. Results showed a significant effect on variables and maintained through the follow up assessments. So, sensorimotor interventions led to increase the attention span of students with learning disabilities. The present study examined the effectiveness of sensory motor interventions on attention span of students with learning disabilities. To do so, 30 students with learning disabilities studying third to fifth grade in Tehran were randomly divided into experimental and control groups. Students were trained by Interventional program including gross and fine motor activities with their sub skills and also sensory activities on sensory perception and discrimination, during 10 weeks (one session per week) in groups. Students in both groups before and after 3, 6 and 9 months after implementation of the intervention program, were assessed by the Attention Test-Toulouse-Pieron and Borden Accuracy Test Gauges. Data analysis was performed using ANOVA with repeated measures. Results showed a significant effect on variables and maintained through the follow up assessments. So, sensorimotor interventions led to increase the attention span of students with learning disabilities. https://jld.uma.ac.ir/article_215_856f266a30843bffe5b23e2753656063.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Comparing the Quality of Life and Marital Intimacy among Parents of Children with Down syndrome, Parents of Children with Learning Disabilities, and Parents of Normal ChildrenComparing the Quality of Life and Marital Intimacy among Parents of Children with Down syndrome, Parents of Children with Learning Disabilities, and Parents of Normal Children3855216jld-3FAMAmiri MajdAssistant Professor, Department of Psychology, Abhar Branch, Islamic Azad University, AbharS.FHosseiniM. A. Department of Counseling, Abhar Branch, Islamic Azad University, AbharAJafariPh. D, Assistant Professor, Department of Counseling, Abhar Branch, Islamic Azad University, AbharJournal Article20130525This study aimed to compare the quality of life and marital intimacy among parents of children with Down syndrome, parents of children with learning disabilities and parents of normal children. The research method was casual-comparative. Sample size included 170 participants, including 55 parents of children with Down syndrome, 56 parents of children with learning disabilities and 59 parents of normal children. Data were collected through WHO quality of life questionnaire, and Bagarozi marital Intimacy Questionnaire. Data were analyzed using multivariate analysis of variance (MANOVA) and Bonferroni post hoc tests. The results showed that the quality of life of parents with normal children was higher than parents of children with Down syndrome and parents of children with learning disabilities, and the quality of life of parents of children with learning disabilities was also significantly higher than parents of children with Down syndrome. The results also showed that parents of normal children had the highest marital intimacy and parents of children with learning disabilities had higher marital intimacy than parents of children with Down syndrome. Based on the findings of this study it can be concluded that these families need more support and educational and counseling services.This study aimed to compare the quality of life and marital intimacy among parents of children with Down syndrome, parents of children with learning disabilities and parents of normal children. The research method was casual-comparative. Sample size included 170 participants, including 55 parents of children with Down syndrome, 56 parents of children with learning disabilities and 59 parents of normal children. Data were collected through WHO quality of life questionnaire, and Bagarozi marital Intimacy Questionnaire. Data were analyzed using multivariate analysis of variance (MANOVA) and Bonferroni post hoc tests. The results showed that the quality of life of parents with normal children was higher than parents of children with Down syndrome and parents of children with learning disabilities, and the quality of life of parents of children with learning disabilities was also significantly higher than parents of children with Down syndrome. The results also showed that parents of normal children had the highest marital intimacy and parents of children with learning disabilities had higher marital intimacy than parents of children with Down syndrome. Based on the findings of this study it can be concluded that these families need more support and educational and counseling services.https://jld.uma.ac.ir/article_216_cb5a2071d013ad62de079e0a78dde9d0.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LDRelationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD5672217jld-4FASAriyanpooranMAmiri ManeshM. A student in Psychology, Islamic Azad Uviversity, Arak BranchDTaghaviAssistant Professor of Psychology, Islamic Azad University, Arak BranchTHaghtalabAssistant Professor of Psychology, Malayer UniversityJournal Article20140204Self-concept plays an important role in academic motivation in elementary students with Learning Disabilities (LD). The purpose of this study was to investigate the relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD. In this correlational study, all students with LD in Brojerd and Malayer cities (67 Students) were selected and they filled out Self-Concept Scale (Burnett, 1994) and Elementary School Motivation Scale (Guay et al, 2005). The Pierson correlation coefficient and multiple regression were used for analyzing the data. Results indicated that there was positive meaningful correlation between reading, writing, math and academic motivation. Also, results showed that there was positive meaningful correlation between cognitive and emotional self-esteem, reading, math, parent and peers relations and school performance self-concept with reading and math motivation and between reading, math, Parent and peers relations and School performance self-concept with writing motivation(p<0.05). According to regression results, cognitive, physical ability and peers relations self-concept were the strongest variables to predict the academic motivation in elementary students with LD (p<0.05). Attention to the role of self-concept in reading, writing and math motivation of students with LD is important for researchers and counselors of LD centers.Self-concept plays an important role in academic motivation in elementary students with Learning Disabilities (LD). The purpose of this study was to investigate the relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD. In this correlational study, all students with LD in Brojerd and Malayer cities (67 Students) were selected and they filled out Self-Concept Scale (Burnett, 1994) and Elementary School Motivation Scale (Guay et al, 2005). The Pierson correlation coefficient and multiple regression were used for analyzing the data. Results indicated that there was positive meaningful correlation between reading, writing, math and academic motivation. Also, results showed that there was positive meaningful correlation between cognitive and emotional self-esteem, reading, math, parent and peers relations and school performance self-concept with reading and math motivation and between reading, math, Parent and peers relations and School performance self-concept with writing motivation(p<0.05). According to regression results, cognitive, physical ability and peers relations self-concept were the strongest variables to predict the academic motivation in elementary students with LD (p<0.05). Attention to the role of self-concept in reading, writing and math motivation of students with LD is important for researchers and counselors of LD centers.https://jld.uma.ac.ir/article_217_b3b23426331e1c6bf695912ede805fa3.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Instructional multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the second grade students in primary school with dysgraphia in ArakInstructional multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the second grade students in primary school with dysgraphia in Arak7388218jld-5FAEAzimiCorresponding Author: Ph. D student in Educational Technology, University of Tarbiat ModaresSMousavi PourAssistant Professor of Psychology & Educational Science, University of ArakJournal Article20121010The purpose of this study was developing educational multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the students with Dysgraphia. An experimental research method was used and the research included two groups with pretest and posttest. The statistical population included students with Dysgraphia in the second grade of primary schools in Arak city during academic year of 1390-91. Sampling was based on counting everyone and included 39 students. 20 students were randomly assigned to the experimental group and 19 students were randomly assigned to the control group. Students in experimental group were trained by dictation assistant (Dicteyar) and the control group was trained by the traditional method. The academic achievement of dictation exam is used in order to collect data and for the analysis of data, Wilcoxon and Mann Whitney Utests were used. The result has shown the multimedia dictation assistant (Dicteyar) had meaningfully higher academic achievement than traditional method (<em>P</em><0/001). So, multimedia dictation assistant (Dicteyar) is effective in improving Dysgraphia.The purpose of this study was developing educational multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the students with Dysgraphia. An experimental research method was used and the research included two groups with pretest and posttest. The statistical population included students with Dysgraphia in the second grade of primary schools in Arak city during academic year of 1390-91. Sampling was based on counting everyone and included 39 students. 20 students were randomly assigned to the experimental group and 19 students were randomly assigned to the control group. Students in experimental group were trained by dictation assistant (Dicteyar) and the control group was trained by the traditional method. The academic achievement of dictation exam is used in order to collect data and for the analysis of data, Wilcoxon and Mann Whitney Utests were used. The result has shown the multimedia dictation assistant (Dicteyar) had meaningfully higher academic achievement than traditional method (<em>P</em><0/001). So, multimedia dictation assistant (Dicteyar) is effective in improving Dysgraphia.https://jld.uma.ac.ir/article_218_7c2b67440bea7f85be90aa851230c11b.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120Comparing the effectiveness of direct instruction and multimedia training on spelling disorder (Dysgraphia)Comparing the effectiveness of direct instruction and multimedia training on spelling disorder (Dysgraphia)8999219jld-6FAShMoradiM. A Student. Semnan UniversityA.MRezaeeAssistant professor, psychology department, Semnan UniversityFKian ErsiAssistant professor, psychology department, Semnan UniversityJournal Article20120922Dysgraphia is one of the most prevailing learning disorders in students that includes nearly 30 percent of all learning disorders. This study aims at comparing the effectiveness of direct instruction and multimedia instruction on Dysgraphia. The method of this study is experimental with pretest and posttest and control group. After preparing the necessary instruments for this research including spelling instruction software, Karimi Spelling Test and Wechsler Intelligence Scale Children- Review (WISC- R), 39 female students in the third grade of Semnan elementary school were selected bausing multistage sampling method and were divided into three groups. The first group was exposed to independent variable of direct instruction; the second group was exposed to independent variable of multimedia instruction and the third one-control group-received no instruction.After collecting the spelling scores from all three groups in the pretest and posttest, the data was analyzed by SPSS software univariate analysis of variance. The result indicated that direct instruction and multimedia instruction were significantly effective on dysgraphia improvement. Also direct instruction was more effective than multimedia instruction.Dysgraphia is one of the most prevailing learning disorders in students that includes nearly 30 percent of all learning disorders. This study aims at comparing the effectiveness of direct instruction and multimedia instruction on Dysgraphia. The method of this study is experimental with pretest and posttest and control group. After preparing the necessary instruments for this research including spelling instruction software, Karimi Spelling Test and Wechsler Intelligence Scale Children- Review (WISC- R), 39 female students in the third grade of Semnan elementary school were selected bausing multistage sampling method and were divided into three groups. The first group was exposed to independent variable of direct instruction; the second group was exposed to independent variable of multimedia instruction and the third one-control group-received no instruction.After collecting the spelling scores from all three groups in the pretest and posttest, the data was analyzed by SPSS software univariate analysis of variance. The result indicated that direct instruction and multimedia instruction were significantly effective on dysgraphia improvement. Also direct instruction was more effective than multimedia instruction.https://jld.uma.ac.ir/article_219_57dae4129a6218ecd688ac9137ec091a.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734120141120A comparison of psychological capital and affective styles in students with learning disorder and normal studentsA comparison of psychological capital and affective styles in students with learning disorder and normal students100118220jld-7FAMNarimaniCorresponding Author: Professor of Psychology, University of Mohaghegh ArdabiliYShahmohammadzadehM. A. of Psychology, University of Mohaghegh ArdabiliAOmidvarM. A. Student of educational management, University of Islamic Azad science and Research BranchKHOmidvarM. A. clinical PsychologyJournal Article20130505The purpose of this study was to Psychological capital and affective styles in students with and without learning disabilities. From among secondary schools students with and without learning disability in Tabriz in 1392 and using a random sampling procedure a sample of 30 of students with LD, and 30 normal students was selected. Data were collected using scales of Psychological capital and affective styles. Multivariate analysis of variance indicated that there is a significant difference between the two groups of students in Psychological capital and affective styles. It can be concluded that students with learning disabilities than students without learning disabilities acquired scored lower in Psychological capital and affective styles. This finding has important implications as regards the education and mental health of exceptional students.
<em> </em>The purpose of this study was to Psychological capital and affective styles in students with and without learning disabilities. From among secondary schools students with and without learning disability in Tabriz in 1392 and using a random sampling procedure a sample of 30 of students with LD, and 30 normal students was selected. Data were collected using scales of Psychological capital and affective styles. Multivariate analysis of variance indicated that there is a significant difference between the two groups of students in Psychological capital and affective styles. It can be concluded that students with learning disabilities than students without learning disabilities acquired scored lower in Psychological capital and affective styles. This finding has important implications as regards the education and mental health of exceptional students.
<em> </em>https://jld.uma.ac.ir/article_220_cf8a51248af08aed30235daa87d4fa68.pdf