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amiri Z, mirzahoseini H, Saadipour E, zargham Hajebi M. (2021). The effectiveness of auditory tasks on decreasing the symptoms of externalizing behavior problem in student with attention-deficit / hyperactivity disorder together with specific learning disorder (sld). Journal of Psychological Science. 20(101), 753-762.
URL: http://psychologicalscience.ir/article-1-1051-en.html

Background: Weakness in listening skill and abilities, with or without the characteristics of Auditory Processing Disorder, is one of the issues of children with ADHD, which could partially appear in listening, speaking, reading, writing and spelling words. This weakness could lead to anxiety, and negatively impact these children's connections at home, and especially in the classroom. Not to mention, that this weakness could, also, project externally, and appear as rule-breaking and aggressive behaviors (Externalizing Behavior). Aims: The aim of this study is to investigate the effectiveness of listening skills training on behavioral problems in children with attention-deficit/hyperactivity disorder together with Specific learning disorder. Method: The research design was a pretest-posttest experiment with a control group. In order to conduct this research, 30 people from the statistical population of the study children with ADHD with together with Specific learning disorder in District 4 of Tehran) in the 98-99 academic year were selected by multi stage cluster method (simple random access). The children were, then, assigned to control and experiment groups. The instruments used in this study included the Achenbach inventory and the Learning Disabilities Questionnaire. The obtained data was analyzed by univariate analysis of covariance. Results: The results showed, that listening skill tasks had a significant effect on reducing behavioral problems. The effect of listening skills training on behavioral problems was 45/5%. Conclusions: Based on the findings of this study, cognitive rehabilitation and especially hearing skills training can be used as an effective method to reduce behavioral problems in children with ADHD and learning disabilities.