Objective: The aim of this study was to investigate the effectiveness of sensory-motor integration intervention on students' self-esteem and mathematical performance with learning disabilities. Method: The research method was quasiexperimental with pre-test-post-test design with control group and follow-up stage. The statistical population of this study consisted of male students with learning disabilities in Kerman. A sample of 40 subjects was selected by simple random sampling method and randomly assigned to 20-person experimental and control groups. The experimental group received 45minute 16 sessions of sensorymotor integration intervention, and the control group did not receive any intervention. After three months, the follow-up test was performed. Data collection tools included the Wechsler Intelligence Scale, the Mathematical Performance Test, and the SelfEsteem Questionnaire. Data were analyzed using SPSS software. Results: The results of covariance analysis showed that sensory-motor integration intervention is effective on self-esteem and mathematical performance and according to the results obtained from comparative follow-up in experimental groups and The effect control of this intervention was stable (P <0.05 and F =, eta =). Conclusion: Sensory-motor integration intervention, by creating a new experience, contributes to the mathematical performance and self-esteem of students with math learning disabilities and can be used as a beneficial intervention to reduce students' problems with math learning disabilities.
Objective: The present research aimed to study the psychometric properties of the revised version of Tehran-Stanford-Binet intelligence scale in diagnosis of children with learning disability. Methods: Methodology was descriptive-survey. Population was all students with learning disability and normal students in grades 1-3 in the elementary schools of Makoo City. 50 students with learning disability were selected by purposeful sampling and diagnostic interview and 50 normal students were selected thourogh match students. Data were collected using the 5th version of Tehran-StanfordBinet intelligence scale and analyzed by the correlation and psychometric analyses of reliability and validity. Results: It was indicated that this test has desirable psychometric properties in internal homogeneity, stability coefficient, diagnostic and criterion validity in diagnosis of learning disability. The subtests of verbal active memory, nonverbal knowaldege, verbal knowaldege, nonverbal fluid reseaning and nonverbal active memory have desirable diagnostic validity. Also active memory and knowaldege are conculsive factors in diagnosis of learning disability.Conclusion: The results provide some evidence that the revised version Tehran-Stanford-Binet intelligence scale is an appropriate tool in diagnosis of children with specific learning disability. Therefore, it is recommended to use this tool in acurate and valid diagnosis of learning disability.
