ABSTRACT
Objectives: The aim of this study was to investigate the effectiveness of verbal self-Instruction on pessimistic attribution style about negative events in children with dyslexia.
Methods: The study was semi-experimental with pre and post-test and control group. The statistical population consists of all dyslexic students of Maktab Ali School in Tehran City. Forty students were selected by convenience sampling method and randomly allocated to two groups: experimental and control. Experimental group received verbal self-instruction, Mychnbam and Goodman method in 8 sessions, two sessions per week, each lasting 45 minutes; while the control group received only the routine school training. The measurement was Children's Attribution Style Questionnaire, and data analysis using multivariate analysis of covariance.
Results: Negative pessimistic attribution style [general, stable and internal] were significantly decreased [p <0.005] in the experimental group in comparison with control group after intervention.
Discussion: Verbal self instruction can be applied in children with dyslexia for improvement of attribution style by psychologists, teachers, educators, special schools, parents and all those who are dealing with these children.
ABSTRACT
This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multistage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects