shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh
Abstract
Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review ...
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Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a 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 the use of positive psychology keywords and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, well-being, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from the web the Data (Pubmed, Eric, Scopus, Sid, Irandoc, Noormags, Ebsco, Science Direct, Pro Quest, Springer), was conducted in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs including psychological well-being, resilience, optimism, mental health, quality of life, Happiness, hope, life satisfaction, gratitude, and spirituality are the most effective keywords in the co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expresses that reinforcement and recovery of positive psychology constructs can be useful for students with a specific learning disability. This study was indicating the importance of positive psychology constructs in specific learning disorders, thus recommending achieving better results in specific learning disorders merge evidence-based and research activities with clinical and treatment activities.
Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities ...
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The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
sefallah aghajani; matine ebadi; Sanaz eyni
Abstract
Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with ...
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Students with specific learning disorder have adaptation problems due to lack of favorable social relationships and numerous academic problems. Therefore, the present study was conducted with the aim of predicting social adjustment based on metacognitive beliefs, alexithymia and empathy in students with special learning disabilities. In this descriptive and correlational study, 116 student were selected as a purposeful sample from all male and female students aged 10 to 14 years with specific learning disorder in Tabriz in 2019- 2020. Bell Social Adjustment Questionnaire, Wells Metacognitive Beliefs Questionnaire, Toronto Alexithymia Scale and Jolliffe & Farrington Empathy Scale were used to collect data. Data were analyzed by Pearson test and regression analysis. The results showed that social adjustment of students with specific learning disabilities had a positive and significant relationship and empathy and with metacognitive beliefs and alexithymia had a negative and significant relationship (p> 0.01). Metacognitive beliefs, alexithymia and empathy predicted 58% of the variance of social adjustment scores in students with specific learning disabilities (P <0.01). Considering the adverse consequences of learning disability and its widespread effects on the child's individual and social life, it is suggested that programs be implemented to promote appropriate metacognitive emotions and beliefs and to develop empathy among students with learning disabilities.
shahrooz nemati; Kiyomars Taghipour; Fatima Alizadeh Maralani
Abstract
Abstract The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based ...
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Abstract The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based Instruction, and specific learning disability with impairment in mathematics from web the Data, between 1996- 2017 was conducted in accordance with research objectives to executed current study. Among 36 studies carry out, the majority of researches (25 studies) were performed on subjects with a math disorder from 5 to 12 years of age and at grade 1-6. Experimental design studies (with 25 frequency) are the most frequent among different types of studies. in the same vein the inclusive education classroom (with 15 frequency), Exceptional or rehabilitation of learning disabilities centers (with 9 frequency), special class (with 8 frequency) and practice center (with 4 frequency) are the most used training placements, respectively. In procedure of Implementing of schema-based instruction (in regular and individualized classes) is the most commonly used (with 26 frequency). The effectiveness of schema- based word problem solving instruction on the depend variables of math fluency (accuracy and fluent in math problem solving), acquisition and generalization are measured respectively, in 36, 16 and 11 studies. The result studies indicate that the schema- based instruction effectiveness on the dependent variables have been approved.
kamal parhoon; hamid alizadeh; hamidreza hassanabadi; Mehdi Dastjerdi kazemi
Abstract
Abstract The aim of this study was to investigate the cognitive and linguistic profiles of students with specific learning disability versus students with learning problems. The participants constituted 100 students with learning disabilities and 100 students with learning problems who were matched based ...
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Abstract The aim of this study was to investigate the cognitive and linguistic profiles of students with specific learning disability versus students with learning problems. The participants constituted 100 students with learning disabilities and 100 students with learning problems who were matched based on age, gender, grade and IQ. The major evaluation tools that were used in this study included WISC-IV, BRIEF and TOLD-3. The data were analyzed through the multivariate analysis of variances (MANOVA).The results showed that students with specific learning disabilities had lower performance in cognitive profiles compared to learning problem students (P<0/001). Significant differences were found between the two groups. In addition, regarding the linguistic skills, the results indicated that students with specific learning disabilities had lower performance in phonological analysis compared to learning problem students (P<0/001). On the other hand, there were no significant differences between the two groups in terms of picture vocabulary, sentence imitation, morphological completion, word discrimination, word articulation, vocabulary, similarities and comprehension. Based on the results of this study, consideration of executive functions and linguistic skills in education and rehabilitation of students with specific learning disabilities and learning problems can lead to effective results.
Salar Faramarzi; Adel Mohamadzade
Abstract
The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male ...
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The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male students with SLD at grade 3 at schools of Dorche city in 2016. The sample included 30 students that were selected by Simple Random Sampling and then assigned into two groups of 15 people (experimental group and control group). The experimental group parents received the targeted reading intervention (Sisson and Sisson, 2014) for 12 sessions and 3 sessions in per week. At this time, the control group didn’t receive any intervention. The data was collected by the NAMA reading and dyslexia test (korminori and Moradi, 2005) and MANCOVA was analyzed. The results showed that TRI was efficient on comprehension was significant with α=0.05 level. Therefore, the targeted reading intervention can be suggested to increase comprehension skills of students with SLD.