American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2015, 3(9), 1115-1121
DOI: 10.12691/education-3-9-8
Open AccessArticle

On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders

Nasrollah Veysi1, , Saieedhabibollahi2, Yadollah Kasirloo3, Nasram Shayan4, Parvin Zolghadri5 and Saber Alizadeh6

1Department of Exceptional Children, Allame Tabatabi’ee University, Tehran, Iran

2Department of General psychology islamicazad University, khoozestan, Iran

3Department of Psychology, Peyamnor University

4PHD in Neuropsychology, AWU

5Department of Educational Sciences, Peyamnoor University

6Department of Educational psychology, University of Urmia, Iran

Pub. Date: August 27, 2015

Cite this paper:
Nasrollah Veysi, Saieedhabibollahi, Yadollah Kasirloo, Nasram Shayan, Parvin Zolghadri and Saber Alizadeh. On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders. American Journal of Educational Research. 2015; 3(9):1115-1121. doi: 10.12691/education-3-9-8

Abstract

Introduction: Among every learning issue, issues connected with mathematics are particularly critical in light of the fact that all kids are obliged to do mathematical calculations in the early years of grade school. The present examination looks to explore the viability of showing verbal self-instruction on enhancing the social, emotional, and educational adjustment in understudies burdened with mathematical disorders. Methodology: This is an experimental research and used posttest-pretest plan and catch up with the control group. The study populace of this exploration incorporates all the male junior secondary school students of Koohdasht city harassed with mathematical disorder in the school year 2013-2014. The exploration test comprised of 40 male understudies tormented with this issue. The samples were picked randomly taking into account a multistep cluster example among understudies after they were recognized by Keymath numerical test and after the structural clinical interview and set in inside of experiment and control groups. The research devices included auxiliary clinical interview, Keymath scientific test, and Sinha and sing's social, emotional and educational adjustment scale. Both gatherings were liable to pretest, posttest and a two-month follow-up. during the time spent the exploration, the experiment group attempted verbal self-guideline training for two months (8 session, every session 60 minutes), while the control group got no education. Covariance analysis technique was utilized to break down the information. Results: The results of multivariable covariance analysis (MANCOVA) indicated that teaching verbal self instruction can influence social, emotional, and educational adjustment among the students afflicted with mathematical disorders (P<0.01). The results also indicated a significant difference between the experiment and control group in posttest and follow up stages in terms of social, emotional and educational adjustment. Conclusion: Based on the results of this study, teaching verbal self-instruction helps to increase social, emotional and educational adjustment among the students afflicted with mathematical disorder and this method can be utilized as an appropriate interventional method.

Keywords:
teaching verbal self instruction mathematical disorder adjustment students

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Delavar, Ali (2011). The theoretical and practical bases of research in human and social sciences. Tehran: Roshd Pub.
 
[2]  Saghi, Mohammad Hossein; Rajaiee, Alireza (2008). The relationship between the interpretation of adolescents about their family’s performance and their adjustability. Thinking and Behavior, 3 (10) 71-82.
 
[3]  Soleymani, Ismail; ZahedBabolan, Adel; Farzane, Jebraiel; Sotoodeh, Mohammad Bagher (2011). A comparison of alexithymia and social skills in normal students and those afflicted with learning disorders. Learning disabilities quarterly, 1 (1) 78-93.
 
[4]  Foolad Chang, Mahboubeh (2006). The role of family patterns in the adjustability of adolescents. Family studies quarterly, 2 (7) 209-221.
 
[5]  Fooladi, Ezatollah (2004). Peers consultation: views, concepts of mental health and skills. Third edition, Tehran: TolouDanesh Pub.
 
[6]  CratorChevil, Thomas R; Mourice, Richard B (2002), Children clinical psychology in treatment methods, translated by Mohammad Reza Naieenian, Roshd Pub.
 
[7]  Crane, William (2005), Growth theories, Translated by GholamrezaKhoyNejhad and AlirezaRajaiee, Tehran: Roshd Pub.
 
[8]  Latifi, Zohreh; Amiri, Sho’le; Malekpour, Mokhtar; and Moulavi, Hossein (2009). The effectiveness of teaching cognitive-social problem solving skills on promotion of intrapersonal relationships. News of cognitive sciences, 11 (3), 70-84.
 
[9]  Hashemi, Touraj; Beyrami, Mansour; Eghbali, Ali; Vahedi, Hossein; and Rezaie, Rasoul (2009). The influence of verbal self-learning on improving the symptoms of the children afflicted with contrastive disobedience. A research conducted in the field of exceptional children 9 (3), 203-210.
 
[10]  Al-Yagon, M., &Mikulincer, M. (2004). Patterns of close relationships and socio-emotional and academic adjustment among school-age children with learning disability. Learning Disabilities Research & Practice, 19(2):12-19.
 
[11]  Auerbach, J.G., Gross-Tsur, V., Manor, O., &Shalev, R.S. (2008). Emotional and Behavioral characteristics over a six year period in youths with persistent and non-persistent dyscalculia. Journal of Learning Disabilities, 41(3): 263-273.
 
[12]  Bakker, J.T.A., Denessen, E., Bosman, A.M.T., Krijger, E., & Bouts, L. (2007). Socio-Metric status and self-image of children with specific and general learning Difficulties in Dutch general and special education classes. Learning Disability Quarterly, 30(4): 47–62.
 
[13]  Barrette. P.M., Ollendick. T.H. (2012). Handbook of Interventions that Work with Children and Adolescents Prevention and Treatment. Wiley& Sons Ltd, the Atrium, Southern Gate, Chichester, West Sussex PO 198 SQ, England.
 
[14]  Bauminger, N., &Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41(6): 315-332.
 
[15]  Caspi, A, & Moffitt, T.E. (1995). The continuity of Maladaptive behavior : From description to understanding in the study of antisocial behavior. In D. cichetti&D.J.cohen (Eds), Developmental Psychopathology. Vol2. Risk disorder and adaptation , 472-511. New york: Wiley.
 
[16]  Curtis, G., & Elliott, M. (2012). Social self–evaluation and Social problem–solving skills in learning–disabled and non-learning–disabled males. Unpublished doctoral Dissertation, Ball State University.
 
[17]  Curtis, G., & Elliott, M. (2014). Social self–evaluation and Social problem–solving skills in learning–disabled and non-learning–disabled males. Unpublished doctoral Dissertation, Ball State University.
 
[18]  Elias, M., & Arnold, H. (2006). The educator’s guide to emotional intelligence and Academic achievement. Thousand Oaks, CA: Corwin Press.
 
[19]  Estell, D.B., Jones, M.H., Pearl, R.A., Van Acker, R., Farmer, T.W., &Rodkin, P.R. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1): 5-14.
 
[20]  Freilich, R., Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(2): 97-105.
 
[21]  Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 73 (8): 236-263.
 
[22]  Hale, J. B., Fiorello, C. A., Bertin, M., & Sherman, R. (2003). Predicting math achievement through neuropsychological interpretation of WISC-III variance components. Journal of Psychoeducational Assessment, 21(4): 358-380.
 
[23]  Heath, N.L., & Ross, S. (2000). Prevalence and expression of depressive symptomatology in students with and without learning disabilities. Learning Disability Quarterly, 23(3): 24-36.
 
[24]  Jane, L. (2012). Social–cognitive problem–solving skills and the learning disabled: An investigation of parenting influences. Unpublished doctoral dissertation, Temple University.
 
[25]  Karami, A. (1998). Normalization of adjustment inventory for high school students. Tehran: Sina psycho- ogical institute press.
 
[26]  Kazemi, E. (2006). Psychological factors in learning disabilities. Unpublished doctoral dissertation, University of California.
 
[27]  Kazemi, E. (2006). Psychological factors in learning disabilities. Unpublished doctoral dissertation, University of California.
 
[28]  Klassen, R. M., & Lynch, S. L. (2011). Self-efficacy from the perspective of adolescents with learning disabilities and their specialist teachers. journal of Learning Disabilities, 40(5): 494-507.
 
[29]  Ladd, G.W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the Development of children’s psychological adjustment problems. Child Development, 74(11): 1344-1367.
 
[30]  Lerner, J. (1997). Learning disabilities: Theories, diagnosis and teaching strategies. Boston: Houghtom Mifflin.
 
[31]  Linley , P . A &joseph , S .(2012). Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children with Oppositional Defiant Disorder. Initial Findings. Journal of Consulting and Clinical psychology, 72, 6, 1157-1164.
 
[32]  Lovett, B. T., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review,Journal of Personality and Social Psychology, 85(5), 881-893.
 
[33]  Luria, A.R. (1960). “Verbal regulation of behavior.” In M.A.B.Brader (Ed), The central nervous system and behavior. New York: Josiah Macy Jr. Foudation.
 
[34]  Mazzocco, M. M. M. (2001). Math learning disability and math LD subtypes: Evidence from studies of Turner syndrome, fragile X syndrome, and neurofibromatosis type 1. Journal of Learning Disabilities, 34(6), 520-533.
 
[35]  Mcquillan, M.K., Coleman, G.A., Tucker, C. R., & Thompson, A. L. (2011). Guidelin for identifying children with learning disability. Connecticute State: Department of Education.
 
[36]  Mousavi-Lotfi, M., Akbari, V., Safavi, M. (2009). Why Emotional Intelligence. Qum: Qum University of Medical Sciences Press.
 
[37]  Pedrotty, D. (2010). Math disability in children: An overview. Retrived: July 20, 2010, from http://www. schwablearning. org.
 
[38]  Plata, M.,Trusty, J.,& Glasgow, D. (2005). Adolescents with learning disabilities:Are they allowed to participate in activities? Journal of Educational Research, 98(11): 136-143.
 
[39]  Poor Afkari, N. (2006). Psychological-Psychiatric comprehensive dictionary. Tehran: farhangemoaser publication.
 
[40]  Ramaa, S., &Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with dyscalculia among primary school children in India. Dyslexia, 8(1):, 67-85.
 
[41]  Shalev, R. S., Auerbach, J., Manor, O., & Gross- Tsur, V. (2000). Developmental dyscalculia: Prevalence and prognosis. European Child and Adolescent
 
[42]  Sharma, G. (2004). Acomparative study of the personality characteristics of primary school. Students with learning disabilities and their non-learning disabled peers. Learning Disability Quarterly, 27(6): 127-140.
 
[43]  Sideridis, G.D. (2005). Classroom goal structures and hopelessness as Predictors of day-to-day experience at school: Differences between students with and without Learning disabilities. International Journal of Educational Research, 43(4): 308–328.
 
[44]  Sideridis, G.D. (2006). Understanding low achievement and depression in children with learning disabilities: A goal orientation approach. International Review of Research in Mental Retardation, 31(4): 163-203.
 
[45]  Sideridis, G.D. (2010). International approaches to learning disabilities: More Alike or more different? Learning Disabilities Research & Practice, 22(12): 210-215.
 
[46]  Spencer. J., (2010). “Efficacy and safety of mixed amphetamine salts extended release(adderall XR) in the management of Oppositional Defiant Disorder with or without comorbid attention- deficit / hyperactivity disorder in school aged children and adolescents.” Clinical Therapeutics, 28,3, 402-418.
 
[47]  Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children With learning disabilities? Learning Disability Quarterly, 27(8): 21-30.
 
[48]  Wiener, J., & Schneider, B.H. (2008). A multisource exploration of the friendship Patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30(9): 127-142.
 
[49]  Wolf, L. H., &Horon, E.T., & Goddard, Y. L. (2010). Effect of self-monitoring on students with learning disabilities. Human Sciences. 8(2): 263-279.