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Volume 24, Issue 150 (8-2025)
Journal of Psychological Science 2025, 24(150): 127-144 |
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javanbakht ghahfarokhi A, kiyoumarsi F, salehi M. (2025). Designing a Multidimensional Educational Program Focused on the Child, Family, and School, and Evaluating Its Effectiveness on Working Memory and Quantitative Reasoning in Students with Specific Learning Disabilities (with an Emphasis on Dyscalculia Disorder). Journal of Psychological Science. 24(150), 127-144.
URL: http://psychologicalscience.ir/article-1-2807-en.html
URL: http://psychologicalscience.ir/article-1-2807-en.html
Assistant professor,Department of Counseling and psychology, Faculty of Psychology and Educational Sciences ,Islamshahr Branch Azad University, Islamshahr, iran. (Corresponding Author) ，firozkiyoumarsi@gmail.com , firozkiyoumarsi@gmail.com
Abstract: (34 Views)
Background: Specific learning disability is a chronic problem with a neurological and developmental basis. Given the significant prevalence of specific learning disabilities in school-age children and the consequences of this disorder on the educational status and future of these children, the gap is evident for a multidimensional educational program focused on the student, family, and teacher, for students with learning disabilities and for evaluating its efficacy in enhancing working memory and quantitative reasoning in this group of students.
Aims: The aim of this study was to develop a multidimensional educational program focused on the student, family, and teacher, and evaluating its efficacy on working memory and quantitative reasoning in students with specific learning disabilities
Methods: The method of the present study was mixed. In the qualitative part, the research method was thematic analysis and the research population included all psychology professors at Islamic Azad University and specialists in the field of exceptional child psychology. And the sample was selected based on theoretical saturationof data, 10 people, using purposive sampling method. The research method in the quantitative part was a quasi-experimental pre-test-post-test with a control group and a three-month follow-up. The statistical population of the quantitative section included all students with math disorders aged 8 to 10 years in the education and training district 11 of Tehran, of which 30 were selected through purposive sampling. The data collection tool in the qualitative section was a semi-structured interview, and the quantitative section was the Tehran-Stanford Binet Intelligence Test. Members of the experimental group received the researcher-made educational program in 15 sessions. In the qualitative section, the coding method was used in three stages of coding: main themes, sub-themes, and open codes. The statistical method of analysis of variance with repeated measures and SPSS-26 software were used to analyze quantitative data.
Results: The results of this qualitative study showed the main themes of the multidimensional educational program focused on the student, family, and teacher in three areas: strengthening attention and concentration, strengthening working memory, and strengthening quantitative reasoning. The results of the quantitative section also showed that the researcher-made educational program had a significant and sustainable effect on working memory and quantitative reasoning (P< 0.05).
Conclusion: According to the findings of the present study, it is suggested that exceptional child psychologists use a researcher-made, multidimensional educational program focused on the student, family, and teacher to improve working memory and quantitative reasoning in students with learning disabilities.
Aims: The aim of this study was to develop a multidimensional educational program focused on the student, family, and teacher, and evaluating its efficacy on working memory and quantitative reasoning in students with specific learning disabilities
Methods: The method of the present study was mixed. In the qualitative part, the research method was thematic analysis and the research population included all psychology professors at Islamic Azad University and specialists in the field of exceptional child psychology. And the sample was selected based on theoretical saturationof data, 10 people, using purposive sampling method. The research method in the quantitative part was a quasi-experimental pre-test-post-test with a control group and a three-month follow-up. The statistical population of the quantitative section included all students with math disorders aged 8 to 10 years in the education and training district 11 of Tehran, of which 30 were selected through purposive sampling. The data collection tool in the qualitative section was a semi-structured interview, and the quantitative section was the Tehran-Stanford Binet Intelligence Test. Members of the experimental group received the researcher-made educational program in 15 sessions. In the qualitative section, the coding method was used in three stages of coding: main themes, sub-themes, and open codes. The statistical method of analysis of variance with repeated measures and SPSS-26 software were used to analyze quantitative data.
Results: The results of this qualitative study showed the main themes of the multidimensional educational program focused on the student, family, and teacher in three areas: strengthening attention and concentration, strengthening working memory, and strengthening quantitative reasoning. The results of the quantitative section also showed that the researcher-made educational program had a significant and sustainable effect on working memory and quantitative reasoning (P< 0.05).
Conclusion: According to the findings of the present study, it is suggested that exceptional child psychologists use a researcher-made, multidimensional educational program focused on the student, family, and teacher to improve working memory and quantitative reasoning in students with learning disabilities.
Keywords: Multidimensional educational program (child, family, school), working memory, quantitative reasoning, specific learning disabilities.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)