University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420Comperision of affective learning and error- orientated motivation between students with and without learning disabilitiesComperision of affective learning and error- orientated motivation between students with and without learning disabilities727407FASBashrpoorCorresponding Author: Associate Professor of Psychology, University of Mohaghegh ArdabiliHNooriM.A. in Psychology, University of Mohaghegh ArdabiliAAtadokhtAssistant Professor of Psychology, University of Mohaghegh ArdabiliMNarimaniProfessor of Psychology, University of Mohaghegh ArdabiliJournal Article20160501The current research was conducted in order to affective learning and error-orientated motivation in students with and without learning disabilities. The method of this study was causal-comparative. The statistical population of this study was composed of all elementary school students with learning disabilities in Ardabil in 1393. Thirty persons from this society selected by simple random sampling method and 30 persons from normal student selected by multistage clustering random sampling method as the sample. Data were collected using questioners of affective learning and error-orientated motivation. The gatherd data were analyzed by Multivariates analyze variance and independent t tests. Multivariate analysis of variance indicated that there are significant differences between the two groups of students in affect toward content, affect toward classes with these contents, error-oriented learning, error-oriented worry, and Error-Oriented Covering. The results of t test also showed that these two groups have meaningful differences with each other in affective learning (P<0/001). These results indicate that there are abnormalities in affective learning and the motivation to correct errors in children with learning disabilities.The current research was conducted in order to affective learning and error-orientated motivation in students with and without learning disabilities. The method of this study was causal-comparative. The statistical population of this study was composed of all elementary school students with learning disabilities in Ardabil in 1393. Thirty persons from this society selected by simple random sampling method and 30 persons from normal student selected by multistage clustering random sampling method as the sample. Data were collected using questioners of affective learning and error-orientated motivation. The gatherd data were analyzed by Multivariates analyze variance and independent t tests. Multivariate analysis of variance indicated that there are significant differences between the two groups of students in affect toward content, affect toward classes with these contents, error-oriented learning, error-oriented worry, and Error-Oriented Covering. The results of t test also showed that these two groups have meaningful differences with each other in affective learning (P<0/001). These results indicate that there are abnormalities in affective learning and the motivation to correct errors in children with learning disabilities.https://jld.uma.ac.ir/article_407_54e8b531d695215dbec8fc3b4e72a66d.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420Intervention in cognitive and emotional functions dyslexic students: efficiency and effectiveness of cognitive- emotional skills trainingIntervention in cognitive and emotional functions dyslexic students: efficiency and effectiveness of cognitive- emotional skills training2853414FAZPiraniCorresponding Author: Assistant Professor, Department of Psychology, Islamic Azad University of Arak0000-0003-0788-0744Journal Article20160501The aim of this study the effectiveness of cognitive skills training on cognitive and emotional skills was dyslexic students. This is a quasi-experimental study with pretest, post-test and control group. The study population included all male students of 12 to 16 years in Arak city at academic year 1394-95. The sample size consisted of 40 male students with dyslexic after structured clinical interview and report teachers were randomly selected and assigned to experimental and control groups. Research instruments were emotional and behavioral problems inventory infeld and tungs and Cognitive Abilities Questionnairenejati. The results of multivariate analysis of covariance (MANCOVA) showed that cognitive- emotional skills training is can be reduced cognitive and emotional problems of dyslexic students (P≤0/001). therefrom dyslexic students, in addition to academic problems, depression and loneliness they experience less than normal students from social interactions, social skills intervention could be of help.The aim of this study the effectiveness of cognitive skills training on cognitive and emotional skills was dyslexic students. This is a quasi-experimental study with pretest, post-test and control group. The study population included all male students of 12 to 16 years in Arak city at academic year 1394-95. The sample size consisted of 40 male students with dyslexic after structured clinical interview and report teachers were randomly selected and assigned to experimental and control groups. Research instruments were emotional and behavioral problems inventory infeld and tungs and Cognitive Abilities Questionnairenejati. The results of multivariate analysis of covariance (MANCOVA) showed that cognitive- emotional skills training is can be reduced cognitive and emotional problems of dyslexic students (P≤0/001). therefrom dyslexic students, in addition to academic problems, depression and loneliness they experience less than normal students from social interactions, social skills intervention could be of help.https://jld.uma.ac.ir/article_414_a15b9f7e7be85e3b09325d9626ac79de.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The effect of cognitive- behavioral play therapy on the improvement of the mathematical and reading performances of students with dyscalculia and dyslexiaThe effect of cognitive- behavioral play therapy on the improvement of the mathematical and reading performances of students with dyscalculia and dyslexia5470408FAARezaei SharifCorresponding Author: Assistant Professor of Educational Psychology, University of Mohaghegh ArdabiliNHajlooProfessor of Psychology, University of Mohaghegh ArdabiliTHaghgooyMA in Clinical psychology, Islamic Azad University, Ardabil Branch.MMoradiAssistant Professor of Educational Psychology, University of Mohaghegh Ardabili.Journal Article20160501The purpose of this study is to determine the efficacy of paly therapy with cognitive behavioral approach on the improvment of mathematics and reading ability of students with dyscalculia and dyslexia. Sample selected consist of 40 dyscalculia and dyslexic boys in elementary schools among 380 students in Namin city that selected randomly for sampling.Method experimental and pretest post test design with control group was used. In this study data was collected by Clorado Learning Difficulties Questionarie (CLDQ). After implementing the pre-test, for both groups, experimental group for 2 weeks, in 8 fourty-tive-minute sessions under training the play therapy based on recognizable-behavioral approach which was made by Schaefer (1992), was conducted and after end of this period, post-test for both groups was conducted. The obtained data were analyzied in two levels of descriptive and inferential statics and by use of covariance test (ANCOVA) with SPSS software. The obtained results showed that use of play therapy with cognitive behavioral approach cauced improvement in mathematical and reading performance of students with dyscalculia with level of P<0/05 and dyslexia with level of P<0/01. The results showed that the playtherapy with cognitive-behavioral approach has positive effects on the improvement of mathematical and reading performance of students and leads to reduction of mathematical and reading difficulties in them.The purpose of this study is to determine the efficacy of paly therapy with cognitive behavioral approach on the improvment of mathematics and reading ability of students with dyscalculia and dyslexia. Sample selected consist of 40 dyscalculia and dyslexic boys in elementary schools among 380 students in Namin city that selected randomly for sampling.Method experimental and pretest post test design with control group was used. In this study data was collected by Clorado Learning Difficulties Questionarie (CLDQ). After implementing the pre-test, for both groups, experimental group for 2 weeks, in 8 fourty-tive-minute sessions under training the play therapy based on recognizable-behavioral approach which was made by Schaefer (1992), was conducted and after end of this period, post-test for both groups was conducted. The obtained data were analyzied in two levels of descriptive and inferential statics and by use of covariance test (ANCOVA) with SPSS software. The obtained results showed that use of play therapy with cognitive behavioral approach cauced improvement in mathematical and reading performance of students with dyscalculia with level of P<0/05 and dyslexia with level of P<0/01. The results showed that the playtherapy with cognitive-behavioral approach has positive effects on the improvement of mathematical and reading performance of students and leads to reduction of mathematical and reading difficulties in them.https://jld.uma.ac.ir/article_408_cdffbf472a425ba2d8810c4bbb3b45c3.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorderThe effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with specific learning disorder7188409FANSobhiCorresponding Author: Associate Professor of Psychology, University of Mohaghegh ArdabiliJournal Article20160501The purpose of this study was to investigate the effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with Specific Learning Disorder. This research was an experimental study including pre-tests and post-tests with a control group. The statistical universe of the study included all second-grade and third-grade high school male students that with Diagnosed specific learning disorder in from Ardabil Learning Disability Center in the 2014-15 school years were engaged receive appropriate interventions. Research samples were consisted of 40 students with learning disability selected from this Center using simple random sampling method. The participants were assigned into two experimental and control groups. To gather data, the Emotional ProcessingScale and questionnaires of social skills were used. Subjects of the experimental group attended in 8-session of 1/5 hours verbal self instruction training program. The results covariance (MANCOVA) showed that the treatment program of verbal self instruction influenced emotional processing and social skills, so that it led to a Improve emotional processing (increase positive emotions and decrease negative emotion) and Increase social skills in students with specific learning Disorders(P<0/001). These results also have important implications in the pathology and treatment of this disorder. So that this program can be used in schools and health centers as a method of intervention.The purpose of this study was to investigate the effectiveness of verbal self instruction method on improving the emotional processing and social skill of students with Specific Learning Disorder. This research was an experimental study including pre-tests and post-tests with a control group. The statistical universe of the study included all second-grade and third-grade high school male students that with Diagnosed specific learning disorder in from Ardabil Learning Disability Center in the 2014-15 school years were engaged receive appropriate interventions. Research samples were consisted of 40 students with learning disability selected from this Center using simple random sampling method. The participants were assigned into two experimental and control groups. To gather data, the Emotional ProcessingScale and questionnaires of social skills were used. Subjects of the experimental group attended in 8-session of 1/5 hours verbal self instruction training program. The results covariance (MANCOVA) showed that the treatment program of verbal self instruction influenced emotional processing and social skills, so that it led to a Improve emotional processing (increase positive emotions and decrease negative emotion) and Increase social skills in students with specific learning Disorders(P<0/001). These results also have important implications in the pathology and treatment of this disorder. So that this program can be used in schools and health centers as a method of intervention.https://jld.uma.ac.ir/article_409_0c5287d230187544c45743eaabeec878.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The effectiveness of parents training program on social skills of children with learning disabilityThe effectiveness of parents training program on social skills of children with learning disability89107415FASAlizadehfardCorresponding Author: Assistant Professor of Psychology, Payame Noor UniversityTMohtashami2. MSc in Psychology, Payame Noor UniversityMTadris TabriziMSc in Psychology, Payame Noor UniversityJournal Article20160501The present study was to investigate the effectiveness of Parents Training Program on social skills of Children with Learning Disability and Parental Stress of their Mothers. 34 mothers of children with learning disability of Mashhad were selected by accessible sampling and divided into two groups. Abidin's parenting Stress index and Matson's social skills questionnaire were conduct as pre-test. The mothers of experimental group were attending in Parents Training Program for 12 sessions. Both inventories after training period conducted as post-test. These value was compared through covariance analysis. The results showed a significant difference between two groups as reduction of parental stress in mothers and increasing social skills in children with learning disability of experimental group compared with control groups. Thus, the effectiveness of Parents Training Program on decreasing the level of parental stress of mothers and increasing the social skills of children with learning disability was confirmed.The present study was to investigate the effectiveness of Parents Training Program on social skills of Children with Learning Disability and Parental Stress of their Mothers. 34 mothers of children with learning disability of Mashhad were selected by accessible sampling and divided into two groups. Abidin's parenting Stress index and Matson's social skills questionnaire were conduct as pre-test. The mothers of experimental group were attending in Parents Training Program for 12 sessions. Both inventories after training period conducted as post-test. These value was compared through covariance analysis. The results showed a significant difference between two groups as reduction of parental stress in mothers and increasing social skills in children with learning disability of experimental group compared with control groups. Thus, the effectiveness of Parents Training Program on decreasing the level of parental stress of mothers and increasing the social skills of children with learning disability was confirmed.https://jld.uma.ac.ir/article_415_cb2ca0a4e51c9fa7edb1b08e84dbc2f0.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The effectiveness of working memory strategies training by using of computerized on improvement of reading performance and comprehension reading in students with dyslexiaThe effectiveness of working memory strategies training by using of computerized on improvement of reading performance and comprehension reading in students with dyslexia108121411FASMoazami GoodarziCorresponding Author: MA in General Psychology, learning disability educational center 2NFarokhiAssociate Professor of Deliberation ,University of Allame TabatabaiKGoodarziAssistant Professor Department of Psychology, Islamic Azad University, Borujerd BranchMNazariM.A Student of Psychology, Islamic Azad University of Tabriz BranchJournal Article20160501The study is aimed in amplification of working memory by using computer in comprehension the reading function of dyslexic students in the elementary school in the Tehran at academic yaers 2014-2015. in this research the half trial method and pre-test, post- test plot is in used in control group. For this purpose we chose 30 students by chance out of 48 dyslexic students who went to learning disability governmental centers of Tehran and were divided by chance in two groups of control and trial (15 students in each). Research in struments of the dyslexia test of Kormi Noori and Moradi and also Tehran-Stanford-Bine kamkari intelligence scale is used.In the performance process, the experiment group received reinforocement working memory for 12 session of 20 minutes while the control group received no intervention. Multivariate analysis of (ANCOVA) was used to analyze the data ststistically.The results of multivariate analysis of (ANCOVA) showed that analyzed amplifying the working memory using computer exercises of reading function and comprehension of dyslexic students (P<0/001). That leads aim use of amplification of working memory by using computer in recovering the reading function of dyslexic students.The study is aimed in amplification of working memory by using computer in comprehension the reading function of dyslexic students in the elementary school in the Tehran at academic yaers 2014-2015. in this research the half trial method and pre-test, post- test plot is in used in control group. For this purpose we chose 30 students by chance out of 48 dyslexic students who went to learning disability governmental centers of Tehran and were divided by chance in two groups of control and trial (15 students in each). Research in struments of the dyslexia test of Kormi Noori and Moradi and also Tehran-Stanford-Bine kamkari intelligence scale is used.In the performance process, the experiment group received reinforocement working memory for 12 session of 20 minutes while the control group received no intervention. Multivariate analysis of (ANCOVA) was used to analyze the data ststistically.The results of multivariate analysis of (ANCOVA) showed that analyzed amplifying the working memory using computer exercises of reading function and comprehension of dyslexic students (P<0/001). That leads aim use of amplification of working memory by using computer in recovering the reading function of dyslexic students.https://jld.uma.ac.ir/article_411_2a2ca63b89a817f17036fa1be66b2626.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The comparison the effectiveness of fernald multi-sensory instruction method and application mnemonics devices in improving dictation problems elementary school third grade dictated disorder StudentsThe comparison the effectiveness of fernald multi-sensory instruction method and application mnemonics devices in improving dictation problems elementary school third grade dictated disorder Students122144412FAAHasan NiyahM.A in educational Psychology, Semnan UniversityMNajafiCorresponding Author: Assistant professor, Faculty of Psychology and Education, Semnan University,AMohammad RezaeiAssistant professor, Faculty of Psychology and Education, Semnan UniversityJournal Article20160501The purpose research is to Comparison the effectiveness of Fernald multi-sensory instruction method and application mnemonics devices in improving dictation problems in elementary school third grade students with dictate disorder.The research is quasi-experimental with post-test and pre-test by control group. Statistical population included dictate disorder students who had referred to Sadra -TorbatHaideriyah city center for learning disabilities in November 2014. The sampling method was through convenience sampling; so from among who referred to this center for learning disabilities, 36 student were selected as final sample and were randomly separated into two experimental and control groups (12 students to Fernald multi-sensory method, 12 students to mnemonics devices method and 12 students to control group). The tools that used included: Wechsler's intelligence scale for children (WISC-IV) and Baezzat's writing expression disorder (component spelling) test. The first experimental group received 45-minutes Fernald multi-sensory method for 8 sessions and second experimental group received 45-minutes Mnemonics devices method for 8 sessions, but contorl group did not receive any intervention. Data were analyzed using dependent statistical t test, ANCOVA and LSD test .results showed that after providing Fernald multi-sensory instruction method and application mnemonics devices in improving dictate problems of the experimental group in comparison with the control group, was significant difference. Although there was no significant difference between multi-sensory instruction method and application mnemonics devices mnemonics devices. Thus, providing effective and appropriate Fernald multisensory instruction method and application mnemonics devices based on the principles improved dictate problems. The purpose research is to Comparison the effectiveness of Fernald multi-sensory instruction method and application mnemonics devices in improving dictation problems in elementary school third grade students with dictate disorder.The research is quasi-experimental with post-test and pre-test by control group. Statistical population included dictate disorder students who had referred to Sadra -TorbatHaideriyah city center for learning disabilities in November 2014. The sampling method was through convenience sampling; so from among who referred to this center for learning disabilities, 36 student were selected as final sample and were randomly separated into two experimental and control groups (12 students to Fernald multi-sensory method, 12 students to mnemonics devices method and 12 students to control group). The tools that used included: Wechsler's intelligence scale for children (WISC-IV) and Baezzat's writing expression disorder (component spelling) test. The first experimental group received 45-minutes Fernald multi-sensory method for 8 sessions and second experimental group received 45-minutes Mnemonics devices method for 8 sessions, but contorl group did not receive any intervention. Data were analyzed using dependent statistical t test, ANCOVA and LSD test .results showed that after providing Fernald multi-sensory instruction method and application mnemonics devices in improving dictate problems of the experimental group in comparison with the control group, was significant difference. Although there was no significant difference between multi-sensory instruction method and application mnemonics devices mnemonics devices. Thus, providing effective and appropriate Fernald multisensory instruction method and application mnemonics devices based on the principles improved dictate problems. https://jld.uma.ac.ir/article_412_360503bd1934c8c1389edb9e7a078412.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735320160420The impact of multimedia learning on explaining the helplessness and social adjustment style in students with learning disabilityThe impact of multimedia learning on explaining the helplessness and social adjustment style in students with learning disability145161413FAS.REmadiCorresponding Author: Assistant Professor, Department of Educational Sciences, Bu-Ali SinaMMozafari-MalekabadiMA of Educational technology, Bu-Ali Sina UniversityJournal Article20160501The main objective of this study was to the impact of multimedia learning on explaining the helplessness and social adjustment style of students with learning disability.This study was a quasiexperimental that population included all students with learning disabilities.The sample consisted of 24 students were selected horizons are available at the Center for Learning Disabilities and were matched in two control and experimental groups. Two questionnaires were used for data collection, 1-including questions of students social adjustment and explaining the helplessness. The results of the analysis of covariance showed thatStudents with learning disabilities under the influence of learning multimedia,To learned helplessness (F= 9/45, P =0/006) and social adjustment (F=10/13, P= 0/005) to the control group showed no significant difference. As a result of learning multimedia explanations stylehad a positive impact significantly on helplessness and social adjustment of students with learning disabilities.The main objective of this study was to the impact of multimedia learning on explaining the helplessness and social adjustment style of students with learning disability.This study was a quasiexperimental that population included all students with learning disabilities.The sample consisted of 24 students were selected horizons are available at the Center for Learning Disabilities and were matched in two control and experimental groups. Two questionnaires were used for data collection, 1-including questions of students social adjustment and explaining the helplessness. The results of the analysis of covariance showed thatStudents with learning disabilities under the influence of learning multimedia,To learned helplessness (F= 9/45, P =0/006) and social adjustment (F=10/13, P= 0/005) to the control group showed no significant difference. As a result of learning multimedia explanations stylehad a positive impact significantly on helplessness and social adjustment of students with learning disabilities.https://jld.uma.ac.ir/article_413_9f815dab066515322381f3c3dcbb9ca5.pdf