Mohammad Rostami - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Nasrollah Veisi - Allameh Tabatabaii University, Tehran, Iran.
Fatemeh Jafarian Dehkordi - University of mohaghegh ardabili, Ardabil, Iran
Emad Alkasir - Department of Clinical Psychology University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Objective: The present study was conducted to examine the effectiveness of ‘Acceptance and Commitment Therapy’ (ACT) on reducing social anxiety in students with learning disability. Methods: In this experimental research, pretest-posttest and control group were utilized. Population of this study included all the middle-school male students with learning disability in Koohdasht City (۲۰۱۳-۲۰۱۴). The sample included ۴۰ male students with learning disability who were randomly selected after structured clinical interview. Subjects were randomly put into experimental group and control group (۲۰ individuals each). Instruments of this research included structured clinical interview, Raven IQ Test (۱۹۶۲), and Watson & Friend’s Anxiety Scale (۱۹۶۹). Pretest and posttest were administered for both groups. Experimental group received acceptance and commitment therapy model for ۱۰ ۱-hour sessions, while the control group received no intervention. To analyze the data, Multivariate Analysis of Variance test (MANOVA) was used. Statistical Package for Social Science ۱۶ (SPSS ۱۶) program was used for statistical analysis. Results: The results of MANOVA showed that acceptance and commitment therapy model training has been effective on decreasing social anxiety in students with learning disability (P<۰.۰۰۱). The findings also showed that there is a significant difference in social anxiety between control group and experimental group. Conclusion: According to the findings of this study, acceptance and commitment therapy model training reduces social anxiety in students with learning disability and it is possible to make use of this model as a suitable intervention method.

Acceptance and commitment Therapy model, Social anxiety, Learning disability, Students