zakiehe najarian; shahram ,vahedi; touraj hashemi; rahim badri
Abstract
The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present ...
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The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present study was a semi-experimental pre-test and post-test design on experimental and control groups. The statistical population of the research included all the male and female students with the specific learning disability with mathematical disorder who visited the elementary schools of learning disabilities in Isfahan in the academic year 2021-2022. Within this context, 30 students were selected purposefully and divided randomly into two experimental and control groups. The experimental group received 14 sessions for 60 minutes of Affective rehabilitation intervention based on working memory. Before and after the training, the subjects responded to the problem-solving researcher-made questionnaire, Numerical Stroop Test of John Ridley (1935), Mathematics Attitude Scale of Aiken (1971), and Mathematics Anxiety Scale of Chiu and Henry (1990). The results of covariance analysis demonstrated that training based on affective working memory was effective and significant in problem-solving skills and reducing cognitive inhibition ,the attitude towards mathematics and reducing mathematics anxiety (at the 0.01 level).Considering the effectiveness of affective working memory-based training on the cognitive-emotional variables of students with mathematical disorder, this intervention can aid in improving the cognitive and emotional skills of students with learning disabilities and lay the groundwork for better mathematics learning conditions.
shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh
Abstract
Specific learning disability is neurodevelopmental disorder that was considered from positive psychology approach in recent years. The aim of the current research was to draw concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. ...
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Specific learning disability is neurodevelopmental disorder that was considered from positive psychology approach in recent years. The aim of the current research was to draw concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. Through the PRISMA model, research findings related to the variables of positive psychology constructs in specific learning disability will be examined. In the same vein a systematic review study method with use of positive psychology key words and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, wellbeing, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from web the Data (Pubmed, Eric, Scopus, Sid, Irandoc,Noormags, Ebsco,Science Direct,Pro Quest, Springer), was conduct in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs include psychological well-being, resilience, optimistic, mental health, quality of life, Happiness, hope, life Satisfaction, gratitude and spirituality are most effective key words in co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expressive that reinforcement and recovery of positive psychology constructs can be useful for student with specific learning disability. This study was indicating important of positive psychology constructs in specific learning disability, thus recommend for achieving better result in specific learning disability merge the evidence based and research activities with clinical and treatment activities.
Keywords: Positive Psychology Constructs, Specific Learning Disorder, Systematic Review Study
Extended Abstract
Introduction
Specific learning disabilities are lifelong neurodevelopmental conditions that present developmental challenges in different areas, including disorders in reading, writing, and mathematics. The processes of intervention and education for students with specific learning disabilities are influenced by shifts in prevailing psychological paradigms. Notably, one of the most important and effective paradigms in the field of psychological intervention and research is positive psychology. Positive psychology emphasizes that individuals with learning disabilities possess unique strengths and competencies that should be recognized, understood, and strengthened through supportive programs. Positive psychology helps students with learning disabilities focus on their abilities rather than their limitations, and this shift in focus leads to positive long-term outcomes. These students face numerous challenges, and positive psychology frameworks can help them manage these difficulties and achieve positive results. Therefore, this article introduces and examines evidence-based findings on the application of positive psychology in the field of specific learning disabilities, clarifying its theoretical foundations and implementation methods. A systematic review and analysis of previous experimental research on positive psychology in the context of specific learning disabilities contributes theoretically to the refinement and expansion of related theoretical perspectives. Furthermore, synthesizing existing research evidence provides practical clinical and research directions for future interventions for researchers and practitioners.
Literature Review
Positive psychology constructs have a rich history in the field of disability studies, and research evidence supports the effectiveness of applying positive psychology concepts to various outcomes in specific learning disabilities. These outcomes include self-concept (Ghazi Abed, 2017); quality of life and self-determination (Wehmeyer, 2021); mindfulness (Wehmeyer, 2021; Dehghani, 2022; Badri Gargari et al., 2019; Nemati et al., 2018); well-being (Tiwari & Upadhyay, 2020); strengths and positive characteristics (Wehmeyer, 2021); positive thinking, self-talk, and optimism (Feeney, 2019; Ghazi Abed, 2017; Kadampour et al., 2021); resilience (Georgiadi, 2020; Ofiesh & Mather, 2013; Naemi & Faeghi, 2018); empathy (Eyuboglu et al., 2018); hope (Dehghani et al., 2022); and coping strategies (Wehmeyer, 2021).
Method
The present study is a systematic review that examines relevant research findings using the PRISMA model and bibliometric analysis. Searches were conducted across various databases using specialized keywords related to positive psychology constructs and specific learning disabilities. Keywords included terms such as specific learning disability, reading disorder, writing disorder, math disorder, gratitude, resilience, empathy, forgiveness, positive thinking, optimism, psychological well-being, positive relationships, strengths, happiness, psychological toughness, positive emotions, satisfaction, and mindfulness. The search period covered publications from 1985 to 2022.
Result
The initial search identified 2,178 papers. Given the high volume of results, a bibliometric analysis of keyword co-occurrence was applied to refine the search, resulting in 1,847 papers. The retrieved data were analyzed using VOSviewer software, and a co-occurrence network of the authors' keywords was generated. This network contained 214 nodes, 2,193 links, and 11 clusters where keywords co-occurred at least five times. The most relevant keywords included depression, psychological well-being, mental health, optimism, hope, and resilience.
Figure 1. Co-occurrence network of keywords by authors
To identify the most influential keywords, the network was exported in GML format and imported into Gephi software for network analysis. Table 1 presents the most influential keywords within the co-occurrence network.
Table 1. The most influential keywords in the co-occurrence network
Positive psychology
2
9271.2016
176
0.1
Welfare
7
8271.2016
108
735907.0
Resilience
1
1756.2017
107
72526.0
Depression
1
15942.2016
80
603565.0
Optimism
1
15.2015
75
570486.0
Mental health
5
6667.2017
69
512835.0
Quality of life
1
7458.2015
68
506579.0
Happiness
7
2157.2016
62
490891.0
Hope
3
5.2015
61
490889.0
Satisfaction with life
6
8537.2015
54
469145.0
Psychological well-being
9
24.2016
52
4459.0
Gratitude
2
2059.2017
54
434805.0
Spirituality
2
9429.2014
46
412952.0
To identify research fields, a citation network was created from references cited at least five times. The resulting network consists of 77 nodes, 865 edges, and 7 clusters, as shown in Figure 2.
Figure 2. Citation network of cited references
To identify the most influential documents, the network graph was exported in GML format and imported into Gephi. After calculating the average degree and eigenvector centrality, the documents were ranked, and the top 10 influential documents are presented in Table 2.
Table 2. Documents with the highest eigenvector centrality in the mentioned reference network
Authors
Title
Degree
Eigenvector
centrality
Seligman and
Sesikzentmihalya (2014)
Introduction an positive psychology
151
780412.0
Seligman et al. (2005)
Positive Psychology Progress: Empirical Validation of Interventions
75
628162.0
Scheier and Carver (1985)
Optimism, Coping, and Health
70
35671.0
Fredikson (2001)
The Role of Positive Emotions in Positive Psychology
94
049531.0
Sin and Limborski (2009)
Enhancing Well-being and Alleviating Depressive Symptoms with Positive Psychology Interventions
11
022558.0
Lotans et al. (2007)
The Importance Of Positive Psychology
32
021444.0
Wang and Gan (2020)
Exploring the Demotivational Factors of Learning English Based on Positive Psychology
5
006168.0
Bollier et al (2013)
Positive Psychology Interventions: A Meta-Analysis
21
0.0
McIntyre et al. (2019)
Setting an Agenda for Positive Psychology:
3
0.0
Wang et al. (2021)
Research and Experience of Positive Psychology in Foreign/Second Language Learning and Education
1
0.0
Discuss
In the present research, first the keywords were searched in the relevant databases. Articles that were in harmony with the keywords of the research were selected. After identifying the articles, a number of articles were removed due to not reporting the information properly also some of them were left out of the research process due to the lack of subject compatibility after reviewing the title and abstract. Finally, after a detailed review of the full text of the articles, 25 articles were selected as the final research community in terms of the relevance of the research topic. The content of these domestic and foreign articles was related to positive psychology constructs in the field of special learning disabilities, and they were also the main goal of the present study.
Conclusion
The present study drew a conceptual map of positive psychology constructs in the field of special learning disabilities. Research evidence supports the usefulness of using positive psychology constructs in the field of special learning disabilities. This usefulness is observable in most researches including Wehmeyer, 2021; Ghadampour et al, 2021; Wright, 2020; Georgiadi, 2020; Goldberg, 2020; Tiwari Upadhyay, 2020; Feeney, 2019; Ayuboglu et al, 2018; Ghazi Abed, 2017; Ofish & Mother, 2013; Dehghani et al., 1401; Dehghani et al., 1400; Badri Gregari et al., 2019; Nemati et al., 2018; Naimi and Faeghi, 2017. Positive psychology is the study of flourishing, optimal functioning and well-being of human being. For many people, disability and learning disorder is considered as a defect or disease that is permanent and needs to be treated, but all members of society should understand that people suffering from special learning disabilities also have strengths and potentials that should be nurtured and they can also experience optimal human performance.
shahram ,vahedi; Helen Serajian; gholamreza Chalabianloo
Abstract
Abstract
Mathematical disorder is one of the common learning disabilities among students, where, despite having normal intelligence and physical health, students do not perform well in mathematical calculations. The aim of the present study was to compare the effectiveness of neuropsychological intervention ...
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Abstract
Mathematical disorder is one of the common learning disabilities among students, where, despite having normal intelligence and physical health, students do not perform well in mathematical calculations. The aim of the present study was to compare the effectiveness of neuropsychological intervention with and without electrical brain stimulation on the executive functions and problem-solving abilities of students with mathematical learning disabilities. The research design was a factorial experimental design of the pretest-posttest type with a control group. The statistical population of the study included all male students aged 9 to 12 in the city of Tabriz during the academic year 2021-2022. The sample consisted of 60 students with mathematical learning disabilities (15 in each group), selected through convenience sampling based on entry criteria and diagnostic interviews for learning disabilities based on DSM-5. The research tools included the Kimmat Mathematical Test, Mathematical Problem Solving Test, and Barkley Executive Function Deficits Questionnaire. Data were analyzed using SPSS-24 software and multivariate covariance analysis, univariate analysis, and Bonferroni pairwise comparison tests. The results showed that there was a significant difference between the mean scores of the experimental groups (neuropsychological intervention with and without electrical brain stimulation) and the control group (p < 0.001). Bonferroni pairwise comparisons indicated that the scores of the interactive group were significantly higher than those of the other groups (p < 0.001). Mathematics plays an important role in the education and daily lives of individuals, and neuropsychological interventions with electrical brain stimulation are one of the essential tools for enhancing mathematical problem-solving skills and executive functions.
Keywords: mathematical learning disorder, electrical brain stimulation, problem solving, executive functions, neuropsychological Intervention
.
Extended Abstract
Introduction
Specific learning disorder is a neurodevelopmental condition characterized by an individual's performance being lower than expected for their age. This disorder disrupts the proper development and evolution of the brain or central nervous system during childhood, negatively impacting the individual’s emotions, learning ability, and memory as they grow (Abedi, 2017). Experts classify learning disorders into three main categories: Dyslexia, Dysgraphia, and Dyscalculia (Hall, Hughes, Charles & Filbert, 2015). In British Columbia, students with mathematical learning disorders exhibit deficits in information processing, which includes language processing, visual-spatial processing, processing speed, memory, attention, and executive functions (American Psychiatric Association, 2017; Ahadi & Kakavand, 2019). Additionally, these students face challenges with number perception, understanding numerical facts, calculation, and problem-solving (Aghaei Sabet et al., 2018). Problem-solving is a cognitive-behavioral process that involves taking logical steps to find and implement solutions (Demayr et al., 2015).
The primary goal of assessing learning disabilities is to identify strengths and weaknesses to provide an appropriate educational program. Mathematical learning disabilities often have a neurological origin. Neuropsychological tests can help study the characteristics of students with learning disabilities, and addressing these through intervention, treatment, and education can improve their symptoms. Given the numerous deficits in executive functions and problem-solving abilities among students with math disorders, focusing on the development and enhancement of neuropsychological skills can reduce the occurrence of these problems and aid in improving the disorder. Therefore, recognizing these challenges and providing solutions to mitigate them is essential.
In addition to neuropsychological interventions, a treatment gaining traction among researchers in neurology is Transcranial Direct Current Stimulation (tDCS), which uses direct electrical current (San-Juan et al., 2015). The present study aims to investigate the effectiveness of neuropsychological interventions on executive functions and problem-solving in students with mathematical learning disorders. Despite various studies on the effectiveness of neuropsychological interventions for different student disorders, limited research has explored the combined effects of neuropsychological intervention and electrical brain stimulation on learning disorders. Thus, comparing the effectiveness of these interventions in improving mathematical learning disorders, which have multiple neuropsychological bases and neurological symptoms, is crucial.
Research Question
What is the effect of neuropsychological interventions with and without Transcranial direct current stimulation (tDCS) on executive functions and mathematical problem solving in students with mathematical learning disorders?
Literature Review
Cherrier et al. (2020) conducted a study investigating the impact of educational neuroscience on the academic performance of students through a self-awareness and autonomy approach using metacognitive strategies. While the study did not find a significant difference in academic performance, it highlighted that educational neuroscience enhances students' understanding of brain function, leading to greater autonomy and improved self-awareness. Fernanda et al. (2018) examined the effects of neuropsychological intervention in children with functional deficits in planning and control, finding significant improvements in planning, control, and academic performance. This underscores the necessity of child correction approaches in neuropsychology to foster psychological and neuropsychological development.
Rashidi et al. (2020) conducted a meta-analysis on the effectiveness of neuropsychological interventions in improving academic performance among students with specific learning disabilities, demonstrating a significant positive impact. Dehghani and Hekmatianfard (2019) found that executive function training improved attention and response inhibition in students with math disorders, with effects remaining stable over a two-month follow-up. Zemestani et al. (2019) showed that tDCS improved attention and motor performance in students with learning disabilities. Abdollahi, Hassanabadi, and Samiie Sanjani (2015) found that transcranial brain stimulation using direct electric current positively affected executive functions. Similarly, Arjomandnia et al. (2018) reported that electrical brain stimulation interventions effectively improved working memory in students with math disorders.
Methodology
This research employed a quasi-experimental pre-test-post-test design with a control group. The statistical population consisted of male students aged 9 to 12 years during the second half of the 2021-2022 academic year. A total of 60 students were selected through convenience sampling based on inclusion criteria and randomly assigned to three experimental groups (neuropsychological intervention group, electrical brain stimulation group, and a combined intervention group) and a control group. The experimental groups underwent the designed interventions, while the control group continued their regular routine.
Data collection tools included the Barkley Student and Adolescent Executive Function Deficits Questionnaire, which consists of 70 items across five subscales (time self-regulation, organization and problem-solving, self-control and inhibition, self-motivation, and emotion self-regulation), which measures executive function deficits. Another tool was the Mathematical Problem Solving Questions for Students with Mathematical Learning Disorder, adapted from the fifth grade mathematics textbook, consisting of 19 questions. Cronbach's alpha coefficient was used to confirm the validity from the experts' point of view and for reliability. Neuropsychological intervention was implemented in 10 sessions using the educational programs of Korkman (1998), Bley & Thornton (2001), and Geary (2010). Direct electrical brain stimulation was performed in accordance with the research of Feesera, Prehn, Kazzer, Mungee & Bajbouj (2014). In this method, the black electrode in the middle of the forehead and the red electrode on the left side of the skull were stimulated with a current intensity of two amperes. Descriptive and inferential statistics were used to analyze the data in the present study. Thus, the data obtained from completing the questionnaires after the intervention were analyzed by the SPSS-24 software version, and the statistical methods of analysis of covariance and Bonferroni paired comparison test were used.
Results
In order to conduct the analysis of covariance, all necessary assumptions were first made, including the test of data normality (non-significance of the Shapiro-Wilkstatistic), the assumption of homogeneity of variance (Leven's test), and the examination of the homogeneity of regression slopes. Multivariate analysis of covariance to examine the effect of neurological interventions with and without electrical brain stimulation in the post-test stage on all variables showed that the mean scores of the subscales of parental executive functions, students' executive function deficits, and problem solving in the post-test stage were significantly different in the experimental and control groups (P<0.001). The results indicate that the interventions had a significant effect on each of the variables separately. In terms of the effectiveness of the interventions, the effect size shows that the interventions had the greatest effect on self-regulation of time, self-motivation, problem-solving and organizational, and problem solving, respectively. The results of the Bonferroni test for pairwise comparison of students' executive functions and problem solving among groups show that there is a significant difference in the variables of students' executive functions deficit and problem solving in the post-test stage between the methods studied (P<0.001). According to the results, it can be seen that the greatest difference is observed in the combined intervention method, which indicates the better effectiveness of this method.
Discussion and Conclusion
The results showed that combined neuropsychological intervention along with electrical brain stimulation has a significant effect on improving students' executive function deficits and problem solving. In explaining the findings, neuropsychological interventions allow individuals to better manage and regulate in different situations and increase their planning and organizing abilities. Teaching effective memorization techniques and strategies allows students to use the information and problem-solving methods they have stored efficiently. The type of action of electrical brain stimulation on executive functions is such that the dorsolateral prefrontal cortex, which has a high capacity in specific cognitive functions in working memory, planning, goal-oriented behavior, concentration, and inhibitory control, is targeted and leads to increased cortical excitability in the left dorsolateral prefrontal cortex.
shahrooz nemati; rahim badri; shahram vahedi; Mohammad Bardel
Abstract
Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the ...
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Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the study included high school students with stuttering disorder in Khoy city. In this regard, a sample of 32 students were selected by available sampling method and divided into two groups of 16, experimental and control, to participate in the training of life-based experience program of acceptance and commitment (Bardel et al., 2022) were assigned. Academic resilience scales (Samuels, 2004) and social anxiety questionnaire (Conner et al., 2000) were used before and after the test to collect data. Acceptance and commitment training program was implemented in 8 intervention sessions for the experimental group. Analysis of covariance showed that the training program has significantly improved the acceptance and commitment of academic resilience and social anxiety of students with stuttering disorder. Acceptance and commitment-based therapy by teaching and improving effective strategies and techniques allows students to take a realistic view of their problem and overcome the severe consequences of their disorder. Therefore, the implementation of this program is recommended for individuals with stuttering disorders and other developmental disabilities.
Extended Abstract
Introduction
"Stuttering" is a communication disorder that disrupts the melodious and smooth flow of speech with repetition, involuntary stretching, pauses, or involuntary stuttering in sounds, syllables, and words (American Psychiatric Association, 2013). People with stuttering disorders often experience psychological problems such as social anxiety (Berchiati et al., 2023), low resilience (Bilby et al., 2022), low cognitive flexibility (Gillader et al., 2021) and perceptive speech problems (Bahrini and Thanagovi, 2022).
Children who stutter experience social anxiety, which can be a severe fear of situations in which one is in the company of others or has to do something in front of them (Berchiati et al., 2023). This fear may be a result of social anxiety disorder, a profound and pervasive fear of social situations (Gillader, Filksman, and Hooper, 2021). It's important to note that social anxiety disorder is different from shyness, which is a normal feeling of feeling uncomfortable in new or social situations (Gillader et al., 2021).
One of the main challenges faced by children with stuttering is having low resilience, which can make it difficult for them to overcome obstacles and challenges in both academic and social settings (Soluk, 2023). This issue seems to be particularly prevalent in the academic environment, where children with speech impairments tend to have lower academic resilience compared to their peers without speech impairments. Academic resilience is the capacity for one to achieve success in the face of various obstacles and challenges, and the concept has been researched extensively in the field of education (Sesher and Olash, 2023).
According to a review of the research related to speech disorders, multiple intervention methods such as drug therapy, cognitive-behavioral approach, speech therapy, and yoga can be effective in managing the psychological consequences of this disorder. One approach that appears promising is the acceptance and commitment approach, which encourages individuals to accept and embrace uncomfortable and anxiety-provoking feelings and thoughts. This approach can help individuals move away from trying to avoid these emotions and instead learn to accept and commit to their values despite their difficulties (Ising et al., 2022).
One treatment approach that has been proposed for children with stuttering disorder is the acceptance and commitment approach. This approach has become an area of interest for experts and is based on the principles of acceptance and commitment therapy (ACT), a cognitive-behavioral approach that centers on fostering awareness and acceptance of difficult experiences and developing commitment to personal values and behaviors (Bergman & Keitel, 2023). Acceptance and commitment therapy is based on relational frame theory (Löhm et al., 2018) and functional contextualism (Hayes et al., 2017), which aim to help individuals learn to engage with their thoughts and emotions in ways that align with their personal values and goals. This approach can be especially useful for individuals who struggle with stuttering, as it can help them develop greater acceptance of their stuttering and develop skills to pursue their goals and values regardless of the challenges they face (Bourgi et al., 2022).
The proposed research aims to evaluate the effectiveness of the Acceptance and Commitment Training program on reducing social anxiety and increasing academic resilience in students with stuttering. The study is guided by evidence-based practices and seeks to explore the theoretical and practical implications of the Acceptance and Commitment Approach in the field of communication disorders. The main research question is: Is the Acceptance and Commitment Training effective in reducing social anxiety and improving academic resilience in students with stuttering?
Literature Review
The Studies have shown that individuals with stuttering disorders often have psychological problems such as social anxiety, low resilience, low cognitive flexibility, and challenges with perception of speech, which can impact their quality of life and overall well-being (Berchiati et al., 2023; Bilby et al., 2022; Gillader et al., 2021; Bahrini and Thanagovi, 2022).
In people with social anxiety disorder, their feelings of anxiety and worry are especially pronounced in social situations where they fear that they may behave in an embarrassing or socially unacceptable way. Furthermore, these symptoms can be so severe that they can lead to other debilitating conditions such as depression and addiction to drugs or alcohol (Yashar et al., 2023; Atelose et al., 2020).
Previous research has shown that people with stuttering often exhibit low flexibility and resilience. This can manifest in difficulty in adapting to new situations or dealing with challenges (Malich and Kauert, 2019; Martin and Marsh, 2017). In a recent study, Balkent and colleagues have explored the role of resilience in the experiences of persons with stuttering (Balkent et al., 2015). Therapy based on Acceptance and Commitment (ACT) encourages individuals to practice mindfulness and develop a non-judgmental awareness of their experiences, which ultimately enables them to act in the direction of their goals and values. Commitment to values is the key element of this approach.
Methodology
The current research employed a quasi-experimental design with a pre-test and a post-test. Participants were divided into an Experimental Group that received the Acceptance and Commitment Training program and a Control Group that received no intervention. The study took place in Shahr Khoi among male students with stuttering disorder. A sample of 32 participants was selected using available sampling techniques, and researchers verified the inclusion and exclusion criteria during a briefing meeting with relevant officials. Participants included only second-year male students with stuttering disorder who did not receive other psychological interventions and were willing to participate in the study. Exclusion criteria were the presence of other physical or neurodevelopmental problems, or the absence of more than two sessions. Interventions were executed in the counseling center of the education management. After the study, pre-test and post-test measures were administered to both groups.
Conclusion
Analyses aimed at investigating the effectiveness of acceptance and commitment (A&C) education in increasing academic resilience showed significant results. When separating the components of academic resilience, the A&C program proved significantly effective in improving future orientation and communication skills, but had no significant effect on the central problem.
When considering the "why" of the findings, it is worth noting that resilience is a stable coping style and a dynamic process in which people show successful and positive adaptation despite the experience of trauma or distress (Dan Head and Fisher, 2023). Research studies suggest that Resilience is related to the level of acceptance and commitment demonstrated by a person. Resilient people are able to maintain commitment to their goals, which can increase motivational behavior and ultimately lead to achieve high levels of success (Berchitti et al., 2023).
The results of the analysis showed that the acceptance and commitment training program is effective in reducing the social anxiety of the studied groups. In separating the components of social anxiety, teaching acceptance and commitment is significantly effective on avoidance and physiological symptoms; but it has no significant effect on fear; therefore, the results of the current research indicate that the acceptance and commitment training program is effective in reducing social anxiety.
In explaining the finding that acceptance and commitment training did not have a significant effect on the fear component of students with stuttering disorder, it is important to consider that social anxiety in this group of students is not solely due to the fear of speaking. In fact, the lifelong condition of speech impairments despite the interventions made has created a belief in those with speech impairments that these conditions always exist and must simply be tolerated and adapted to. This adaptation in children has been associated with anxiety, which can lead to difficulties responding in different social situations (Hayes et al., 2013).
Zoleykha Abedini; rahim badri; eskader fathiazar; shahrooz nemati; shahram vahedi
Abstract
Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires ...
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Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires special attention. Children with this disorder, in addition to having difficulty reading, also have problems in other areas. The educational system is usually based on teaching materials and issues related to other areas such as special education and empowerment of the parents of these children have been neglected. While empowering parents can not only help improve the psychological issues that these children are struggling with because of the disorder, it can also be useful in improving the executive functions of these children. In this research, with a synthetic research approach and considering the seven-stage model of Sandlowski and Barso, we examined articles published in Iranian magazines and foreign research articles. Out of 104 articles appropriate to the purpose of the research, 29 articles with the desired conditions were selected and examined in depth. The concepts extracted from this study were summarized in the form of 168 codes and 91 sub-categories, and finally, 24 main categories were obtained. Then, according to the obtained results, the training package of 8 parenting sessions was designed in accordance with the special conditions and characteristics of children with a specific learning disability with reading impairment for the parents of these children.