University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823The Effectiveness of a Game-Based Intervention Package Grounded in Piaget’s Theory of Cognitive Development on Mathematical Concept Learning and Spatial Visualization in Students with Mathematics Learning DisorderThe Effectiveness of a Game-Based Intervention Package Grounded in Piaget’s Theory of Cognitive Development on Mathematical Concept Learning and Spatial Visualization in Students with Mathematics Learning Disorder112404610.22098/jld.2025.17187.2249FASaharBadri BagehjanPhD student in Educational Psychology, Department of Psychology, Faculty of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.BagherGhobary BonabProfessor of Education of Children with Special Needs, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Tehran, Tehran, IranRezaGhorban JahromiAssistant Professor, Department of Psychology, Faculty of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.MohsenAmiriAssociate Professor, Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, IranJournal Article20250414Objective: The present study was conducted to determine the effectiveness of a game package based on Piaget’s theory of cognitive development on the learning of mathematical concepts and spatial visualization in students with mathematics learning disorders. <br />Methods:This study employed a quasi-experimental design with a pretest-posttest format, including a control group and a three-month follow-up. The population consisted of all students with mathematics learning disorders in Tehran during the 2024–2025 academic year. From this population, 30 third-grade male students diagnosed with mathematics learning disorders were selected through convenience sampling from Imam Hossein Boys’ School, all meeting inclusion criteria. They were randomly assigned to experimental and control groups, each with 15 participants. Instruments included the Cube Design subtest of the Wechsler Intelligence Scale for Children—Fifth Edition (2014) and a researcher-developed mathematics concepts test (2024). The game package based on Piaget’s cognitive development theory was implemented in 10 sessions of 60 minutes for the experimental group. Data were analyzed using repeated measures analysis of variance with SPSS version 27.<br />Results: The game package based on Piaget’s theory of cognitive development significantly improved mathematical concepts (P < 0.05) and spatial visualization (P < 0.05) in the experimental group, and this effectiveness persisted at the follow-up stage.<br />Conclusion: Game-based interventions grounded in Piaget’s cognitive development theory effectively improve mathematical concepts and spatial visualization in students with mathematics learning disorders. It is recommended that practitioners use this game package to enhance learning of mathematical concepts and spatial visualization in this population.Objective: The present study was conducted to determine the effectiveness of a game package based on Piaget’s theory of cognitive development on the learning of mathematical concepts and spatial visualization in students with mathematics learning disorders. <br />Methods:This study employed a quasi-experimental design with a pretest-posttest format, including a control group and a three-month follow-up. The population consisted of all students with mathematics learning disorders in Tehran during the 2024–2025 academic year. From this population, 30 third-grade male students diagnosed with mathematics learning disorders were selected through convenience sampling from Imam Hossein Boys’ School, all meeting inclusion criteria. They were randomly assigned to experimental and control groups, each with 15 participants. Instruments included the Cube Design subtest of the Wechsler Intelligence Scale for Children—Fifth Edition (2014) and a researcher-developed mathematics concepts test (2024). The game package based on Piaget’s cognitive development theory was implemented in 10 sessions of 60 minutes for the experimental group. Data were analyzed using repeated measures analysis of variance with SPSS version 27.<br />Results: The game package based on Piaget’s theory of cognitive development significantly improved mathematical concepts (P < 0.05) and spatial visualization (P < 0.05) in the experimental group, and this effectiveness persisted at the follow-up stage.<br />Conclusion: Game-based interventions grounded in Piaget’s cognitive development theory effectively improve mathematical concepts and spatial visualization in students with mathematics learning disorders. It is recommended that practitioners use this game package to enhance learning of mathematical concepts and spatial visualization in this population.https://jld.uma.ac.ir/article_4046_a69940e5d134af943bf5b9242b368142.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823The Effect of Attributional Retraining Method on Learned Helplessness and Academic Self-Concept and Academic Procrastination of Students with Specific Learning DisabilitiesThe Effect of Attributional Retraining Method on Learned Helplessness and Academic Self-Concept and Academic Procrastination of Students with Specific Learning Disabilities1327405810.22098/jld.2025.17704.2261FAZeinabRezapooorMaster student, Department of Pcycology, Ardakan University, Ardakan, IranFatemehBehjati ArdakaniAssociate of professor of counseling of department of social &amp;amp;amp;amp;amp;humanities, Ardakan university ,Ardakan ,Iran.YaserRezapour MirsalehAssociate Professor, Department of Counseling, Ardakan University, Ardakan, IranJournal Article20250624Objective: Students with specific learning disabilities have pessimistic attributional styles due to their continuous experience of academic failures. This study was conducted with the purpose of investigating the effect of attributional reconstruction method on learned helplessness, academic self-concept, and academic procrastination of students with specific learning disabilities. <br />Methods: The research method was a quasi-experimental design with a pre-test-post-test design with a control group. The statistical population included students with specific learning disabilities in elementary school in Qom who were receiving education in learning disability centers. For the research sample, 30 students who obtained the lowest score in the attributional styles questionnaire were selected using the available sampling method and randomly assigned to two experimental and control groups. The experimental group received the cognitive retraining program in 11 session’s 45-minute and the control group only participated in center's conventional programs. Research tools included questionnaires attributional styles (Kaslow & Tannenbaum, 1996), learned helplessness (Quinless & McDermott, 1982), academic self-concept (Mendaglio & Pyryt, 1995), academic procrastination (Solomon & Rothblum, 1984), which were administered in two stages: pre-test and post-test. Research data were analyzed using analysis of covariance in SPSS-26 software. <br />Results: The results showed that attributional retraining training was effective in increasing academic self-concept and reducing learned helplessness and academic procrastination in students with specific learning disabilities (P<0.01). <br />Conclusion: Therefore, the attributional reconstruction training program can be used to improve academic self-concept and reduce learned helplessness and academic procrastination in students with specific learning disorders.Objective: Students with specific learning disabilities have pessimistic attributional styles due to their continuous experience of academic failures. This study was conducted with the purpose of investigating the effect of attributional reconstruction method on learned helplessness, academic self-concept, and academic procrastination of students with specific learning disabilities. <br />Methods: The research method was a quasi-experimental design with a pre-test-post-test design with a control group. The statistical population included students with specific learning disabilities in elementary school in Qom who were receiving education in learning disability centers. For the research sample, 30 students who obtained the lowest score in the attributional styles questionnaire were selected using the available sampling method and randomly assigned to two experimental and control groups. The experimental group received the cognitive retraining program in 11 session’s 45-minute and the control group only participated in center's conventional programs. Research tools included questionnaires attributional styles (Kaslow & Tannenbaum, 1996), learned helplessness (Quinless & McDermott, 1982), academic self-concept (Mendaglio & Pyryt, 1995), academic procrastination (Solomon & Rothblum, 1984), which were administered in two stages: pre-test and post-test. Research data were analyzed using analysis of covariance in SPSS-26 software. <br />Results: The results showed that attributional retraining training was effective in increasing academic self-concept and reducing learned helplessness and academic procrastination in students with specific learning disabilities (P<0.01). <br />Conclusion: Therefore, the attributional reconstruction training program can be used to improve academic self-concept and reduce learned helplessness and academic procrastination in students with specific learning disorders.https://jld.uma.ac.ir/article_4058_2280ee1c28c6abaae5e1634afc222032.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823The Effectiveness of LEGO Therapy on Executive Functions in Students with Specific Learning DisorderThe Effectiveness of LEGO Therapy on Executive Functions in Students with Specific Learning Disorder2839396710.22098/jld.2025.17398.2257FAAliSheikholslamyProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.0000-0002-7700-7206FatemeZarifiM.A. of educational psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.NastaranSeyedesmaili GhomiAssistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.HoseinGhamariProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.Journal Article20250602Objective: The present study aimed to investigate the effectiveness of LEGO therapy on the executive functions of students with specific learning disorder.<br />Method: This research employed a semi-experimental design with a pre-test–post-test and control group. The statistical population consisted of male students with Specific Learning Disorder in District 5 of Mashhad during the 2023–2024 academic year. Using available sampling, 30 students were selected as the study sample. Participants in the experimental group received 10 sessions of LEGO therapy and for the control group, no LEGO therapy sessions were conducted. Data were collected using the Behavior Rating Inventory of Executive Function (BRIEF, 2000). Covariance analysis test was used to analyze the data by using SPSS version 26 software.<br />Results: The findings showed that LEGO therapy was effective on the executive function of students with specific learning disorders (p<0.01) and the students of the experimental group had a significantly better executive function in the post-test compared to the students of the control group.<br />Conclusion: The current study showed that the LEGO therapy program, by making changes in the structures of the neurons and the inherent and basic flexibility of the brain, has improved the executive functions in the children of the experimental group compared to the control group.Objective: The present study aimed to investigate the effectiveness of LEGO therapy on the executive functions of students with specific learning disorder.<br />Method: This research employed a semi-experimental design with a pre-test–post-test and control group. The statistical population consisted of male students with Specific Learning Disorder in District 5 of Mashhad during the 2023–2024 academic year. Using available sampling, 30 students were selected as the study sample. Participants in the experimental group received 10 sessions of LEGO therapy and for the control group, no LEGO therapy sessions were conducted. Data were collected using the Behavior Rating Inventory of Executive Function (BRIEF, 2000). Covariance analysis test was used to analyze the data by using SPSS version 26 software.<br />Results: The findings showed that LEGO therapy was effective on the executive function of students with specific learning disorders (p<0.01) and the students of the experimental group had a significantly better executive function in the post-test compared to the students of the control group.<br />Conclusion: The current study showed that the LEGO therapy program, by making changes in the structures of the neurons and the inherent and basic flexibility of the brain, has improved the executive functions in the children of the experimental group compared to the control group.https://jld.uma.ac.ir/article_3967_dca273e7f8e4e43dd0ec3c5f80a3ce46.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823Exploring mothers' participation in the academic affairs of students with specific learning disabilities: A qualitative studyExploring mothers' participation in the academic affairs of students with specific learning disabilities: A qualitative study4051402910.22098/jld.2025.16843.2239FAMahshadSadeghi WasfiDepartment of Education, Yazd UniversityKazemBarzegar BafrooiDepartment of Psychology and Educational Sciences, Yazd UniversityMohsenShakeriDepartment of Psychology and Educational Sciences, Yazd UniversityLeilaAkramiDepartment of Education, Yazd UniversityJournal Article20250221Objective: The purpose of the present study was to investigate the participation of mothers in the educational affairs of children with specific learning disorder in Yazd city. <br />Method: The present study was qualitative and phenomenological in nature. The target group was mothers of students with specific learning disabilities who were involved in their children's academic affairs. Nine mothers from Yazd were selected through criterion-based purposive sampling, and the sample size was determined to be theoretically saturated. The research tool was a semi-structured in-depth interview. In this study, the method proposed by Smith (1995) was used to analyze the data.<br />Results: The results of the interview analysis included 847 open codes and ultimately 8 main themes and 66 subthemes. The main themes included: the mother's integration with educational needs, the mother's trial and error and referral and actions appropriate to the psychologist's opinion, educational psychological characteristics, educational environment, family environment, the mother's suffering and failure to resolve the problem, and the effect of the child's dependence on participation.<br />Conclusion: The results of the study of mothers' experiences in the academic affairs of children with specific learning disabilities showed that mothers may have positive or negative experiences in the field of participation in their children's academic affairs. Mothers' participation in academic affairs has consequences that can affect the performance of these students, the teacher's teaching methods, and the mental health of mothers.Objective: The purpose of the present study was to investigate the participation of mothers in the educational affairs of children with specific learning disorder in Yazd city. <br />Method: The present study was qualitative and phenomenological in nature. The target group was mothers of students with specific learning disabilities who were involved in their children's academic affairs. Nine mothers from Yazd were selected through criterion-based purposive sampling, and the sample size was determined to be theoretically saturated. The research tool was a semi-structured in-depth interview. In this study, the method proposed by Smith (1995) was used to analyze the data.<br />Results: The results of the interview analysis included 847 open codes and ultimately 8 main themes and 66 subthemes. The main themes included: the mother's integration with educational needs, the mother's trial and error and referral and actions appropriate to the psychologist's opinion, educational psychological characteristics, educational environment, family environment, the mother's suffering and failure to resolve the problem, and the effect of the child's dependence on participation.<br />Conclusion: The results of the study of mothers' experiences in the academic affairs of children with specific learning disabilities showed that mothers may have positive or negative experiences in the field of participation in their children's academic affairs. Mothers' participation in academic affairs has consequences that can affect the performance of these students, the teacher's teaching methods, and the mental health of mothers.https://jld.uma.ac.ir/article_4029_524109c4d2fcd730e3a23d4e05a08981.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823The Effect of the Sensory-Motor Integration Exercising Program Based on the Game Sense Approach on the Motor Proficiency of Children with Learning DisorderThe Effect of the Sensory-Motor Integration Exercising Program Based on the Game Sense Approach on the Motor Proficiency of Children with Learning Disorder5266403810.22098/jld.2025.17692.2260FAHaniehGhasemian MoghadamDepartment of Motor Behavior, Faculty of Sports Sciences, Urmia University, Urmia, IranHasanMohamadzadehDepartment of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, IranJournal Article20250622Objective<br />Childhood is considered a critical time for the development of motor skills; therefore, introducing new educational methods to reduce the negative effects of learning disorder is of particular importance. The aim of the present study was to investigate the effect of sensory-motor integration exercising program based on the game sense approach on the motor proficiency of children with learning disorder.<br />Methods<br />This study was conducted as a quasi-experimental study with a pre-test-post-test design with a control group. 36 children with learning disorder were selected through convenience sampling and randomly assigned to three exercise and control groups. The exercise groups participated in two 60-minute sessions per week for 8 weeks. During this period, the control group received their normal training. The motor proficiency of the subjects was measured by the Burininks-Oseretsky test. The combined analysis of variance test was used for statistical analysis.<br />Results <br />Sensory-motor integration exercising program based on the game sense approach improved the motor skills of children with learning disorder in the game sense group compared to the control group in all variables and compared to the goal-oriented group in some variables; also, the presented motor intervention improved the motor skills of the goal-oriented group compared to the control group in some variables. <br />conclusion<br />Sensory-motor integration exercises based on the game sense approach can be effective as an motor intervention to improve the motor proficiency of children with learning disorder.Objective<br />Childhood is considered a critical time for the development of motor skills; therefore, introducing new educational methods to reduce the negative effects of learning disorder is of particular importance. The aim of the present study was to investigate the effect of sensory-motor integration exercising program based on the game sense approach on the motor proficiency of children with learning disorder.<br />Methods<br />This study was conducted as a quasi-experimental study with a pre-test-post-test design with a control group. 36 children with learning disorder were selected through convenience sampling and randomly assigned to three exercise and control groups. The exercise groups participated in two 60-minute sessions per week for 8 weeks. During this period, the control group received their normal training. The motor proficiency of the subjects was measured by the Burininks-Oseretsky test. The combined analysis of variance test was used for statistical analysis.<br />Results <br />Sensory-motor integration exercising program based on the game sense approach improved the motor skills of children with learning disorder in the game sense group compared to the control group in all variables and compared to the goal-oriented group in some variables; also, the presented motor intervention improved the motor skills of the goal-oriented group compared to the control group in some variables. <br />conclusion<br />Sensory-motor integration exercises based on the game sense approach can be effective as an motor intervention to improve the motor proficiency of children with learning disorder.https://jld.uma.ac.ir/article_4038_92fca6efb4aaf0d2dfd94f75454d0083.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823The Effectiveness of Rehabilitation Exercises With and Without Counseling Patterns on the Handwriting skills of Students With Writing DisordersThe Effectiveness of Rehabilitation Exercises With and Without Counseling Patterns on the Handwriting skills of Students With Writing Disorders6779402110.22098/jld.2025.16968.2244FAHastiMahmoudi Meymand1. PhD student in Educational Psychology, Science and Research Unit, Islamic Azad University, Tehran, IranMohammad RezaBelyadAssistant Professor, Department of Educational Sciences and Psychology, Islamic Azad University, Karaj branch, Karaj, IranSadeghSadegh NasriAssociate Professor, Department of Educational Sciences and Psychology, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, IranJournal Article20250316The present study was conducted with the aim of investigating the effectiveness of rehabilitation exercises with and without counseling patterns on the handwriting skills of students with writing disorders. Method: The research was applied and semi-experimental, which was conducted as a pre-test and post-test with a control group. The statistical population of the research included female students with writing disorders in the sixth grade of normal public schools in district 4 of Karaj city. For this purpose, 45 people from the statistical population were randomly divided into three groups of 15 people (rehabilitation exercise group, rehabilitation exercise + counseling group, and control group). In the stages before and after the intervention, the Minnesota handwriting skill test (1993) and Fallah Chai's writing disorder (1374) were used. Rehabilitation interventions were in 10 60-minute sessions for the rehabilitation group. Counseling sessions were also conducted in 8 sessions of 60 minutes for the counseling group. To analyze the data, multivariate of covariance (MANCOVA) and Bonferroni's post hoc test were used in the SPSS-26 software environment at the level of 0.05. Results: Rehabilitation exercises with and without counseling patterns a significant effect on improving handwriting skills and reducing students' writing disorders (P<0.05). rehabilitation exercises with counseling patterns had a greater effect than rehabilitation exercises without counseling patterns on improving handwriting skills and reducing students' writing disorders (P<0.05). Conclusion: If counseling patterns are used along with rehabilitation exercises, it is possible to witness the improvement of handwriting skills and the reduction of writing disorders in students.The present study was conducted with the aim of investigating the effectiveness of rehabilitation exercises with and without counseling patterns on the handwriting skills of students with writing disorders. Method: The research was applied and semi-experimental, which was conducted as a pre-test and post-test with a control group. The statistical population of the research included female students with writing disorders in the sixth grade of normal public schools in district 4 of Karaj city. For this purpose, 45 people from the statistical population were randomly divided into three groups of 15 people (rehabilitation exercise group, rehabilitation exercise + counseling group, and control group). In the stages before and after the intervention, the Minnesota handwriting skill test (1993) and Fallah Chai's writing disorder (1374) were used. Rehabilitation interventions were in 10 60-minute sessions for the rehabilitation group. Counseling sessions were also conducted in 8 sessions of 60 minutes for the counseling group. To analyze the data, multivariate of covariance (MANCOVA) and Bonferroni's post hoc test were used in the SPSS-26 software environment at the level of 0.05. Results: Rehabilitation exercises with and without counseling patterns a significant effect on improving handwriting skills and reducing students' writing disorders (P<0.05). rehabilitation exercises with counseling patterns had a greater effect than rehabilitation exercises without counseling patterns on improving handwriting skills and reducing students' writing disorders (P<0.05). Conclusion: If counseling patterns are used along with rehabilitation exercises, it is possible to witness the improvement of handwriting skills and the reduction of writing disorders in students.https://jld.uma.ac.ir/article_4021_65c31ac588cdfd7a7549f39eb33a3bc4.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867314420250823Examining the Effectiveness of Self-Regulation Strategy Development Training on Improving Self-Efficacy, Emotional Regulation, and Achievement Motivation in Students with Learning DisabilitiesExamining the Effectiveness of Self-Regulation Strategy Development Training on Improving Self-Efficacy, Emotional Regulation, and Achievement Motivation in Students with Learning Disabilities8094403410.22098/jld.2025.17297.2251FAMohammadNarimaniPsychology, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili, Ardabil, Iran., AliQizlojah.JabbariPsychology, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.AynazShahrivarPsychology, Faculty of Psychology and Educational Sciences, University of Mohaghegh Ardabili, Ardabil, IranJournal Article20250426Objective: This study aimed to investigate the effectiveness of self-regulation strategy development training on self-efficacy, emotional regulation, and motivation for achievement in students with learning disabilities.<br />Methods: A semi-experimental design with a pretest-posttest and a control group was employed. The research population included all enrolled students at the Learning Disabilities Center in Tabriz during the 2023-2024 academic year. Thirty individuals were selected through convenience sampling and then divided into two groups of 15 participants each: an experimental group and a control group. The experimental group underwent ten 45-minute training sessions, held twice a week, while the control group received no intervention. Data collection utilized several questionnaires: the Specific Learning Disabilities Questionnaire (Colorado, 2011), the Self-Efficacy Questionnaire for Children and Adolescents (Morris, 2001), the Motivation for Achievement Questionnaire (Hermans, 1977), and the Emotion Regulation Questionnaire for Children and Adolescents (2003). The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS-26 software.<br />Results: The findings revealed that the self-regulation strategy development training significantly improved self-efficacy, emotional regulation, and motivation for achievement among students with learning disabilities. Specifically, significant differences were observed between the means of the experimental and control groups in the posttest, compared to the pretest (p < 0.05).<br />Conclusion: This training method is effective in enhancing self-efficacy, emotional regulation, and motivation for achievement, and is recommended for psychologists and school counselors, particularly for students with learning disabilities.Objective: This study aimed to investigate the effectiveness of self-regulation strategy development training on self-efficacy, emotional regulation, and motivation for achievement in students with learning disabilities.<br />Methods: A semi-experimental design with a pretest-posttest and a control group was employed. The research population included all enrolled students at the Learning Disabilities Center in Tabriz during the 2023-2024 academic year. Thirty individuals were selected through convenience sampling and then divided into two groups of 15 participants each: an experimental group and a control group. The experimental group underwent ten 45-minute training sessions, held twice a week, while the control group received no intervention. Data collection utilized several questionnaires: the Specific Learning Disabilities Questionnaire (Colorado, 2011), the Self-Efficacy Questionnaire for Children and Adolescents (Morris, 2001), the Motivation for Achievement Questionnaire (Hermans, 1977), and the Emotion Regulation Questionnaire for Children and Adolescents (2003). The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS-26 software.<br />Results: The findings revealed that the self-regulation strategy development training significantly improved self-efficacy, emotional regulation, and motivation for achievement among students with learning disabilities. Specifically, significant differences were observed between the means of the experimental and control groups in the posttest, compared to the pretest (p < 0.05).<br />Conclusion: This training method is effective in enhancing self-efficacy, emotional regulation, and motivation for achievement, and is recommended for psychologists and school counselors, particularly for students with learning disabilities.https://jld.uma.ac.ir/article_4034_61fd333e83639dae33c6555d3edb533f.pdf