The effectiveness of teaching emotion regulation cognitive strategies on the selective attention of children with learning disabilities

Subject Areas : Adolescent health

Sara Omidi ¹ , Parviz Sharifi daramadi ² , محمد عسگری ³

1 - Master's degree, Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran, [e-mail]
2 - (Corresponding author), Full Professor, Department of Exceptional Child Psychology, Allameh Tabatabaei University, Tehran, Iran, [e-mail], tell: 09197575042
3 - عضو هیئت علمی دانشگاه همدان

Received: 2024-04-30 Accepted : 2024-06-22 Published : 2024-09-22

Keywords: attention, cognitive strategies of emotion regulation, selective, worry,

Abstract :

Abstract Introduction: Today, special attention is paid to the cognitive and emotional performance of children, which is one of the most important goals of the rehabilitation of these people. Children with learning disabilities are also one of these groups. The present study was conducted with the aim of investigating the effectiveness of teaching cognitive strategies of emotion regulation on the selective attention of children with learning disabilities. Research method: This research was conducted with a semi-experimental method and a pre-test and post-test design with a control group. The population of the current study consists of all children with special learning disabilities in Tehran in 1401, from among the target population, 30 students with special learning disabilities (based on the psychiatric records of the effort center) were selected as the sample group by available sampling method and in the group The experiment (15 people) and the control group (15 people) were randomly assigned. The experimental group was exposed to the training of cognitive strategies of emotion regulation. In order to evaluate selective attention, the test of selective attention, concentration and effort (d2) was used. Analysis of the obtained data using multivariate analysis of variance showed that the components of selective attention were confirmed with a significance level greater than 0.05 (p>0.05). Findings: The results showed that teaching emotion regulation cognitive strategies as an intervention tool was effective in increasing the selective attention of children with learning disabilities. Conclusion: Therefore, child psychologists and therapists are advised to use the training of cognitive emotion regulation strategies as an intervention tool in increasing the selective attention of children with learning disabilities.

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