The Effectiveness of theory of mind training on Self-Concept and Anxiety of Students with Learning Disabilities and comorbidity, attention-deficit / hyperactivity disorder as a moderator

Subject Areas : Psychological Models and Methods

gholamreza Kheirolah Bayatiani ¹ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Fariba Hafezi ² (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
parviz asgari ³ (Associate professor at Ahvaz Azad University)
farah naderi ⁴ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahwaz, Iran.)

Received: 2020-07-01 Accepted : 2021-01-30 Published : 2020-10-22

Keywords: self-concept, anxiety, Theory of mind training, Students with Learning Disabilities, attention deficit hyperactivity disorder,

Abstract :

This study aimed to investigate the effectiveness of theory of mind training on self-concept and anxiety in students with special learning disabilities with the moderating role of comorbidity with attention deficit hyperactivity disorder. The research method was experimental with a pre-test-post-test design with a control group.The statistical population of the study consists of students with special learning disabilities aged 10 to 12 years in Ahvaz in 2019. Among them, 40 students (20 students for each of the experimental and control groups in such a way that each group consisted of an equal number of students with special learning disabilities who had comorbidity with attention deficit hyperactivity disorder and without it) were selected by Purposeful sampling method and were randomly assigned to experimental and control groups. The Pierce-Harris Child Self-concept Survey and the Spence Child Anxiety Scale were used to collecting information. The experimental group was trained in the theory of mind and the control group was placed on the waiting list for training. The data were analyzed using multivariate analysis of covariance. The results showed that the theory of mind training was effective in increasing students' self-concept and reducing anxiety (P <0.01). The results also showed that comorbidity with attention deficit hyperactivity disorder moderated the effectiveness of this training. Therefore, it can be concluded that this teaching method can be used to help students with special learning disabilities and especially people with comorbidity.

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