چکیده:
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 experimental with pre-test-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 (2 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 (CASQ). 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.
خلاصه ماشینی:
Original Article The Effectiveness of Verbal Self-Instruction Method on Pessimistic Attribution Style about Negative Events in Children with Dyslexia Zahra Eyni Mirkoohi; Firoozeh Sajedi*; Narges Adib Sereshki; Pouria Reza Soltani Pediatric Neurorehabilitation Research Center University of Social Welfare and Rehabilitation Sciences, Tehran, Iran 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.
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.
Keywords: verbal self-instruction, pessimistic attribution style, Dyslexia, Children Submitted: 18 October 2015 Accepted: 20 November 2015 Introduction Dyslexia is determined by impaired ability to recognize words, inaccurate and slow reading and poorly understood in the absence of mental retardation or substantially sensory impairment.
Self- Instruction method is one of the cognitive- behavioral techniques that resolve the problems of dyslexic students with negative pessimistic attribution style successfully.
Therefore, the purpose of this study was to investigate the effectiveness of verbal self-instruction on negative pessimistic attribution style in students, with dyslexia.
88 Error 32 Total 40 Discussion This study showed that verbal self-instruction was effective on reducing negative, pessimistic attribution style (internal) in students with dyslexia.
Other studies concluded that verbal self-instruction change attribution style and causes students to communicate between their efforts and success.
Thus verbal self instruction can reduce the internal negative pessimistic attribution style in students (22).
Thus Verbal self-instruction can reduce overall negative pessimistic attribution style knowledge to students.