The Effectiveness of theory of mind training on Self-Concept and Anxiety of Students with Learning Disabilities and comorbidity, attention-deficit / hyperactivity disorder as a moderator

Document Type : Research Paper

Authors

• gholamreza Kheirolah Bayatiani ¹
• Fariba Hafezi ¹
• parviz asgari ²
• farah naderi ³

¹ Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

² Associate professor at Ahvaz Azad University

³ Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahwaz, Iran.

Abstract

This study aimed to investigate the effectiveness of theory of mind training on self-concept and anxiety in students with special learning disabilities with the moderating role of comorbidity with attention deficit hyperactivity disorder. The research method was experimental with a pre-test-post-test design with a control group.The statistical population of the study consists of students with special learning disabilities aged 10 to 12 years in Ahvaz in 2019. Among them, 40 students (20 students for each of the experimental and control groups in such a way that each group consisted of an equal number of students with special learning disabilities who had comorbidity with attention deficit hyperactivity disorder and without it) were selected by Purposeful sampling method and were randomly assigned to experimental and control groups. The Pierce-Harris Child Self-concept Survey and the Spence Child Anxiety Scale were used to collecting information. The experimental group was trained in the theory of mind and the control group was placed on the waiting list for training. The data were analyzed using multivariate analysis of covariance. The results showed that the theory of mind training was effective in increasing students' self-concept and reducing anxiety (P <0.01). The results also showed that comorbidity with attention deficit hyperactivity disorder moderated the effectiveness of this training. Therefore, it can be concluded that this teaching method can be used to help students with special learning disabilities and especially people with comorbidity.

Keywords

• Theory of mind training
• self-concept
• anxiety
• Students with Learning Disabilities
• attention deficit hyperactivity disorder

20.1001.1.22285516.1399.11.41.5.9

---

References

Abdolalian, M., Farhangi, A. (2016). The effectiveness of social skills training on self-concept and anxiety sensitivity of students with learning disabilities. Journal of Learning Disabilities, 5(4), 43-58.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5.

Ashcroft, A., Jervis, N., & Roberts, C. (1999). A theory of mind (TOM) and people with learning disabilities: the effects of a training package.Journal of Applied Research in Intellectual Disabilities,12 (1) , 58-68.

Bahadori, A., Panahi, M. (2018). Effectiveness of Teaching Mind Theory Assignments in Increasing the Level of Social Interactions and Communications in Autistic Children. Sociology of Education Journal. 9 (9), 27-38

Basharpour, S., Esazadegan, A., Zahed, A., Ahmadian, L. (2014). Comparison of academic self-concept and school desire in students with learning disabilities and normal. Journal of Teaching and Learning Studies, 5(2), 47-64.

Benson, J. E., Sabbagh, M. A., Carlson, S. M., & Zelazo, P. D. (2013). Individual differences in executive functioning predict preschoolers’ improvement from theory-of-mind training.Developmental Psychology,49 (9) , 1615.

Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46 (5), 524–532

Cebula, K. R., & Wishart, J. G. (2008). Social cognition in children with Down syndrome.International review of research in mental retardation,35, 43-86.

Dahlgren, S., Sandberg, A. D., & Larsson, M. (2010). Theory of mind in children with severe speech and physical impairments.Research in developmental disabilities,31 (2) , 617-624.

Dandache, S., Wouters, J., & Ghesquière, P. (2014). Development of reading and phonological skills of children at family risk for dyslexia: A longitudinal analysis from kindergarten to sixth grade. Dyslexia, 20 (4) , 305–329.

Doherty, M. J. (2009).Theory of mind: How children understand others’ thoughts and feelings. Hove: Psychology Press.

Gadow, K. D., Sprafkin, J., Salisbury, H., Schneider, J., & Loney, J. (2004). Further Validity Evidence for the Teacher Version of the Child Symptom lnventory-4.School Psychology Quarterly,19 (1) , 50.

Ganji, M. (2013). Psychology of Exceptional Children Based on 5-DSM. First Edition, Tehran: Savalan Publications.

ghorbani, N., Jabbari, S. (2018). The Effect of Training Theory of Mind on Executive Function of Boy Students with Learning Disabilities. Psychology of Exceptional Individuals, 8(31), 237-259. 

golshekoh, F., Pasha, R. (2017). The effectiveness theory of mind and Applied Behavior Analysis in reducing ADHD unpleasant behavior. Journal of Psychological Studies, 13(3), 165-182.

Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach children with autism to understand emotions, belief, or pretence? Development and psychopathology, 8 (2) , 345-365.

Haft, S. L., Duong, P. H., Ho, T. C., Hendren, R. L., & Hoeft, F. (2019). Anxiety and attentional bias in children with specific learning disorders.Journal of abnormal child psychology,47 (3) , 487-497.

Hashemi, T., Keshavarz, N., Khanjani, Z. (2017). Role of Theory of Mind and Emotional Competence in Symptoms of Social Anxiety Disorder: Mediating Role of Social Competence. Journal of Modern Psychological Researches, 12(46), 183-207.

Hofmann, S. G., Doan, S. N., Sprung, M., Wilson, A., Ebesutani, C., Andrews, L. A., ... & Harris, P. L. (2016). Training children’s theory-of-mind: A meta-analysis of controlled studies.Cognition,150, 200-212.

Jabbari, S., Arjmanadi, M S. (2016). The Developmental Trend of the Theory of Mind in Students with and without Learning Disability. Exceptional Education. 9 (137) ,17-26

Keshavarz, S., Kakavand, A., Dashtdar, H. (2019). Effectiveness of teaching theory of mind on reduce emotional-behavioral-social problems of preschool learners. Journal of Social Psychology , 7(51), 99-107.

Lecce, S., Bianco, F., Devine, R. T., Hughes, C., & Banerjee, R. (2014). Promoting theory of mind during middle childhood: A training program.Journal of experimental child psychology,126, 52-67.

Lecheler, M., Lasser, J., Vaughan, P. W., Leal, J., Ordetx, K., & Bischofberger, M. (2020). A Matter of Perspective: An Exploratory Study of a Theory of Mind Autism Intervention for Adolescents. Psychological Reports, 0033294119898120.

Lei, J., & Ventola, P. (2018). Characterising the relationship between theory of mind and anxiety in children with Autism Spectrum Disorder and typically developing children.Research in Autism Spectrum Disorders,49, 1-12.

Lemer, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston: Hotlghton Miflin Company, 35-60.

Majorano, M., Brondino, M., Morelli, M., & Maes, M. (2017). Quality of relationship with parents and emotional autonomy as predictors of self concept and loneliness in adolescents with learning disabilities: the moderating role of the relationship with teachers. Journal of Child and Family Studies, 26(3), 690-700.

Mary, A., Slama, H., Mousty, P., Massat, I., Capiau, T., Drabs, V., & Peigneux, P. (2016). Executive and attentional contributions to Theory of Mind deficit in attention deficit/hyperactivity disorder (ADHD).Child Neuropsychology,22 (3) , 345-365.

McNamara, J. K., Willoughby, T., Chalmers, H., & YLC‐CURA. (2005). Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder.Learning Disabilities Research & Practice,20 (4) , 234-244.

Mirzakhany, N., Kangarani Farahani, M., Rezaee, M., Akbarzadeh Baghban, A., Sadeghi, E. (2016). Comparison of assertiveness skills and anxiety between students with learning disability and typical peers in elementary schools of Tehran. The Scientific Journal of Rehabilitation Medicine, 5(2), 209-218.

Mohamadesmaiel, E., Alipour, A. (2002). A Preliminary Study on the Reliability, Validity and Cut Off Points of the Disorders of Children Symptom Inventory-4 (CSI-4). Journal of Exceptional Children. 2 (3), 239-254

Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016). Cognitive risk factors for specific learning disorder: Processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49 (3) , 272–281.

Nader Peleh Rud, M., Sohrabi, F., Hossein Sabet, F. (2016). The Effectiveness of Mind Theory Training on Improving Mind Theory and Social Skills of Deaf Students. Journal of Cognitive Psychology. 4 (4), 51-60

Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44 (1) , 3–17.

Piers, E., & Harris, D. (1963).CHILDREN" S SELF CONCEPT SCALE. Nashville, Tenn.: Recordings and Tests.

Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-López, J. E., & Vélez, J. I. (2018). Executive function and theory of mind in children with ADHD: A systematic review. Neuropsychology review, 28(3), 341-358.

Saatchi, M., Kamkari, K., Asgarian, M. (2015). Psychological Tests, Tehran, Virayesh Publishing.

saket mahjoub, M., khosro javid, M., kafee, S M. (2015). The Effect of Mind Training Theory on Social Skills and Self-Concept of Children with Dyslexia. Journal of Disability Studies. 4 (4), 84-91

Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., & Minne, E. P. (2010). Direct and indirect measures of social perception, behavior, and emotional functioning in children with Asperger’s disorder, nonverbal learning disability, or ADHD. Journal of Abnormal Child Psychology, 38, 509–519.

Sexton, C. C., Gelhorn, H. L., Bell, J. A. & Classi, P. M. (2011). The Co-occurrence of reading disorder and ADHD: epidemiology, treatment, psychosocial impact, and economic burden. Journal of Learning Disabilities, 45 (6) , 538–564

Spence, S. H. (1997). Spence Children′ s Anxiety Scale.Journal of Anxiety Disorders.

Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415–437.

Tucci, S. L., Easterbrooks, S. R., & Lederberg, A. R. (2016). The effects of theory of mind training on the false belief understanding of deaf and hard-of-hearing students in prekindergarten and kindergarten. Journal of deaf studies and deaf education, 21(3), 310-325.

Vettiyadan, M., CK, F. H., & CB, S. (2018). Academic self-concept and emotional maturity among students with learning disability. Indian Journal of Health & Wellbeing, 9(6).

Vukman, K. B., Lorger, T., & Schmidt, M. (2018). Perceived self-efficacy and social anxiety changes in high school students with learning disabilities (LD) during first year of secondary vocational education. European Journal of Special Needs Education, 33(4), 584-594.

Walsh, K. E. (2018).Self-concept in middle year students with learning disabilities (Doctoral dissertation, University of British Columbia).

Washburn, D., Wilson, G., Roes, M., Rnic, K., & Harkness, K. L. (2016). Theory of mind in social anxiety disorder, depression, and comorbid conditions.Journal of anxiety disorders,37, 71-77.

Wilson, A. M., Deri Armstrong, C., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities.Journal of Learning Disabilities,42 (1) , 24-40.

Zare Bahramabadi, M., Ganji, K. (2014). The study of prevalence of attention deficit / hyperactivity disorder (ADHD) and it’s comorbidity with learning disorder (LD) in primary school’s students. Journal of Learning Disabilities, 3(4), 25-43.

zarghami, F., Heidari Nasab, L., Shaeiri, M., Shahrivar, Z. (2015). A Study in the Impact of Coping-Cat-based Cognitive-Behavior Therapy (CBT) on Reduced Anxiety in the Children Aged 8 to 10 with Anxiety Disorder. Clinical Psychology Studies, 5(19), 183-202.

Zhao, F., Li, S., Li, T., & Yu, G. (2019). Does Stereotype Threat Deteriorate Academic Performance of High School Students With Learning Disabilities? The Buffering Role of Psychological Disengagement. Journal of learning disabilities, 52(4), 312-323.