seyede fateme pakzadian; saeed rezayi; fateme nikkhoo
Abstract
Abstract
The present study aimed to determine the Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder (dyslexia) in Semnan, Iran. This research employed a quasi-experimental design with ...
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Abstract
The present study aimed to determine the Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder (dyslexia) in Semnan, Iran. This research employed a quasi-experimental design with a pre-test and post-test control group structure. The statistical population included all dyslexic students in Semnan during the 2023-2024 academic year, from which 24 participants were selected using convenience sampling and were then randomly assigned to two groups: an experimental group (n=12) and a control group (n=12). Both groups completed the Auditory Discrimination Test (Wepman, 1958) and the Processing Speed Test (Zahlen-Verbindungs, 1978; Neubauer & Noort, 1998) as a pre-test. The experimental group received ten training sessions designed to enhance attention and concentration, while the control group continued their regular daily activities without intervention. After the training, a post-test was administered to both groups. The collected data were analyzed using descriptive statistics (central tendency and dispersion measures) and inferential statistics (ANCOVA analysis). The findings revealed that attention-based cognitive rehabilitation training had a significant and positive impact on improving auditory discrimination and processing speed in dyslexic students (p<0.005). Implementing such a rehabilitation program as an effective educational intervention can contribute to enhancing reading skills, visual and auditory processing speed, spelling, writing, and mathematical calculations, ultimately supporting academic success and progress.
zahra tarazi; Molok Khademi Ashkezari; Mahnaz Akhavan Tafti
Abstract
The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, ...
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The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with Learning Disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Sinha and Sing social adjustment Questionnaire was used in the pretest, posttest, and follow-up stages.The data were analyzed using MANCOVA,ANCOVA.The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment.emotion regulation training program and social-cognitive problem solving training with the same effect were more successful in social adjustment promotion than attributional retraining program.Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects.Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.