University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150301The effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorderThe effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorder621258lkd-1FAAAbolghasemiProfessor of Psychology, University of Mohaghegh ArdabiliSBarzegar2 . Corresponding Author: Graduate student in psychology, University of Mohaghegh
ArdabiliZRostamoghliM. A of clinical psychology, Imam Khomeini Relief foundation, ArdabilJournal Article20130707The purpose of the present research was to examine the effectiveness of self-regulation learning training on the self-efficacy and life satisfaction of students with dyscalculia. This is a quasi-experimental study with a pretest/post-test experimental and control group.The study population consisted of all male students of guidance schools in Behshahr. The sample consisted of 40 students with dyscalculia who were assigned to an experimental (n=20) and a control groups (n=20). To collect data, The Key Math Test,Self-Efficacy Questionnaire for Children (SEQ-C) and The Satisfaction with Life Scale were used.Self-regulated learning training was presented to the experimental group for 8 sessions during 2 month. The Analysis of Covariance showed that self-regulation learning training significantly increased self-efficacy and life satisfaction in the experimental group. The findings imply that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia.The purpose of the present research was to examine the effectiveness of self-regulation learning training on the self-efficacy and life satisfaction of students with dyscalculia. This is a quasi-experimental study with a pretest/post-test experimental and control group.The study population consisted of all male students of guidance schools in Behshahr. The sample consisted of 40 students with dyscalculia who were assigned to an experimental (n=20) and a control groups (n=20). To collect data, The Key Math Test,Self-Efficacy Questionnaire for Children (SEQ-C) and The Satisfaction with Life Scale were used.Self-regulated learning training was presented to the experimental group for 8 sessions during 2 month. The Analysis of Covariance showed that self-regulation learning training significantly increased self-efficacy and life satisfaction in the experimental group. The findings imply that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia.https://jld.uma.ac.ir/article_258_2dda7665a79598436db8f980daac8a3a.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150301The effectiveness of neuropsychological methods on increasing the comprehension of students with developmental dyslexiaThe effectiveness of neuropsychological methods on increasing the comprehension of students with developmental dyslexia2237259lkd-2FAJBabapourCorresponding Author: Professor in psychology, university of TabrizHPorsharifiAssociate professor in psychology, university of TabrizZHamediM.A. in clinical child and adolescent psychologyJournal Article20120904The goal of this study was to determine the effectiveness of HSS (Direct stimulation of the hemisphere) and HAS (Indirect stimulation of the hemisphere) neuropsychological methods on increasing the reading perception of students of elementary schools in Karaj. For this regard, 12 students who had received a diagnosis of dyslexia disorder based on clinical interview, an intelligence test and a reading passages and comprehension, received individually neuropsychological task in 30 sessions. Reading passages and comprehension form were used for the evaluation of students in pre and posttest.Follow up tests were administered after a period of one month.Data were analyzed using eye analysis of diagram and percent recover.Results showed that students performed in the posttest better than the pretest in bothReading passages and comprehension.The application of these treatment methods caused lasting effects after one month of treatment in children. The obtained findings emphasized the importance of using neuropsychological tasks so that using HSS+HAS method can increase comprehension in children with dyslexia disorder.The goal of this study was to determine the effectiveness of HSS (Direct stimulation of the hemisphere) and HAS (Indirect stimulation of the hemisphere) neuropsychological methods on increasing the reading perception of students of elementary schools in Karaj. For this regard, 12 students who had received a diagnosis of dyslexia disorder based on clinical interview, an intelligence test and a reading passages and comprehension, received individually neuropsychological task in 30 sessions. Reading passages and comprehension form were used for the evaluation of students in pre and posttest.Follow up tests were administered after a period of one month.Data were analyzed using eye analysis of diagram and percent recover.Results showed that students performed in the posttest better than the pretest in bothReading passages and comprehension.The application of these treatment methods caused lasting effects after one month of treatment in children. The obtained findings emphasized the importance of using neuropsychological tasks so that using HSS+HAS method can increase comprehension in children with dyslexia disorder.https://jld.uma.ac.ir/article_259_8995805aa4841d87fc86c9cae5bed638.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150220Investigation of effects of aerobic exercise on improving executive functions and attention of children with neuropsychological learning disabilitiesInvestigation of effects of aerobic exercise on improving executive functions and attention of children with neuropsychological learning disabilities3854260lkd-3FAAAbediAssistant professor of psychology and education of children with special needs, University of IsfahanFKazemiM.A.in physical education, University of IsfahanMShooshtariCorresponding Author: Ph.D. student in psychology and education of children with special needs, University of
IsfahanJournal Article20120801The aim of the current research was to investigate the effects of aerobic exercise on improving executive functions and attention of children with neuropsychological learning disabilities. The population of the study consisted of 6 year preschool children with neuropsychological learning disabilities in Isfahan. In order to administer this study, 30 children with neuropsychological learning disabilities were randomly selected from the population through random cluster sampling method and assigned randomly to an experimental and a control group(each consisted of 15 children).The method of study was experimental with pretest-posttest and a control group. Aerobic exercise training wasperformed in the experimental group. The instruments were neuropsychological test of NEPSY, Wechsler Preschool Children Intelligent Scale and children with neuropsychological learning disabilities diagnosis test. Data was analyzed by Multivariate Covariance analysis of variance.Findings indicated that aerobic exercise can improve Executive functions and attention of children with neuropsychological learning disabilities. Therefore, if we can enrich the environment and pave the ground for the group and motor games, executive functions in children will be increased and improved.The aim of the current research was to investigate the effects of aerobic exercise on improving executive functions and attention of children with neuropsychological learning disabilities. The population of the study consisted of 6 year preschool children with neuropsychological learning disabilities in Isfahan. In order to administer this study, 30 children with neuropsychological learning disabilities were randomly selected from the population through random cluster sampling method and assigned randomly to an experimental and a control group(each consisted of 15 children).The method of study was experimental with pretest-posttest and a control group. Aerobic exercise training wasperformed in the experimental group. The instruments were neuropsychological test of NEPSY, Wechsler Preschool Children Intelligent Scale and children with neuropsychological learning disabilities diagnosis test. Data was analyzed by Multivariate Covariance analysis of variance.Findings indicated that aerobic exercise can improve Executive functions and attention of children with neuropsychological learning disabilities. Therefore, if we can enrich the environment and pave the ground for the group and motor games, executive functions in children will be increased and improved.https://jld.uma.ac.ir/article_260_8c4fb3396d57caa59c87ca3bf9337c3d.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150220The diagnostic capability of the wechsler intelligence scale for children in quickly diagnosis of students with special learning disabilityThe diagnostic capability of the wechsler intelligence scale for children in quickly diagnosis of students with special learning disability5569261lkd-4FAAAtadokhtCorresponding author: Assistant Professor of Psychology, University of Mohaghegh ArdabiliVYagobiM.A. student of clinical psychology, Welfar organization of Ardabil provinceSBasharpoorAssistant Professor in Psychology, University of Mohaghegh ArdabiliRZareM.A. in Rehabilitation Counseling, University of Mohaghegh ArdabiliJournal Article20140616The purpose of this study was the investigation of Wechsler Intelligence Scale for Children (WISC-R) capability in quick diagnosis of students with special learning disability. The research method was causal-comparative and theresearch population consisted of all students in Khalkhal and all students with learning disability in Khalkhal LD centers in 2012-2013out of which 100 students (50% students with and 50% students without learning disability) were selected by available sampling. Data were collected by WISC-R and were analyzed by ANOVA and Logistic Regression Analysis. Results showed that there are significant differences between students with and without learning disability with respect to all subscales of WISC-R except mathematics, image completion and numera
The purpose of this study was the investigation of Wechsler Intelligence Scale for Children (WISC-R) capability in quick diagnosis of students with special learning disability. The research method was causal-comparative and theresearch population consisted of all students in Khalkhal and all students with learning disability in Khalkhal LD centers in 2012-2013out of which 100 students (50% students with and 50% students without learning disability) were selected by available sampling. Data were collected by WISC-R and were analyzed by ANOVA and Logistic Regression Analysis. Results showed that there are significant differences between students with and without learning disability with respect to all subscales of WISC-R except mathematics, image completion and numeral symbols subscales (p<0.01) and these subscales can explain 7%-20% subjects group membership. Results showed that there are significant differences between two groups verbal, performance and total IQ (p<0.01) and these variables can explain 20%, 10%, and 18% of subjects group membership. The results of Logistic Regression showed that WISC-R has diagnostic capability of learning disability with correct prediction of 80.8% (p<0.01). According to high similarity of WISC-R and WPPSI, the clinicians can use WPPSI in order to quickly diagnosis of learning disability.
l symbols subscales (p<0.01) and these subscales can explain 7%-20% subjects group membership. Results showed that there are significant differences between two groups verbal, performance and total IQ (p<0.01) and these variables can explain 20%, 10%, and 18% of subjects group membership. The results of Logistic Regression showed that WISC-R has diagnostic capability of learning disability with correct prediction of 80.8% (p<0.01). According to high similarity of WISC-R and WPPSI, the clinicians can use WPPSI in order to quickly diagnosis of learning disability.The purpose of this study was the investigation of Wechsler Intelligence Scale for Children (WISC-R) capability in quick diagnosis of students with special learning disability. The research method was causal-comparative and theresearch population consisted of all students in Khalkhal and all students with learning disability in Khalkhal LD centers in 2012-2013out of which 100 students (50% students with and 50% students without learning disability) were selected by available sampling. Data were collected by WISC-R and were analyzed by ANOVA and Logistic Regression Analysis. Results showed that there are significant differences between students with and without learning disability with respect to all subscales of WISC-R except mathematics, image completion and numera
The purpose of this study was the investigation of Wechsler Intelligence Scale for Children (WISC-R) capability in quick diagnosis of students with special learning disability. The research method was causal-comparative and theresearch population consisted of all students in Khalkhal and all students with learning disability in Khalkhal LD centers in 2012-2013out of which 100 students (50% students with and 50% students without learning disability) were selected by available sampling. Data were collected by WISC-R and were analyzed by ANOVA and Logistic Regression Analysis. Results showed that there are significant differences between students with and without learning disability with respect to all subscales of WISC-R except mathematics, image completion and numeral symbols subscales (p<0.01) and these subscales can explain 7%-20% subjects group membership. Results showed that there are significant differences between two groups verbal, performance and total IQ (p<0.01) and these variables can explain 20%, 10%, and 18% of subjects group membership. The results of Logistic Regression showed that WISC-R has diagnostic capability of learning disability with correct prediction of 80.8% (p<0.01). According to high similarity of WISC-R and WPPSI, the clinicians can use WPPSI in order to quickly diagnosis of learning disability.
l symbols subscales (p<0.01) and these subscales can explain 7%-20% subjects group membership. Results showed that there are significant differences between two groups verbal, performance and total IQ (p<0.01) and these variables can explain 20%, 10%, and 18% of subjects group membership. The results of Logistic Regression showed that WISC-R has diagnostic capability of learning disability with correct prediction of 80.8% (p<0.01). According to high similarity of WISC-R and WPPSI, the clinicians can use WPPSI in order to quickly diagnosis of learning disability.https://jld.uma.ac.ir/article_261_e09c13d21e114e1b8879e1f18a6a71e2.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150220The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disabilityThe comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability7083262lkd-5FAFFaridCorresponding Author: M. A in in psychology, Payame Noor University of TehranKKamkaryAssistant professor of psychology, Islamic Azad University of EslamshahrMSafariniaAssistant professor of psychology, Payame Noor University of TehranSAfrozM. A in counseling , University of Social Welfare and Rehabilitation SciencesJournal Article20120922The purpose of this study was to compare the diagnostic validity of new version of Tehran Stanford Binet Intelligence scales (TSB5) and Wechsler Intelligence scales for children- fourth edition (WISC-4) in children with learning disability. The statistical population includes all students with learning disability who referred to learning disability centers in Tehran. The study sample included 120 students with learning disability, who were selected based on purposive sampling.The data were obtained by Tehran Stanford Binet Intelligence scale (fifth-grade) that includes 10 subtests in verbal and nonverbal domains and Wechsler Intelligence scales for children- fourth edition, with 15 subtests and four indexes which are verbal comprehension, perceptual reasoning,working memory, and processing speed. To analyze the data the ROC curve was used to determine the cut point and calculated diagnostic validity with emphasize on Specificity coefficient and sensitivity coefficient. The findings indicated that working memory index is the main criterion to diagnose learning disability and vocabulary subtests or defining words are another criterion to assessment learning disability.The purpose of this study was to compare the diagnostic validity of new version of Tehran Stanford Binet Intelligence scales (TSB5) and Wechsler Intelligence scales for children- fourth edition (WISC-4) in children with learning disability. The statistical population includes all students with learning disability who referred to learning disability centers in Tehran. The study sample included 120 students with learning disability, who were selected based on purposive sampling.The data were obtained by Tehran Stanford Binet Intelligence scale (fifth-grade) that includes 10 subtests in verbal and nonverbal domains and Wechsler Intelligence scales for children- fourth edition, with 15 subtests and four indexes which are verbal comprehension, perceptual reasoning,working memory, and processing speed. To analyze the data the ROC curve was used to determine the cut point and calculated diagnostic validity with emphasize on Specificity coefficient and sensitivity coefficient. The findings indicated that working memory index is the main criterion to diagnose learning disability and vocabulary subtests or defining words are another criterion to assessment learning disability.https://jld.uma.ac.ir/article_262_9f4c4ac54d262a2cb2740a3d83925f72.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220140220The comparison of the effectiveness of three methods of direct instruction, computer-based and the combined one on the reduction of spelling problems of students with spelling learning disordersThe comparison of the effectiveness of three methods of direct instruction, computer-based and the combined one on the reduction of spelling problems of students with spelling learning disorders8499263lkd-6FAAMoloudiCorresponding Author: M. A in Educational psychologyBKarimiAssistant Professor of Psychology, University of payam noorYKhoram AbadiAssistant Professor of Psychology, University of payam noorESoleymaniAssistant Professor of Psychology, University of urmiaJournal Article20130202The purpose of this study was to compare the effectiveness of three methods of Direct Instruction, Computer-based and the Combined one on the reducing spelling problems. The current experimental research is an applied one. The population consists of boys and girls in third, fourth and fifth grades of schools in Saqhez in2012. Fortyparticipants were assigned to four groups each containing 10 students. Simple random sampling was used and Wechsler intelligence test and researcher-made spelling test were employed as the measurement tools. Three experiment groups received their special treatmentthrough 15 sessions, two 45-minute sessions per week, and the control group received no special training. All four groups sat for pre-test and post-test, data was analyzed using one-way ANOVA and Scheffe test.Results revealed that each of the three methods is effective in reducing problems with spelling(p<0.01).The purpose of this study was to compare the effectiveness of three methods of Direct Instruction, Computer-based and the Combined one on the reducing spelling problems. The current experimental research is an applied one. The population consists of boys and girls in third, fourth and fifth grades of schools in Saqhez in2012. Fortyparticipants were assigned to four groups each containing 10 students. Simple random sampling was used and Wechsler intelligence test and researcher-made spelling test were employed as the measurement tools. Three experiment groups received their special treatmentthrough 15 sessions, two 45-minute sessions per week, and the control group received no special training. All four groups sat for pre-test and post-test, data was analyzed using one-way ANOVA and Scheffe test.Results revealed that each of the three methods is effective in reducing problems with spelling(p<0.01).https://jld.uma.ac.ir/article_263_0827050566fb124ac6b78e1088ba10a2.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86734220150220The effectiveness of trainingof jager's knowledge and meta-cognitive skill program on reading performance of students with reading learning disabilityThe effectiveness of trainingof jager's knowledge and meta-cognitive skill program on reading performance of students with reading learning disability100120264lkd-7FAMNarimaniCorresponding Author: Psychology Professor, University of Mohaghegh ArdabiliRJalalinejadPhD Student in Psychology, University of Mohaghegh ArdabiliASherbfzadehM. A. in psychology, University of esfahanZAjdariM. A. in Educational Management, university of esfahanJournal Article20130519The purpose of this study was to examine theeffectiveness of training of Jager's Knowledge and meta-cognitive skill program on reading performance of students with reading learning disability.The research method in this study wasexperimental with pretest-posttest design with a control group. The study populations included all the third grade elementary female students, with reading learning disabilities in schools of Esfahan in 2012-2013 school year. The sample included 30 female students with reading learning disabilities that were randomly selectedand were randomly assigned to an experimental and a control groups (15 students to the experimental group and 15 students to the control group). Training of Jager's Knowledge and meta-cognitive skill program was conducted in the experimental group. The research instruments are Jager’s Knowledge and meta-cognitive skill program, Reading Test, and Wechsler intelligence test. The data obtained were analyzed using analysis of covariance. The results showed that the training of Jager's Knowledge and meta-cognitive skillprogram has a positive effect on improving f the reading performance of students with reading disability. So it can be claimed that training program will lead to increased knowledge and metacognitive skills of students with reading learning disability.The purpose of this study was to examine theeffectiveness of training of Jager's Knowledge and meta-cognitive skill program on reading performance of students with reading learning disability.The research method in this study wasexperimental with pretest-posttest design with a control group. The study populations included all the third grade elementary female students, with reading learning disabilities in schools of Esfahan in 2012-2013 school year. The sample included 30 female students with reading learning disabilities that were randomly selectedand were randomly assigned to an experimental and a control groups (15 students to the experimental group and 15 students to the control group). Training of Jager's Knowledge and meta-cognitive skill program was conducted in the experimental group. The research instruments are Jager’s Knowledge and meta-cognitive skill program, Reading Test, and Wechsler intelligence test. The data obtained were analyzed using analysis of covariance. The results showed that the training of Jager's Knowledge and meta-cognitive skillprogram has a positive effect on improving f the reading performance of students with reading disability. So it can be claimed that training program will lead to increased knowledge and metacognitive skills of students with reading learning disability.https://jld.uma.ac.ir/article_264_0db3cc88bca34362ad173bd983458adc.pdf