University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822The effectiveness of group play therapy techniques on state anxiety, positive emotions and general compatibility level in special students with learning disabilitiesThe effectiveness of group play therapy techniques on state anxiety, positive emotions and general compatibility level in special students with learning disabilities724430FARHeshmatiCorresponding Author: Assistant Professor, Tabriz UniversityROnari AslM.A in psychology, Mohaghegh Ardabili UniversityRShokrallahPh.D student in Curriculum planning, Tehran UniversityJournal Article20160829The aim of this study is to investigate the effectiveness of group play therapy techniques on state anxiety, positive emotions and general compatibility level in primary school children with learning disabilities. In an experimental research design with pretest-posttest and a control group, out of 280 students from primary schools of Meshkin Shahr identified by CLDQ as students with learning disabilities 30 students were assigned to the experimental group and 30 students were assigned to the control group through available sampling method. The experimental group received 10 sessions of group play therapy. Data before and after treatment were collected by Spielberger`s State Anxiety Inventory, and Rotter`s incomplete sentences test. The multivariate analysis of variance results showed that with controlling the pre-test effect, group play therapy in experimental group compared with control group reduced the state anxiety and increased the positive emotions and general compatibility levels. These results suggest that group play therapy is an effective method to improve interpersonal relationships and decrease the negative emotions of children with learning disabilities.The aim of this study is to investigate the effectiveness of group play therapy techniques on state anxiety, positive emotions and general compatibility level in primary school children with learning disabilities. In an experimental research design with pretest-posttest and a control group, out of 280 students from primary schools of Meshkin Shahr identified by CLDQ as students with learning disabilities 30 students were assigned to the experimental group and 30 students were assigned to the control group through available sampling method. The experimental group received 10 sessions of group play therapy. Data before and after treatment were collected by Spielberger`s State Anxiety Inventory, and Rotter`s incomplete sentences test. The multivariate analysis of variance results showed that with controlling the pre-test effect, group play therapy in experimental group compared with control group reduced the state anxiety and increased the positive emotions and general compatibility levels. These results suggest that group play therapy is an effective method to improve interpersonal relationships and decrease the negative emotions of children with learning disabilities.https://jld.uma.ac.ir/article_430_d947f3f5b70d33ed8b72d6f68ac09c5e.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822Comparing the parenting stress, happiness and cognitive flexibility of mothers with intellectually disable and learning disable childrenComparing the parenting stress, happiness and cognitive flexibility of mothers with intellectually disable and learning disable children2542431FAASheykholeslamiCorresponding Author: Assistant Professor, University of Mohaghegh ArdabiliNMohammadM.A. Student of Family Counseling, University of Mohaghegh ArdabiliNSeyedesmaili GhomiPh.D. Student of Psychology and Education of Exceptional Children, University of Allameh Tabataba'iJournal Article20160829The purpose of this study is to compare the parenting stress, happiness and cognitive flexibility mothers of children with intellectual and learning disabilities. The method of this study is causal-comparative. The population of this study included all mothers with intellectually disable children and learning disabilities in Rasht city in the year 2014. From this population, 100 mothers (50 mothers with intellectually disable child and 50 mothers with learning disabilities child) were selected as sample by using available sampling method. The tools used were Abidin parenting stress questionnaire, Oxsford Happiness and Denis and Vanderval cognitive flexibility questionnaire. Data analyzed using multivariate analysis of variance. The findings proved that there are significant differences between the two groups with positive correlation between parental stress, happiness and cognitive flexibility (p<0/01). Specifically, the amount of parenting stress of mothers with intellectually disable children was more, and the amount of their happiness and cognitive flexibility was less than that of mothers with children with learning disabilities. Therefore, it can be concluded that the child's disability type affects the psychological characteristics of their mothers, that is, mothers of children with intellectual disability have more stress and less happiness and cognitive flexibility compared to mothers with children with learning disabilities.The purpose of this study is to compare the parenting stress, happiness and cognitive flexibility mothers of children with intellectual and learning disabilities. The method of this study is causal-comparative. The population of this study included all mothers with intellectually disable children and learning disabilities in Rasht city in the year 2014. From this population, 100 mothers (50 mothers with intellectually disable child and 50 mothers with learning disabilities child) were selected as sample by using available sampling method. The tools used were Abidin parenting stress questionnaire, Oxsford Happiness and Denis and Vanderval cognitive flexibility questionnaire. Data analyzed using multivariate analysis of variance. The findings proved that there are significant differences between the two groups with positive correlation between parental stress, happiness and cognitive flexibility (p<0/01). Specifically, the amount of parenting stress of mothers with intellectually disable children was more, and the amount of their happiness and cognitive flexibility was less than that of mothers with children with learning disabilities. Therefore, it can be concluded that the child's disability type affects the psychological characteristics of their mothers, that is, mothers of children with intellectual disability have more stress and less happiness and cognitive flexibility compared to mothers with children with learning disabilities.https://jld.uma.ac.ir/article_431_d7d2dd2ac6c175af344c87c0314527d0.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822The effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilitiesThe effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilities435868710.22098/jld.2016.687FAMAbdolalianCorresponding Author: MA in Clinical Psychology, Islamic Azad University, Tonekabon Branch, MazandaranAFarhangiCorresponding Author: MA in Clinical Psychology, Islamic Azad University, Tonekabon Branch, MazandaranJournal Article20180820<strong> </strong> <br />The aim of the present research was to determine the effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilities. The design of this research was experimental including a pretest, a posttest and a control group. The population included all the students infected with learning disorders who referred to learning disorders center in Tonekabon city, Mazandaran. Sampling method was census and all students of center participated in this research. Thirty people determined by entrance criterion were selected and randomly divided into an experimental and a control group. Research tools consisted of Self-Concept Scale and Sensitivity Anxiety Inventory. The experimental group received 8 sessions of group social skills training. The information obtained was analyzed using SPSS19 software and through Multivariate Analysis of Covariance (MANCOVA). The results of covariance analysis method showed that social skills training is effective on increasing the self-concept and decreasing the anxiety sensitivity of students with learning disabilities (P<0.001). Attention to the mentioned children's psychological problems can be effective in accelerating their learning.<strong> </strong> <br />The aim of the present research was to determine the effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilities. The design of this research was experimental including a pretest, a posttest and a control group. The population included all the students infected with learning disorders who referred to learning disorders center in Tonekabon city, Mazandaran. Sampling method was census and all students of center participated in this research. Thirty people determined by entrance criterion were selected and randomly divided into an experimental and a control group. Research tools consisted of Self-Concept Scale and Sensitivity Anxiety Inventory. The experimental group received 8 sessions of group social skills training. The information obtained was analyzed using SPSS19 software and through Multivariate Analysis of Covariance (MANCOVA). The results of covariance analysis method showed that social skills training is effective on increasing the self-concept and decreasing the anxiety sensitivity of students with learning disabilities (P<0.001). Attention to the mentioned children's psychological problems can be effective in accelerating their learning.https://jld.uma.ac.ir/article_687_bdba32d44ae1fc1540185877446ae986.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822Effectiveness of social- emotional skills training on cognitive emotion regulation and social skills in children with learning disabilitiesEffectiveness of social- emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities5986433FAASadri DamirchiCorresponding Author: Assistant Professor, University of Mohaghegh Ardabil, ArdabilFEsmaili GhazivaloiiMA Students in Family Counseling, University of Mohaghegh ArdabilJournal Article20160829Because of the role of social - emotional skills in emotion regulation and interpersonal interaction in children, attention to it is very important, especially among children with learning disabilities. Therefore, the present study aimed to investigate the effectiveness of social- emotional skills Training on cognitive emotion regulation and social skills in Children with learning disabilities. The research method was quasi-experimental study with pretest-posttest and a control group. The population included all male students with learning disabilities who referred to Learning Disability Centers in Urmia in 2014-2015 academic year. For this purpose, 30 male students were identified and selected using random sampling methods, and then randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 12 sessions of Social- Emotional Skills Training (60-minuts per session). The tools used were Granefski and all cognitive emotion regulation questionnaire (1999) and Matson social skills questionnaire (1983). Data analyzed using analysis of multivariate variance. The results of analysis of covariance showed a significant difference between two groups in positive and negative components of cognitive emotion regulation (p<0/001). Also, the results showed a significant difference between two groups in components of social skills (p<0/001). According to the results, we can say that socio-emotional skills training increased the use of positive emotional strategies and improved the appropriate social skills, self-confidence and relationship with peers. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers.Because of the role of social - emotional skills in emotion regulation and interpersonal interaction in children, attention to it is very important, especially among children with learning disabilities. Therefore, the present study aimed to investigate the effectiveness of social- emotional skills Training on cognitive emotion regulation and social skills in Children with learning disabilities. The research method was quasi-experimental study with pretest-posttest and a control group. The population included all male students with learning disabilities who referred to Learning Disability Centers in Urmia in 2014-2015 academic year. For this purpose, 30 male students were identified and selected using random sampling methods, and then randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 12 sessions of Social- Emotional Skills Training (60-minuts per session). The tools used were Granefski and all cognitive emotion regulation questionnaire (1999) and Matson social skills questionnaire (1983). Data analyzed using analysis of multivariate variance. The results of analysis of covariance showed a significant difference between two groups in positive and negative components of cognitive emotion regulation (p<0/001). Also, the results showed a significant difference between two groups in components of social skills (p<0/001). According to the results, we can say that socio-emotional skills training increased the use of positive emotional strategies and improved the appropriate social skills, self-confidence and relationship with peers. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers.https://jld.uma.ac.ir/article_433_f47c15b9fe8ab49c265c866e597215fa.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822A compare motivational beliefs and self- regulation learning strategies in boy students with dyslexia, dysgraphia, dyscalculia and normalA compare motivational beliefs and self- regulation learning strategies in boy students with dyslexia, dysgraphia, dyscalculia and normal87107434FAMNarimaniCorresponding Author: Professor of Psychology, University of Mohaghegh ArdabiliBKhoshnoodnia ChomachaeiMA. in Psychology, University of Mohaghegh ArdabiliAZahedAssociate Professor, University of Mohaghegh ArdabiliAAbolghasemiProfessor of Psychology, University of GuilanJournal Article20160829The purpose of the present study was to compare motivational beliefs and self- regulated learning strategies in dyslexia, dysgraphia, dyscalculia and normal students. This is a comparative case-control study. The population of this research includes all second and third grade secondary students with and without learning disabilities in Rasht city during the academic year of 2012-2013. Using a multi-stage random cluster sampling method, a sample of 60 second and third grade secondary students (15 dyslexia, 15 dysgraphia, 15 dyscalculia and 15 normal) was selected from students in the 1st and 2nd districts of Rasht city. Data were collected using the researcher constructed tests for reading, writing and math evaluation, motivational beliefs and self- regulated learning strategies scale and Raven’s progressive Matrices. Data description, Multivariate analysis of variance (MANOVA) and LSD post hoc test were analyzed. The results showed that there is a significant difference between the four groups of students in motivational beliefs and self- regulated learning strategies. This finding has important implications regarding the planning, educational and mental health of students with learning disabilities.The purpose of the present study was to compare motivational beliefs and self- regulated learning strategies in dyslexia, dysgraphia, dyscalculia and normal students. This is a comparative case-control study. The population of this research includes all second and third grade secondary students with and without learning disabilities in Rasht city during the academic year of 2012-2013. Using a multi-stage random cluster sampling method, a sample of 60 second and third grade secondary students (15 dyslexia, 15 dysgraphia, 15 dyscalculia and 15 normal) was selected from students in the 1st and 2nd districts of Rasht city. Data were collected using the researcher constructed tests for reading, writing and math evaluation, motivational beliefs and self- regulated learning strategies scale and Raven’s progressive Matrices. Data description, Multivariate analysis of variance (MANOVA) and LSD post hoc test were analyzed. The results showed that there is a significant difference between the four groups of students in motivational beliefs and self- regulated learning strategies. This finding has important implications regarding the planning, educational and mental health of students with learning disabilities.https://jld.uma.ac.ir/article_434_d703317365a57784fc2817699ed512b7.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822Effectiveness of direct instruction in math performance of students with specific learning disabilityEffectiveness of direct instruction in math performance of students with specific learning disability108122435FAFNosratCorresponding Author: Assistant Professor of Psychology, University of TehranBGhobari BonabProfessor of Psychology, University of TehranMVakilinejadMA of Psychology, Azad UniversityHAfsharLecturer Department of Educational Psychology and Counseling, University of TehranJournal Article20160829The present investigation was performed to study the effect of direct instruction on math performance of students with specific learning disability. To this end, 32 students (16 males and 16 females) with specific learning disability were selected through random selection. After diagnosis of these students' math problem, they were divided into two groups: 16 students (8 female and 8 male) were assigned to a control group and the remaining other 16 were assigned to an experimental group (8 female and 8 male). To gather data Wechsler Intelligence Scale-Revised and Raven Matrixes were used to assess participants intellectual functioning and teacher-made Math Inventory were designed to assess the math performance of students. Research design was true experimental design: pre-test, post-test and control group design. Four groups were constituted of following: male experimental, female experimental, male control and the female control groups. Two experimental groups were in treatment condition to whom 16- sixty minute sessions of math teaching with direct instruction method were applied. Analysis of covariance was used to analysis the data. Result showed greater improvement in experimental group in regard to math performance (P<0.01). This result indicated that direct instruction was a useful method to teach math concepts to students with specific learning disability. The present investigation was performed to study the effect of direct instruction on math performance of students with specific learning disability. To this end, 32 students (16 males and 16 females) with specific learning disability were selected through random selection. After diagnosis of these students' math problem, they were divided into two groups: 16 students (8 female and 8 male) were assigned to a control group and the remaining other 16 were assigned to an experimental group (8 female and 8 male). To gather data Wechsler Intelligence Scale-Revised and Raven Matrixes were used to assess participants intellectual functioning and teacher-made Math Inventory were designed to assess the math performance of students. Research design was true experimental design: pre-test, post-test and control group design. Four groups were constituted of following: male experimental, female experimental, male control and the female control groups. Two experimental groups were in treatment condition to whom 16- sixty minute sessions of math teaching with direct instruction method were applied. Analysis of covariance was used to analysis the data. Result showed greater improvement in experimental group in regard to math performance (P<0.01). This result indicated that direct instruction was a useful method to teach math concepts to students with specific learning disability. https://jld.uma.ac.ir/article_435_c1ecc6887a476608ff9d6736fec44484.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86735420160822The comparison of the effectiveness of multi-sensory and perceptual-motor training method in improving reading skills dyslexic studentsThe comparison of the effectiveness of multi-sensory and perceptual-motor training method in improving reading skills dyslexic students123140436FASNasriCorresponding Author: Associate professor of Psychology, Shahid Rajaee Teacher Training UniversityRKarimi LichahiM.A. student of Educational Psychology, Shahid Rajaee Teacher training UniversityJournal Article20160829The purpose of this study was to compare the effectiveness of multi-sensory and perceptual-motor in improving reading skills of students with dyslexia in second grade of elementary school. The research was experimental (two experimental groups and one control group) with pre-test and post-test. The population included all students in second grade of elementary school of Rasht (2013-2014) with dyslexia who referred to the learning problems center. Sixty students were randomly divided into two experimental groups and one control group (20 students of multi-sensory method, 20 students of perceptual method and 20 students as control group). Then Wechsler Intelligence Scale for Children (WISC) and Noma Diagnostic Reading Test were administered on all three groups. Participants of experimental group received multi-sensory training in 16 sessions of 60 minutes. At the end, Diagnostic Reading Test was administered on all three groups and the results were analyzed with SPSS19, ANOVA and Tukey test. Results of multivariate analysis of covariance post-test scores in Diagnostic Reading Test showed significant difference among the groups. The results of analysis of variance and Tukey test showed that multi-sensory training method resulted in improvement in students with dyslexia reading skill compared to perceptual training method (P<0/001).The purpose of this study was to compare the effectiveness of multi-sensory and perceptual-motor in improving reading skills of students with dyslexia in second grade of elementary school. The research was experimental (two experimental groups and one control group) with pre-test and post-test. The population included all students in second grade of elementary school of Rasht (2013-2014) with dyslexia who referred to the learning problems center. Sixty students were randomly divided into two experimental groups and one control group (20 students of multi-sensory method, 20 students of perceptual method and 20 students as control group). Then Wechsler Intelligence Scale for Children (WISC) and Noma Diagnostic Reading Test were administered on all three groups. Participants of experimental group received multi-sensory training in 16 sessions of 60 minutes. At the end, Diagnostic Reading Test was administered on all three groups and the results were analyzed with SPSS19, ANOVA and Tukey test. Results of multivariate analysis of covariance post-test scores in Diagnostic Reading Test showed significant difference among the groups. The results of analysis of variance and Tukey test showed that multi-sensory training method resulted in improvement in students with dyslexia reading skill compared to perceptual training method (P<0/001).https://jld.uma.ac.ir/article_436_a5e6357e8c33fbf154f57cafd133f767.pdf