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.
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.
mohhamad mahmoodian; hamid alizade; pezeshke pezeshk; ahmad borjali; Noor Ali Farrokhi
Abstract
One of the disabilities in childhood and adolescence is a Oppositional Defiant Disorder that is the common cause of referring children to psychiatric clinics and counseling. Various therapeutic approaches have been used to improve the symptoms of this disorder. One of the interventions in this area is ...
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One of the disabilities in childhood and adolescence is a Oppositional Defiant Disorder that is the common cause of referring children to psychiatric clinics and counseling. Various therapeutic approaches have been used to improve the symptoms of this disorder. One of the interventions in this area is the Adler and Glasser therapies. The purpose of the present study was to introduce the nature, characteristics, and research evidence about the effectiveness of Adler-Glaser's approach to coping disordered disorder. In the present study, through systematic review of research and the search for specialized keywords related to Oppositional Defiant Disorder and Adler and Glasser's approach in specialized databases of Iran and the world between 1985 and 2017, the findings and the information sought to achieve The purpose of the research was analyzed. For this purpose, the Google Scholar, ERIC, Science Direct and Pubmed databases were extracted and analyzed. Also, some Persian sources used in this field were used.The review of the literature suggests the effectiveness of Adler-Glaser's approach to the symptoms of disobedience disorder. Based on Adler-Glaser's approach, they are not disorderly disordered disorder, but they are discouraged and their five needs have not been answered. Therefore, by understanding the purpose of behavior and promoting social interest in people with Oppositional Defiant Disorder, they reduced the symptoms of this disorder.