Volume 13, Number 4 (December 2015)                   IRJ 2015, 13(4): 85-89 | Back to browse issues page

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Eyni Mirkoohi Z, Sajedi F, Adib Sereshki N, Reza Soltani P. The Effectiveness of Verbal Self-Instruction Method on Pessimistic Attribution Style about Negative Events in Children with Dyslexia . IRJ. 2015; 13 (4) :85-89
URL: http://irj.uswr.ac.ir/article-1-477-en.html

1- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract:   (783 Views)

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. 

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Type of Study: Original Research Articles |
Received: 2015/10/18 | Accepted: 2015/11/20 | Published: 2015/12/1

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