Specific Learning Disorder. Specific developmental disorders of scholastic skills
Conditions
Interventions
Intervention 1: Intervention group: Occupation performance coaching interventions are presented to the intervention group in the form of three areas of structural process, emotional support, and infor
Sponsors
Iran University of Medical Sciences
Eligibility
Sex/Gender
All
Age
20 Years to 50 Years
Inclusion criteria
Inclusion criteria: The age of the student is between 7 and 12 years (both sexes) The participating families must live in Tehran The student has a diagnosis of a specific learning disorder. Diagnosis is made by experts from Exceptional Education Learning Disabilities Centers through the Wechsler Intelligence Test for Children, the Stanford-Binet Intelligence Test and the Woodcock Johnson Cognitive Ability Test. The student has no physical, vision or hearing problems; The student should not have comorbidities such as Coping Behavior Disorder, Disruptive Disorders, Disseminated anxiety disorder, Depressive disorder, Separation Anxiety Disorder, and Social phobia through the Child Symptoms Questionnaire (CSI-4). The participating parent must have a diploma or higher
Exclusion criteria
Exclusion criteria: Parents cancel their cooperation in answering the questionnaires or referring to the intervention sessions; Parent's unwillingness to participate in intervention sessions or answering a questionnaire; Occurrence of problems, illnesses, life changes or events for the parent that affect the behaviors being evaluated or seriously affect the results of the study. Lack of severe depression for the participating parent based on the Depression, Anxiety, and Stress Scale-21(DASS-21)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The quality of student performance in the priorities set by the family. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Canadian Occupational Performance Measure (COPM).;Degree of family satisfaction with the child's performance. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Canadian Occupational Performance Measure (COPM).;Rate of achievement of goals set by the family. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Goal Attainment Scale (GAS).;Participate in extracurricular activities including basic activities of daily living, instrumental activities of daily living, play, leisure, social participation and sleep performance. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Children Participation Assessment Scale -Parent Version (CPAS-P). | — |
Secondary
| Measure | Time frame |
|---|---|
| Student's educational status (grades obtained in school, which are obtained by the student and entered in the school transcript). Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Shades of Academic Adequacy of the Ministry of Education.;Executive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of materials, monitor). Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Behavior Rating Inventory of Executive Function (BRIEF).;Self-efficacy of parent. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: The Sherer General Self-Efficacy Scale (SGSES). | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactAkram Azad
Iran University of Medical Sciences
Outcome results
None listed