The Effect of Self-Regulatory Education Based on the SRSD Model on Executive Function in Children with Learning Disabilities in Math and Writing Problems

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of ۳۰ children with learning disabilities in Gorgan, including ۱۵ in the control group, and ۱۵ in the experimental group was selected. The instruments used in this study included LEAF scale (۲۰۱۶) and WISC-IV (۲۰۰۳), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version ۲۶. The P<۰.۰۵ were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<۰.۰۰۱), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<۰.۰۰۱), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<۰.۰۰۱) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.

کلیدواژه ها:

Self-regulatory education program ، SRSD-based ، self-regulatory education ، executive function ، children with learning disabilities