yousef dehghani; negin majdian; seyed ali Afshin; mehdi farazja
Abstract
This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to ...
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This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.
Mohamad ali Mohammadyfar (M.A); Mohamad ali Besharat; Maryam Ghasemi; Mahmoud Najaphy
Volume 3, Issue 9 , October 2007, , Pages 22-46
Abstract
The aim of the present research was to determine the rate of prevalence and diversity of specific learning disabilities in students of third and fourth grade of primary school. In this research we used one questionnaire and four checklists. Rater’s behavior disorders questionnaire administered ...
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The aim of the present research was to determine the rate of prevalence and diversity of specific learning disabilities in students of third and fourth grade of primary school. In this research we used one questionnaire and four checklists. Rater’s behavior disorders questionnaire administered for screening of students with behavior disorders.Four checklists inclusive of Myklebust’s learning disabilities checklist, Reading learning disability checklist, Mathematics learning disability checklist and Writing learning disability checklist were administered to determine the rate of prevalence of learning disabilities. The sample consisted of 446 students (231boys and 215 girls) from third and fourth grade of primary schools of four regions of Shiraz department of education that were selected by clustering random sampling method. After screening of students with behavior disorders 401 students (200boys and 201girls) remain for statistical calculation. The results showed that out of 401 students 39 students identified as learning disability; this is 9.7 percent of total sample. Also out of 401 students 35 students identified as reading learning disability, this is 8.7 percent of total sample. Another results indicated that out of 401 students 27 students identified as mathematics learning disability, this is 6.7 percent of total sample. Also out of 401 students 29 students identified as writing learning disability, this is 7.2 percent of total sample. The result of Cronbach’s coefficient alpha, test-retest reliability and Pearson’s correlation coefficient proved the reliability and validity of checklists that administered in this research. In this article we discussed about results and limitation and offered suggestions for future studies
