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Open Access Article
1 - Comparison of the effect of the cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability
amir azizi Fazlolah Mir Drikvand Mohamad Ali sepahvandiThe aim of this study was to compare the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability. The statistical population of this quasi -experimental s MoreThe aim of this study was to compare the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability. The statistical population of this quasi -experimental study included all elementary students with specific learning disability in Tabri city, of whom 60 elementary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through purposive method and using randomly were replaced into three experimental groups and one control group (n = 15 per group). In all four groups of N-Back as pretest and post-test completion. 20 sessions of cognitive rehabilitation, 20 sessions of neurofeedback and 8 sessions of cognitive - behavioral play therapy were conducted in experimental groups.The results of the covariance analysis showed that cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder, do not affect. Also, there was no significant difference between the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder (P<0.001). Therefore, more research is needed to make a definitive conclusion in this regard. Manuscript profile -
Open Access Article
2 - The effectiveness of intervention program focused and divided attention on digit span and number and letter sequence in children with specific learning disorder
Rana Boustanzar Saeed RezayiThe purpose of this study was to investigate an intervention program focused and divided attention and study of its effectiveness on digit span and number and letter sequence in children with specific learning disorder. The research method was experimental with pre-test MoreThe purpose of this study was to investigate an intervention program focused and divided attention and study of its effectiveness on digit span and number and letter sequence in children with specific learning disorder. The research method was experimental with pre-test, post-test with control group, and research statistical society included all the students at age of 6-9 years old Treated in learning disorders centers in Tehran. 16 students were simple random selected and randomly assigned to two experimental and control groups and the digit span test and the number and letter sequence test of Wechsler Intelligence Scale for Children Fourth Edition were used for pre-test. After running 8 individual sessions of 30-40 minutes of focused and divided attention training on the experimental group, all of the 16 subjects were post-tested and after a time period of one month and a half, were followed up. The data were analyzed whit Split Plot method. The results showed that there were significant differences between the two experimental and control groups in increasing the performance scores of digit span and number and letter sequence (p < 0.01). Thus, developing intervention program focused and divided attention causes to increased digit span and number and letter sequence in children with specific learning disorder. Manuscript profile -
Open Access Article
3 - Effectiveness of family centered play therapy on emotional-behavioral problems of children with learning disorder in primary school
Golnar AmirTahmasb Fariborz Bagheri Khadijeh AbolmaaliThe aim of present research was determine the effectiveness of family centered play therapy on emotional-behavioral problems of children with learning disorder in primary school. This research was a semi-experimental with a pre-test and post-test design with a control g MoreThe aim of present research was determine the effectiveness of family centered play therapy on emotional-behavioral problems of children with learning disorder in primary school. This research was a semi-experimental with a pre-test and post-test design with a control group. The research population was primary school students with learning disorder referring to Ataman’s counseling center of Tehran city in 2017 year. The Research sample was 32 people of them which selected through purposive sampling method and randomly assigned to two experimental and control groups. The experimental group educated 10 sessions of 45 minutes by family centered play therapy. Groups completed the Rutter’s emotional-behavioral problems scale in the pre-test and post-test stages. Data was analyzed with multivariate analysis of covariance (MANCOVA) method. The findings showed that there was a significant difference between the experimental and control groups in all emotional-behavioral problems of children. In the other words family centered play therapy method significantly led to decrease the problems of aggression and hyperactivity, anxiety and depression, social maladjustment, antisocial behaviors and attention shortage of children with learning disorder (P<0/001). Therefore family centered play therapy method led to decrease the emotional-behavioral problems of children with learning disorder. Manuscript profile -
Open Access Article
4 - Comparing the effectiveness of exercises to strengthen the sense of balance and exercises to strengthen the sense of proprioception on the lack of written expression in students with specific learning disorders in Ahvaz
tahmineh changizi farah naderi rezvan homaei sasan baviThe purpose of this research was to compare the effectiveness of exercises tostrengthen the sense of balance and exercises to strengthen the sense of proprioceptionon the lack of written expression in students with a specific learning disorder in Ahvazcity. The research MoreThe purpose of this research was to compare the effectiveness of exercises tostrengthen the sense of balance and exercises to strengthen the sense of proprioceptionon the lack of written expression in students with a specific learning disorder in Ahvazcity. The research was a semi-experimental study with a pre-test-post-test-follow-updesign and a control group. The statistical population of the research included allstudents with specific learning disorders in Ahvaz city in 1401. Using the purposefulsampling method, 60 students with specific learning disabilities were selected andrandomly divided into two experimental groups and one control group (20 people ineach group). In order to collect data, Parisa Rahmani's (2014) written expressiondeficiency questionnaire of spelling disorders was used. The experimental groupsunderwent exercises to strengthen the sense of balance (12 sessions of 45 minutes)and exercises to strengthen the sense of proprioception (12 sessions of 45 minutes);But the control group did not receive any intervention. The data were analyzed usingthe analysis of covariance statistical test. The results showed that both treatments ofbalance strengthening exercises and proprioception strengthening exercises wereeffective in improving written expression deficiency in students with specific learningdisabilities (p<0.01) and the effectiveness of balance strengthening exercises andproprioception strengthening exercises on improving expression deficiency There wasno significant difference in writing in students with specific learning disorders(p>0.05) and this result continued until the follow-up stage. Therefore, it can beconcluded that exercises to strengthen the sense of balance and proprioception can beused to improve the lack of written expression in students with specific learningdisabilities.Keywords: specific learning disorder, lack of written expression, exercises tostrengthen the sense of balance, exercises to strengthen the sense of proprioception Manuscript profile -
Open Access Article
5 - the clinical creativity therapy model (CCTM) on attention and memory in children with dyscalculia
Alireza Pirkhaefi Shokooh BajalanThe aim of present study was to evaluate the effectiveness of the clinical creativity therapy model (CCTM) on attention and memory in children with dyscalculia in Shahinshahr and suburbs. Method: This research was a quasi-experimental, pre-test, post-test, experimental MoreThe aim of present study was to evaluate the effectiveness of the clinical creativity therapy model (CCTM) on attention and memory in children with dyscalculia in Shahinshahr and suburbs. Method: This research was a quasi-experimental, pre-test, post-test, experimental and control group. Statistical population included all students with dyscalculia in primary school in ShahinShahr city in the academic year 2018 that were referred to the center of learning disorders of Sotoodeh of ShahinShahr city. A sample of 30 people was selected via random sampling method and subjected to two groups of 15 people. For the experimental group, a course of clinical creativity therapy model was held during 20 sessions and for 20 hours. The tools used in this research are Wechsler's intelligence test for children, the Torrance creativity test (visual form), N-Back working memory test, Stroop's test. Data were analyzed using SPSS-23 software. Findings: The results of covariance analysis indicated that there was a significant difference between the experimental group and the control group in the N-Back memory test and the attention of Stroop and Wechsler 4 and Torrance creativity (visual form) after teaching the clinical creativity therapy model. It was seen that the memory, attention and creativity of the experimental group increased compared to the control group. Conclusion: Overall, the results indicated that the clinical creativity therapy model (CCTM) had an effect on memory, attention and creativity of children with dyscalculia in the experimental group. Manuscript profile -
Open Access Article
6 - Comparing the Effectiveness of Educational Program based on Response to Intervention and Sensory-motor Integration Intervention on Cognitive Language and Academic Performance of Students with Learning Disabilities
محدثه کارگر مطلق فائزه جهان حسن اسدزادهAbstractThe aim of the research was to compare the effectiveness of the educational program based on the response to the intervention and the sensory-motor integration intervention on the cognitive language and academic performance of students with learning disabilities MoreAbstractThe aim of the research was to compare the effectiveness of the educational program based on the response to the intervention and the sensory-motor integration intervention on the cognitive language and academic performance of students with learning disabilities. The research method was semi-experimental with a pre-test-post-test design with a control group and a follow-up period. The statistical population was students who referred to the Learning Disorders Center affiliated to Semnan Education Department in the academic year 2021-2022 due to learning disabilities . 45 students were selected by purposeful sampling and randomly replaced in three groups of 15 people (two experimental groups and one control group). The experimental groups were subjected to intervention for 8 sessions of 60 minutes. The control group did not receive any intervention. The follow-up period was done after 3 months. Newcomer and Hamill's (1997) language development questionnaire was used to measure the average of monthly reports to measure academic performance. The data was analyzed using the mixed two-factor ANOVA method by SPSS-26 software. The findings showed that there is a significant difference in the linguistic score and academic performance between the experimental and control groups (P<0.05). Based on the results, both interventions were effective and had a stable effect, but training based on the response to the intervention was more effective on the research variables. Therefore, it can be concluded that the educational intervention based on the response to the intervention and the sensory-motor integration intervention can be used as a beneficial intervention to help students with learning disabilities as they can improve linguistic and academic performance in elementary schools and centers for learning problems. Manuscript profile -
Open Access Article
7 - The effectiveness of positive self-talk on academic buoyancy and students' test anxiety specific learning disorder
Maryam Maheronaghsh Mohammad Reza Moradi Fahimeh MaheronnaghshThe purpose of this study was to determine the effect of positive self-talk on academic buoyancy and test anxiety among students with specific learning disabilities. The research method was quasi-experimental pretest-posttest with control group. The statistical populati MoreThe purpose of this study was to determine the effect of positive self-talk on academic buoyancy and test anxiety among students with specific learning disabilities. The research method was quasi-experimental pretest-posttest with control group. The statistical population consisted of all male students with specific learning disability in primary school of Isfahan in the academic year of 2018-2019. They were selected using multi-stage random sampling method. This means that from six education districts of Isfahan, two districts and from these two regions, six schools were selected randomly. Students with learning disabilities were integrated with Colorado learning disabilities questionnaire and Wechsler intelligence scale for children. They were randomly divided into two experimental (15) and control (15) groups. Participants in the research in two stages of pre-test and post-test responded to the research tools: Philips Anxiety Inventory and Academic Lifelong Learning Questionnaire. The training sessions consisted of ten sessions in minutes, based on the theory of Meichenbaum, with emphasis on cognitive-behavioral approach. The control group did not receive any training. Statistical analysis was performed using Co-variance analysis. The results indicate that positive self-talk training has a significant effect on reducing anxiety and improving academic buoyancy of male students. (p <0.001). Based on the results of positive self-talk training, students had a good way to improve academic buoyancy and reduce the anxiety of male students with specific learning disabilities. Manuscript profile -
Open Access Article
8 - Effectiveness of Cognitive-Behavioral Play Therapy on Improving Working Memory and Cognitive Flexibility in Children with Special Learning Disorder
Rana Gharib Mir Abdolhasan Askari Rankouh Fatemeh Rabipour Bahman AkbariThe aim of this study was to determine the effectiveness of Cognitive-behavioral play therapy (CBPT) on improving work memory (WM) and cognitive flexibility (CF) in children with Specific Learning Disorder (SLD). The research method was semi-experimental with a pretest- MoreThe aim of this study was to determine the effectiveness of Cognitive-behavioral play therapy (CBPT) on improving work memory (WM) and cognitive flexibility (CF) in children with Specific Learning Disorder (SLD). The research method was semi-experimental with a pretest-posttest design with a control group. The statistical population of this study included all children (540 people) with SLD referred to the Center for SLD in Rasht in 2018, from among which 24 people were selected by available sampling and randomly replaced in experimental group (12 people) and control (12 people). Then Working Memory Rating Scale (WMRS) and Wisconsin Card Sorting Test (WCST) in the form of pre-test and post-test were performed on them. Experimental group participants received 10 sessions of 1 hour and twice a week Cognitive-behavioral play therapy (CBPT) program; While in the control group there was no intervention. Data were analyzed using analysis of covariance in SPSS22 software. The results showed that CBPT is effective on improving WM and CF in children with SLD. Based on this, it can be concluded that CBPT intervention method, as a complementary approach, to improve WM and CF of children with SLD, can be used. Manuscript profile -
Open Access Article
9 - Construction and examined the reliability and validity of diagnostic spelling test for students in the fourth grade of elementary school
Behrouz KarimiPurpose of this study examined the reliability and validity and spelling diagnostic test for fourth grade students is based. To do so, first from read the book based on fourth grade spelling test is that the two parts were designed. The basis of all fourth grade student MorePurpose of this study examined the reliability and validity and spelling diagnostic test for fourth grade students is based. To do so, first from read the book based on fourth grade spelling test is that the two parts were designed. The basis of all fourth grade students in Kermanshah were have been studying in 92-1391. 34 normal students and 33 LD students in the fourth grade who were dictated disorder were randomly selected. Test was designed to be read slowly and they wrote them. Data analysis showed that Cronbach's alpha reliability of the total test calculated with 97/0 to the desired reliability is obtained. In order to test the validity of Differentiated groups and the distinction between normal and LD power cut using ROC curve was used. Test results showed that the mean of the normal group was prepared in 16/97and mean group LD, 6/48 score of 20 is considerably different from each other and the p < 0/05 is significant. Hence, the validity of the test was verified. Manuscript profile -
Open Access Article
10 - The Effectiveness of Mobile App-based Teaching of Phonological Awareness on Behavior Regulation and Metacognition Skills and Reading Performance Improvement in Dyslexic Children
zeinab khanjani matine nayebi touraj hashemiThe present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a sp MoreThe present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder. Manuscript profile -
Open Access Article
11 - The Effect of Brainstorming Method on Reducing Reading Learning Disorder in Elementary School Students of Hamedan City
elaheh zahedi no Azam ghavidelThe present study was conducted with the aim of investigating the effect of brainstorming teaching method on reducing reading learning disorder in elementary school students of Hamadan city. The present study was a cross-sectional study in terms of practical purpose, a MoreThe present study was conducted with the aim of investigating the effect of brainstorming teaching method on reducing reading learning disorder in elementary school students of Hamadan city. The present study was a cross-sectional study in terms of practical purpose, a cross-sectional study in terms of time, a quantitative data type, and a semi-experimental one in terms of research method, with a pre-test-post-test design with a control group. The statistical population of the study consisted of all the students with learning disabilities of the reading type, in the primary level, who had referred to the learning disabilities center in Hamedan city in the academic year of 2001-2001. From the aforementioned statistical population, 30 people were selected by available sampling method and were randomly divided into two experimental and control groups, then the experimental group underwent 8 training sessions (two sessions in one week) for 45 minutes. brainstorming training, but the intervention was not implemented for the control group. Then, both groups were given a post-test using the mentioned questionnaire. The research tools include the brainstorming program based on Le Francois (1991) brainstorming protocol and Shirazi and Nilipour's reading disorder test (2013), in order to analyze the data and examine research hypotheses from multivariate and univariate covariance analysis. used. The results showed that the effects of brainstorming teaching on reading comprehension are significant and the effects of brainstorming teaching do not affect reading speed and reading accuracy. The brainstorming teaching method could not create a significant difference between the experimental and control groups in the components of reading speed and correctness of the material. Manuscript profile -
Open Access Article
12 - Investigation of the Effectiveness of Cognitive Rehabilitation on Working Memory Capacity of Third Grade Students with Special Learning Disabilities (Reading) with a Gender Mediating Role
Raziyeh Norouzbakhsh Haji Kandi touraj hashemi Akbar RezaeiThis study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental MoreThis study was carried out by the purpose of determining the effectiveness of cognitive rehabilitation on working memory capacity of third grade students with special learning disabilities (reading) with gender moderation role. The present study is of quasi-experimental type in which pre-test, post-test design with a control group was used. To determine the research sample, the facade test, which is used as a tool to diagnose reading problems and dyslexia of primary school students was performed among the third grade students of Tabriz and the students who got a score higher than the average of the questionnaire were recognized as having a special learning disability (reading) and then among these students, 60 people (four groups of 15 people) were selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15 people, one group was girls and the other group were boys and received cognitive rehabilitation training) and two control. Cognitive rehabilitation training was provided to the experimental group by Smart Sound training software (8-level computer program for cognitive rehabilitation in reading disorder) and working memory was measured using Kretschner (1985) test. Data was analyzed using multivariate factor analysis of covariance. Findings of the research showed that cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) and gender factor has moderating role. Thus, cognitive rehabilitation increases the working memory capacity of students with special learning disabilities (reading) among girls more than boys. Manuscript profile -
Open Access Article
13 - The Prevalence of Non Verbal Learning Disorder in Female Students
Maryam Yousefi Masoume Pourmohamadreza-Tajrishi Enayatollah BakhshiThis study aimed to determine the prevalence of nonverbal learning disorders in female students. The research method was descriptive and cross-sectional. Participants comprised 354 female students from fourth, fifth, and sixth grades in elementary schools in Karaj and w MoreThis study aimed to determine the prevalence of nonverbal learning disorders in female students. The research method was descriptive and cross-sectional. Participants comprised 354 female students from fourth, fifth, and sixth grades in elementary schools in Karaj and were selected by stratified random sampling using the Children Nonverbal Learning Disabilities Scale (Goldstein, 2002). 13 students who got ≥30 points on the Scale were diagnosed at-risk to a nonverbal learning disorder. Then, they answered to Wechsler Intelligence Scale for Children-3rd revision (Woolger, 2001). 3 students were diagnosed as having a nonverbal learning disorder according to their total intelligence quotient equals to ≥85, ≥10 point difference between their verbal intelligence quotient and practical intelligence quotient. Data were analyzed by The Mann-Whitney U test. The results indicated that 0.85% of female students had a nonverbal learning disorder. The findings suggested that regarding the almost high prevalence of nonverbal learning disorders in elementary students, we can accomplish early intervention programs to prevent their academic, behavioral, and occupational problems in the future. Manuscript profile -
Open Access Article
14 - The Efficacy of Multi-Component Instruction on Children with Special Learning Disorder in Spelling: A Single-Case Experimental Design Study
Hamidreza Hassanabadi Razieh Tayyebi Parvin Kadivar Dyslexia is a disorder that affects reading and spelling, but in fact, poor spelling is often described as the hallmark of dyslexia. Unfortunately, researchers have focused mainly on reading interventions and equal emphasis on timely interventions on spelling has More Dyslexia is a disorder that affects reading and spelling, but in fact, poor spelling is often described as the hallmark of dyslexia. Unfortunately, researchers have focused mainly on reading interventions and equal emphasis on timely interventions on spelling has been neglected. The purpose of this study was to investigate the efficacy of a multi-component spelling instruction in 4 students with specific learning disorder in spelling in an ABA design. Intervention was presented in 12 sessions and data were analyzed using visual analysis and quantitative methods by R software. Non-overlap of all pair's analysis (NAP) confirmed a significant increase in the spelling performance of 4 participants compared to baseline. In addition, findings did not show a significant reduction in participants' performance between the intervention phase and the maintenance phase (A2). Findings of this study seem promising to provide a multicomponent approach to treatment of multi-component deficits in specific learning disorders. Manuscript profile -
Open Access Article
15 - Prevalence of Mathematics Learning Disorder in Elementary schools
Ahmad Alipoor Farhad Shaghaghi Ali Ahmadi Azghandi Aazam Noferesti Ali HosseinaiThe prevalence rate of mathematics learning disorder among elementary students of Qom province in the academic year of 2006-2007 was studied. 3282 third, fourth and fifth graders, selected by partial sampling method from 7 educational districts, responded to the Mathema MoreThe prevalence rate of mathematics learning disorder among elementary students of Qom province in the academic year of 2006-2007 was studied. 3282 third, fourth and fifth graders, selected by partial sampling method from 7 educational districts, responded to the Mathematics Learning Disorder Diagnostic Tests (Malekpour, 1994; Faramarzi, 1996). The visual and auditory status of the students were also checked by referring to their health status files. Raven Progressive Matrices (Raven, 1965) was also used for students with scores lower than the cut off point. Students with lower than normal intelligence scores and visual or auditory impairments were omitted from the sample. Results showed the prevalence rate of 2.92% which was significantly higher than the prevalence rate of mathematics learning disorder reported in DSM-IV-TR. No significant gender differences were observed but the prevalence rate of the disorder in district four differed significantly with districts one, two, three and six and districts one and six also showed significant difference. The implications of these findings regarding prevention, appraisal and diagnosis of the disorder, and intervention were discussed Manuscript profile -
Open Access Article
16 - Comparing feelings of loneliness in students with learning disabilities and normal students
Samaneh Mardani Farahnaz Kiyan ersiThe purpose of this research is to compare the feeling of loneliness in students with learning disabilities and normal students. The design of the current research is a descriptive and comparative causal study. The statistical population of the current research is all e MoreThe purpose of this research is to compare the feeling of loneliness in students with learning disabilities and normal students. The design of the current research is a descriptive and comparative causal study. The statistical population of the current research is all elementary school students in the 9th district of Tehran in 2015-2016. The sampling method is random. In this way, 60 students were randomly selected from among students with learning disabilities and normal students. Usher Children's Loneliness Scale and Colorado Learning Disabilities Scale were used to collect data and analyze data using analysis of variance and spss22 software. The findings showed that students with learning disabilities feel more lonely. Since the feeling of loneliness is considered an important component in mental health, it is recommended to pay attention to practical skills in order to deal with the feeling of loneliness in addition to the training received in order to eliminate learning disorders. Manuscript profile -
Open Access Article
17 - The Impact of Family Life Education on Reducing Tension among Mothers with Learning Disorder Children in Reading and Writing
Hasan Shahrakipour Samad Karimzadeh Mahin KeramatiAbstract The main purpose of this research is to investigate the impact of family life education (FLE) on tension reduction of mothers with learning disorder (LD) children in reading and writing. To obtain the necessary research data, the pre-test and post-test experim MoreAbstract The main purpose of this research is to investigate the impact of family life education (FLE) on tension reduction of mothers with learning disorder (LD) children in reading and writing. To obtain the necessary research data, the pre-test and post-test experimental design with control group was adopted. To this end, 60 out of 154 mothers with LD children in reading and writing, whose disorder was confirmed by LD centers in Rasht city, were randomly selected. All mothers answered 33 questions about parental tension under four subcomponents of depression, feeling of competence, social isolation and parental health, related to parental stress index (PSI), the dependent variable, before and after applying FLE. To analyze the data and compare the two groups, the t-student parametric test was used. The results show that mothers’ characteristics resulting from increasing parental tension can be changed through FLE model and programs. This means that increasing these mothers’ child rearing skills, on the one hand, and changing their perception toward LD children on the other hand can reduce their tension, depression, and social loneliness and enhance their sense of efficiency and health. Manuscript profile -
Open Access Article
18 - psychometric properties of the third version of the system of assessment of children's behavior (BASC-3) in students with learning disabilities
Sheyda Sanaii Shohreh Shokrzadeh Kambiz KamkariIn the present Research, the psychometric properties of the third version of the system of assessment of children's behavior in students with learning disabilities were discussed. The main question was thus elaborated on whether the third version of the system for measu MoreIn the present Research, the psychometric properties of the third version of the system of assessment of children's behavior in students with learning disabilities were discussed. The main question was thus elaborated on whether the third version of the system for measuring children's behavior in students with learning disabilities characterized by Is it desirable to have a psychometric measurement? The present research is in the field of psychometric planning. The present Research population is comprised of all students with learning disabilities who have referred to Tehran's learning disability centers. Therefore, 120 samples were selected as sample through a targeted sampling method. The third version of the child's behavior assessment system, which has a valid and reliable validity in the original version, was selected. Finally, the results of the research showed that the third version of the child's behavior assessment system using two alpha-Cronbach methods and Spilit-halph with Spearman-Brown correction was used to examine the validity coefficients of the coefficients of 0.84 and 0.83 Which indicates that the internal consistency is desirable; also, the coefficient of stability in the present Research is 0.83 which indicates the repeatability of the Instrument. Finally, in order to verify the validity of the construct, confirmatory factor analysis was used and it was determined that the share of factor loading is the third version of the child behavior assessment system 67/03 and, given that it is more than 40%, it is stated that The third version of the children's behavior assessment system for emotional and behavioral screening is appropriate for students with learning disabilities and the questions of the Instrument can be used to screen the emotional and behavioral patterns of students with learning disabilities. Also, in accordance with the concurrent criterion, the correlation between the emotional and behavioral screening system with the Rutter behavioral disorder questionnaire was used and the correlation coefficient was 0.60 which indicates that the criterion validity is of the same type. Manuscript profile -
Open Access Article
19 - Efficacy of mindfulness-based cognitive therapy intervention on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98
Ghadir Ghadiri Alamdari Hossein Bigdeli Reza HosseinpourObjective: The aim of this study was to determine the efficacy of mindfulness-based cognitive therapy intervention on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98.Materials and Methods: T MoreObjective: The aim of this study was to determine the efficacy of mindfulness-based cognitive therapy intervention on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98.Materials and Methods: The research method was quasi-experimental with pre-test design, post-test with control group.The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani Male Vocational Schools in the academic year of 97-98 in the city of Roodehen. (n1=n2=15). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Willcutt et al. (CLDQ).The experimental group underwent mindfulness intervention but the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance.Results: It showed that the application of mindfulness intervention significantly reduced attention deficit disorder (P = 0.001) in the experimental group compared to the control group. But no significant effectiveness was observed in reducing learning difficulties.Conclusion: Based on the findings of the significant effectiveness of mindfulness intervention on reducing attention deficit disorder, it is suggested that counselors and therapists use mindfulness intervention to reduce the problems of inattention of vocational school students. Manuscript profile
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