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Volume 11, Issue 3 (Autumn 2009)
Advances in Cognitive Sciences 2009, 11(3): 70-84 |
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Latifi Z, Amiri S, Malekpour M, Molavi H. The Effectiveness of Training Social-Cognitive-Problem-Solving on Improvement of Interpersonal Relationships, Change in Social Behavior and Self-Efficacy in Students with Learning Disabilities. Advances in Cognitive Sciences 2009; 11 (3) :70-84
URL: http://icssjournal.ir/article-1-65-en.html
URL: http://icssjournal.ir/article-1-65-en.html
1- School of Psychology and Educational Science, Isfahan University, Isfahan, Iran.
Abstract: (5347 Views)
Objective: The purpose of this study was to assess the effectiveness of training socialcognitive problem-solving on improvement of interpersonal relationships and the recognition of self-efficacy in children with learning disabilities, which was carried out through an experimental method using pre-test post-test and control group follow-up.
Method: The study sample comprised 30 female and male students presenting to the center for learning disabilities in the city of Isfahan. These subjects were identified by authorities of elementary schools who had been familiarized with signs of learning disabilities, and referred by them to the center thereafter. These students were selected for participation in the study by a team comprising two psychologists, two psychiatrists, two learning disability experts, and one speech therapy expert, based on IQ score in Wechsler’s test, deviation of class mean, learning disability checklist, DSMIV, and informal tests on the areas of reading, writing, and mathematics. From among the 30 subjects 15 subjects were randomly allocated to the experimental group and 15 subjects were placed in the control group. However, no intervention was carried out for the control group.
Results: Analysis of covariance showed that cognition and emotion training and cognitive social problem-solving significantly improves the function of students with learning disabilities in increase in social problem solving (P<0.001), decrease in inappropriate aggressive behavior (P<0.001), withdrawal (P<0.001), and changing social goals (P<0.001). Results also indicate improvement in students’ judgment and an increase in their social autonomy in compatibility and increase in friendly behavior (P<0.001).
Conclusion: Since students with learning disability experience depression and loneliness in addition to educational problems, and have lower self esteem in comparison with normal students, the aforementioned intervention can help them improve their interpersonal relationships.
Method: The study sample comprised 30 female and male students presenting to the center for learning disabilities in the city of Isfahan. These subjects were identified by authorities of elementary schools who had been familiarized with signs of learning disabilities, and referred by them to the center thereafter. These students were selected for participation in the study by a team comprising two psychologists, two psychiatrists, two learning disability experts, and one speech therapy expert, based on IQ score in Wechsler’s test, deviation of class mean, learning disability checklist, DSMIV, and informal tests on the areas of reading, writing, and mathematics. From among the 30 subjects 15 subjects were randomly allocated to the experimental group and 15 subjects were placed in the control group. However, no intervention was carried out for the control group.
Results: Analysis of covariance showed that cognition and emotion training and cognitive social problem-solving significantly improves the function of students with learning disabilities in increase in social problem solving (P<0.001), decrease in inappropriate aggressive behavior (P<0.001), withdrawal (P<0.001), and changing social goals (P<0.001). Results also indicate improvement in students’ judgment and an increase in their social autonomy in compatibility and increase in friendly behavior (P<0.001).
Conclusion: Since students with learning disability experience depression and loneliness in addition to educational problems, and have lower self esteem in comparison with normal students, the aforementioned intervention can help them improve their interpersonal relationships.
Keywords: Learning Disabilities, Ambiguous Social Situations, Interpersonal Conflicts, Social Problem-Solving, Cognitive Intervention
Type of Study: Research |
Subject:
Special
Received: 2009/05/22 | Accepted: 2009/07/23 | Published: 2009/09/23
Received: 2009/05/22 | Accepted: 2009/07/23 | Published: 2009/09/23
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