University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121The effectiveness of compassion-based therapy on parenting stress and quality of life of mothers of children with learning disabilities.The effectiveness of compassion-based therapy on parenting stress and quality of life of mothers of children with learning disabilities.131437410.22098/jld.2026.18268.2281FASinaPourdadasiMaster's degree student in Family Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.EsmaeilSadri DamirchiProfessor, Counseling Department, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranHossienAghadokhtMaster's degree student in Family Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.Journal Article20250906Objective: The aim of this study was to examine the effectiveness of compassion-focused therapy in reducing parenting stress and enhancing the quality of life of mothers of children with learning disabilities.<br />Materials and Methods: This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all mothers of children with learning disabilities in Ardabil in 2025. Thirty mothers were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight sessions of compassion-focused therapy, whereas the control group received no intervention. Data were collected using the Parenting Stress Questionnaire and the Quality of Life Questionnaire and analyzed using SPSS version 26.<br />Results: The results indicated that the mean parenting stress scores in the experimental group significantly decreased in the posttest compared to the control group (P < 0.001). Additionally, the mean quality of life scores in the experimental group significantly increased in the posttest compared to the control group (P < 0.001).<br />Conclusion: Compassion-Focused Therapy was generally an effective intervention for reducing parenting stress and increasing the quality of life of mothers of children with learning disabilities. This approach can be applied in supportive programs for families of these children. It is recommended that future research assess the effects of the intervention with larger samples and long-term follow-ups.Objective: The aim of this study was to examine the effectiveness of compassion-focused therapy in reducing parenting stress and enhancing the quality of life of mothers of children with learning disabilities.<br />Materials and Methods: This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all mothers of children with learning disabilities in Ardabil in 2025. Thirty mothers were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight sessions of compassion-focused therapy, whereas the control group received no intervention. Data were collected using the Parenting Stress Questionnaire and the Quality of Life Questionnaire and analyzed using SPSS version 26.<br />Results: The results indicated that the mean parenting stress scores in the experimental group significantly decreased in the posttest compared to the control group (P < 0.001). Additionally, the mean quality of life scores in the experimental group significantly increased in the posttest compared to the control group (P < 0.001).<br />Conclusion: Compassion-Focused Therapy was generally an effective intervention for reducing parenting stress and increasing the quality of life of mothers of children with learning disabilities. This approach can be applied in supportive programs for families of these children. It is recommended that future research assess the effects of the intervention with larger samples and long-term follow-ups.https://jld.uma.ac.ir/article_4374_1525fa90a3a360289d680902fd4463b2.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121Effectiveness of Cognitive Motor Rehabilitation Program on Dictation Errors of dysgraphia StudentsEffectiveness of Cognitive Motor Rehabilitation Program on Dictation Errors of dysgraphia Students2514447810.22098/jld.2026.18289.2282FAMahyaHeidariPh.D. Candidate in Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University,
Tehran, IranSaeedRezayiAssosiate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Allameh
Tabatabai University, Tehran, IranAsgarAlimohamadiAssistant professor, Department of Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Allameh
Tabatabai University, Tehran, IraFatemehNikkhooAssosiate professor, Department of Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Allameh
Tabatabai University, Tehran, IranJournal Article20250908The aim of this study was to investigate the effectiveness of cognitive-motor rehabilitation program on reducing dictation errors in students with dysgraphia. Methods: The present study employed a quasi-experimental with a pre-test, post-test, and follow-up phases with an experimental and control group. The statistical population of the study included of third-grade male students referred to the Isfahan Learning Disorders Center in 1403-1404, that from population, 30 students were selected using a convenience sampling method and randomly assigned to experimental and control groups. The experimental group received a cognitive- motor rehabilitation program for 15 sessions, each lasting 45 minute, while the control group students received the usual training provided by the Learning Disorders Center. At the end of the intervention, a follow-up was conducted after two months. The Wechsler Intelligence Scale, Fifth Edition (2014), the Connors Test (Parent Form) (1999), and the researcher-made dictation test were used to all students. Data were analyzed using repeated-measures analysis of variance in SPSS 26.<br />Results: The results of repeated-measures analysis of variance showed that the cognitive-motor rehabilitation program was effective and significant in improving visual memory, auditory sensitivity, dysgraphia, and accuracy of dysgraphia students (P< 0.05), and there was no significant difference in visual sequence and writing errors (P> 0.05)The aim of this study was to investigate the effectiveness of cognitive-motor rehabilitation program on reducing dictation errors in students with dysgraphia. Methods: The present study employed a quasi-experimental with a pre-test, post-test, and follow-up phases with an experimental and control group. The statistical population of the study included of third-grade male students referred to the Isfahan Learning Disorders Center in 1403-1404, that from population, 30 students were selected using a convenience sampling method and randomly assigned to experimental and control groups. The experimental group received a cognitive- motor rehabilitation program for 15 sessions, each lasting 45 minute, while the control group students received the usual training provided by the Learning Disorders Center. At the end of the intervention, a follow-up was conducted after two months. The Wechsler Intelligence Scale, Fifth Edition (2014), the Connors Test (Parent Form) (1999), and the researcher-made dictation test were used to all students. Data were analyzed using repeated-measures analysis of variance in SPSS 26.<br />Results: The results of repeated-measures analysis of variance showed that the cognitive-motor rehabilitation program was effective and significant in improving visual memory, auditory sensitivity, dysgraphia, and accuracy of dysgraphia students (P< 0.05), and there was no significant difference in visual sequence and writing errors (P> 0.05)https://jld.uma.ac.ir/article_4478_e373a115e4b9c5c37ed75f1b34d937e4.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121Phenomenological Representation of Challenges and Coping Strategies of Parents Facing Children with Specific Learning Disabilities: A Qualitative StudyPhenomenological Representation of Challenges and Coping Strategies of Parents Facing Children with Specific Learning Disabilities: A Qualitative Study3926437510.22098/jld.2026.18120.2276FASoroushRanjbarPh.D, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.Journal Article20250818Objective: is a prevalent neurodevelopmental disorders, poses numerous challenges and problems not only for children but also for their parents. The present study aimed to explore and represent the lived experiences of parents of children with specific learning disorders..<br />Methods: This research employed a qualitative phenomenological approach. The study population consisted of all parents of children with Specific learning disorder in Tehran. A purposive sampling method was used, through which 13 parents of children with Specific learning disorder, who were referred to the Knowledge-based Psychology and Rehabilitation Clinic, were selected as participants, considering the principle of data saturation. The research instrument was semi-structured, in-depth interviews. The interviews were analyzed using Colaizzi’s seven-step method.<br />Findings: The research findings were categorized into three axes: identifying the challenges and problems of parents of children with specific learning disabilities (4 main themes and 26 sub-themes); identifying and presenting effective strategies aimed at improving the quality of life of parents of children with specific learning disabilities main themes and 20 sub-themes); and the axis of hope and outlook for the future (1 main theme and 2 sub-themes were categorized.).<br />Conclusion: Based on the findings, it can be concluded that designing and implementing targeted support programs based on the proposed solutions is essential to enhance their quality of life. Therefore, it is recommended that targeted support programs based on the proposed solutions be designed and implemented to improve the quality of life and reduce the challenges and difficulties faced by parents of children with learning disabilities.Objective: is a prevalent neurodevelopmental disorders, poses numerous challenges and problems not only for children but also for their parents. The present study aimed to explore and represent the lived experiences of parents of children with specific learning disorders..<br />Methods: This research employed a qualitative phenomenological approach. The study population consisted of all parents of children with Specific learning disorder in Tehran. A purposive sampling method was used, through which 13 parents of children with Specific learning disorder, who were referred to the Knowledge-based Psychology and Rehabilitation Clinic, were selected as participants, considering the principle of data saturation. The research instrument was semi-structured, in-depth interviews. The interviews were analyzed using Colaizzi’s seven-step method.<br />Findings: The research findings were categorized into three axes: identifying the challenges and problems of parents of children with specific learning disabilities (4 main themes and 26 sub-themes); identifying and presenting effective strategies aimed at improving the quality of life of parents of children with specific learning disabilities main themes and 20 sub-themes); and the axis of hope and outlook for the future (1 main theme and 2 sub-themes were categorized.).<br />Conclusion: Based on the findings, it can be concluded that designing and implementing targeted support programs based on the proposed solutions is essential to enhance their quality of life. Therefore, it is recommended that targeted support programs based on the proposed solutions be designed and implemented to improve the quality of life and reduce the challenges and difficulties faced by parents of children with learning disabilities.https://jld.uma.ac.ir/article_4375_7b1b38b7b9e5cb336ae88c7fc5a36f2d.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121The Effectiveness of an Intervention Based on Computerized Cognitive Rehabilitation (ARAM) on Information Processing Speed and Visual–Spatial Perception in Students with Specific Learning DisorderThe Effectiveness of an Intervention Based on Computerized Cognitive Rehabilitation (ARAM) on Information Processing Speed and Visual–Spatial Perception in Students with Specific Learning Disorder5240442710.22098/jld.2026.18090.2273FAHeydarShirzadiMSc. Student in Clinical Psychology, Faculty of Medicine, Islamic Azad University, Najafabad Branch, Najafabad, IranMahbobeHojjatiAssistant Professor, Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, IranJournal Article20250815Objectives: Specific learning disability (SLD) is a common academic challenge affecting children’s cognitive skills and school performance. This study examined the effectiveness of the ARAM computer-based cognitive rehabilitation program on information processing speed and visual–spatial perception in students with SLD.<br /><br />Materials and Methods: A quasi-experimental pretest–posttest design with a control group was used. The participants were 30 male students aged 9–10 years with SLD, referred to the Darakhshesh Child and Adolescent Counseling Center in Najafabad in 2024. They were randomly assigned to experimental (n = 15) and control (n = 15) groups; after attrition, 27 students were analyzed. The WISC-V subtests of Coding and Symbol Search (for information processing speed) and Block Design and Visual Puzzles (for visual–spatial perception) were administered. The experimental group received 12 individual 45-minute sessions over four weeks, while the control group received no training. Data were analyzed using MANCOVA and ANCOVA in SPSS-27.<br /><br />Results: Controlling for pretest scores, group membership significantly affected the dependent variables (Λ = 0.274, F(2,22) = 29.10, p < 0.001, η²p = 0.726). The intervention significantly improved both information processing speed and visual–spatial perception in the experimental group compared to controls.<br /><br />Conclusion: ARAM cognitive rehabilitation effectively enhanced cognitive functions in students with SLD and can be implemented in schools and educational centers as a practical intervention.Objectives: Specific learning disability (SLD) is a common academic challenge affecting children’s cognitive skills and school performance. This study examined the effectiveness of the ARAM computer-based cognitive rehabilitation program on information processing speed and visual–spatial perception in students with SLD.<br /><br />Materials and Methods: A quasi-experimental pretest–posttest design with a control group was used. The participants were 30 male students aged 9–10 years with SLD, referred to the Darakhshesh Child and Adolescent Counseling Center in Najafabad in 2024. They were randomly assigned to experimental (n = 15) and control (n = 15) groups; after attrition, 27 students were analyzed. The WISC-V subtests of Coding and Symbol Search (for information processing speed) and Block Design and Visual Puzzles (for visual–spatial perception) were administered. The experimental group received 12 individual 45-minute sessions over four weeks, while the control group received no training. Data were analyzed using MANCOVA and ANCOVA in SPSS-27.<br /><br />Results: Controlling for pretest scores, group membership significantly affected the dependent variables (Λ = 0.274, F(2,22) = 29.10, p < 0.001, η²p = 0.726). The intervention significantly improved both information processing speed and visual–spatial perception in the experimental group compared to controls.<br /><br />Conclusion: ARAM cognitive rehabilitation effectively enhanced cognitive functions in students with SLD and can be implemented in schools and educational centers as a practical intervention.https://jld.uma.ac.ir/article_4427_f0a25f3e46f5b4c38c7004c0cfa4dc3b.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121The Effectiveness of Sensory Integration Program on Spatial Perception and Academic Achievement of Students with SpecificThe Effectiveness of Sensory Integration Program on Spatial Perception and Academic Achievement of Students with Specific6453440310.22098/jld.2026.18096.2275FAZahraAziziM.A. Student of Clinical Psychology, Sha.C., Islamic Azad University, Shahrood, Iran.MahboobeTaherDepartment of Psychology, Sha.C., Islamic Azad University, Shahrood, IranJournal Article20250816Objective: The present study aimed to investigate the effect of a sensory integration program on improving spatial perception and academic achievement in students with specific learning disabilities.<br />Materials and Methods: This research employed an experimental design with a pre-test, post-test, and control group. The statistical population included all male and female students diagnosed with learning disabilities in the first to fifth grades of elementary school in Shahrud during the academic year 2024–2025. To collect data, Frostig's visual perception test (1963) and Pham and Taylor's academic achievement questionnaire (1990) were used. The experimental group received 10 45-minute sessions of the sensory integration program, while the control group did not receive any intervention during this period. Data were analyzed using covariance analysis (ANCOVA) in SPSS software (version24).<br />Results: The data were analyzed using multivariate analysis of covariance (MANCOVA). The results of the covariance analysis indicated statistically significant differences between the experimental and control groups in the mean total scores of spatial perception (F=70.324) and academic achievement (F=80.176).<br />Conclusion: The sensory integration program, through the systematic stimulation of various sensory systems including tactile, vestibular, and proprioceptive systems—was effective in improving spatial perception and academic achievement in students with specific learning difficulties. Given its demonstrated effectiveness, this program can be employed as a fundamental strategy by teachers, counselors, and learning specialists to enhance spatial perception and academic performance, particularly among students with specific learning disabilities.Objective: The present study aimed to investigate the effect of a sensory integration program on improving spatial perception and academic achievement in students with specific learning disabilities.<br />Materials and Methods: This research employed an experimental design with a pre-test, post-test, and control group. The statistical population included all male and female students diagnosed with learning disabilities in the first to fifth grades of elementary school in Shahrud during the academic year 2024–2025. To collect data, Frostig's visual perception test (1963) and Pham and Taylor's academic achievement questionnaire (1990) were used. The experimental group received 10 45-minute sessions of the sensory integration program, while the control group did not receive any intervention during this period. Data were analyzed using covariance analysis (ANCOVA) in SPSS software (version24).<br />Results: The data were analyzed using multivariate analysis of covariance (MANCOVA). The results of the covariance analysis indicated statistically significant differences between the experimental and control groups in the mean total scores of spatial perception (F=70.324) and academic achievement (F=80.176).<br />Conclusion: The sensory integration program, through the systematic stimulation of various sensory systems including tactile, vestibular, and proprioceptive systems—was effective in improving spatial perception and academic achievement in students with specific learning difficulties. Given its demonstrated effectiveness, this program can be employed as a fundamental strategy by teachers, counselors, and learning specialists to enhance spatial perception and academic performance, particularly among students with specific learning disabilities.https://jld.uma.ac.ir/article_4403_98c2ec099480a2c83a2bb89ebc956110.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315220260121Effectiveness of Positive Psychology Intervention Program on Self-efficacy and Positive and Negative Academic Achievement of Students with Specific Learning DisorderEffectiveness of Positive Psychology Intervention Program on Self-efficacy and Positive and Negative Academic Achievement of Students with Specific Learning Disorder7665442510.22098/jld.2026.17094.2246FAShahroozNematiUniversity of TabrizRahimBadri GargariProfessor. Department of Educational Science, University of Tabriz, Tabriz, Iran.MiladJafariM.A, in Educational Psychology, Department of Educational Psychology, University of Tabriz, Tabriz, Iran.Journal Article20250331Objective The current research aimed to study the effectiveness of positive psychology intervention programs on self-efficacy and positive academic achievement of students with specific learning disorders.<br /><br />Methods In the same vein, in a semi-experimental method with a pre-test-post-test design with a control group of 30 sixth grade elementary school students in 2023-2024 with low academic self-efficacy and positive emotion based on the cut-off point of the Morgan-Jink’s academic self-efficacy and the Pekrun's academic achievement inventories were selected as purposeful and voluntary. These subjects (15 subjects) were randomly assigned to two control and experimental groups. The positive psychology intervention package was implemented in 10 sessions of 45 minutes (one session per week) during 3 months only on the experimental group. Both groups completed the scales before and after the intervention. <br /><br />Results Multivariate covariance analysis revealed that positive psychology intervention on academic self-efficacy and positive and negative academic emotions was significantly effective on students with specific learning disorders. <br /><br />Conclusion Based on this, it can be concluded that positive psychological intervention is effective on self-efficacy and positive academic emotions in students with specific learning disorders. Positive psychological intervention is suggested for this group of students as well as other students with developmental disabilities.Objective The current research aimed to study the effectiveness of positive psychology intervention programs on self-efficacy and positive academic achievement of students with specific learning disorders.<br /><br />Methods In the same vein, in a semi-experimental method with a pre-test-post-test design with a control group of 30 sixth grade elementary school students in 2023-2024 with low academic self-efficacy and positive emotion based on the cut-off point of the Morgan-Jink’s academic self-efficacy and the Pekrun's academic achievement inventories were selected as purposeful and voluntary. These subjects (15 subjects) were randomly assigned to two control and experimental groups. The positive psychology intervention package was implemented in 10 sessions of 45 minutes (one session per week) during 3 months only on the experimental group. Both groups completed the scales before and after the intervention. <br /><br />Results Multivariate covariance analysis revealed that positive psychology intervention on academic self-efficacy and positive and negative academic emotions was significantly effective on students with specific learning disorders. <br /><br />Conclusion Based on this, it can be concluded that positive psychological intervention is effective on self-efficacy and positive academic emotions in students with specific learning disorders. Positive psychological intervention is suggested for this group of students as well as other students with developmental disabilities.https://jld.uma.ac.ir/article_4425_94d0f003ab2ab6c269b5be43d9dd149e.pdf