Volume 21, Issue 1 (4-2018)                   J Arak Uni Med Sci 2018, 21(1): 91-104 | Back to browse issues page

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Mesrabadi J, Mohammadi Moulod S. Meta-analysis of the Effectiveness of Educational and Therapeutic Interventions on the Four Classes of Learning Disorders. J Arak Uni Med Sci. 2018; 21 (1) :91-104
URL: http://amuj.arakmu.ac.ir/article-1-5474-en.html
Professor in Educational Psychology, Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran. , mesrabadi@azaruniv.ac.ir
Abstract:   (630 Views)
Abstract
Background: Learning disorders is one of the most common problems of students, which attracted the attention of many psychologists and many studies have been conducted on the effectiveness of various interventions on different classes of learning disorder. The present study aimed to conclude general conclusions about the effectiveness of various educational and therapeutic interventions and the discovery of possible moderating variables.
Materials and Methods: In order to achieve the research purpose by using meta-analysis method, quantitative results of 128 selected researches which were obtained according to the criteria for entering and leaving and using keywords were used. In total, 623 primary effect sizes were obtained and analyzed by using CMA2 software.
Results: The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1.13, and after dividing into multiple predecessor and consequence variables, the amounts of the combined effect size for educational interventions and therapeutic interventions for overall class of learning disabilities were respectively 0.74 and 1.26, for reading disorder 0.87 and 1.01, for writing disorder 1.20 and 1.22, and for mathematical disorder 1.29 and 1.26 that all of these effects size were significant (p≤0.001). Also, the results of independent t-test showed that the difference in the effectiveness of therapeutic interventions on reading disorder and educational interventions on mathematical disorder is significant (p≤0.001).
Conclusion: Based on the size of the effects obtained, it can be said that educational and therapeutic interventions have a very high effect on learning disabilities, and the use of therapeutic interventions for reading disorder and educational interventions for mathematical disorder is more effective.

 
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Type of Study: Original Atricle | Subject: psychology
Received: 2017/11/26 | Accepted: 2018/02/24 | Published: 2018/03/12

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