The Effectiveness of Behavioral Strategies Training on Social, Academic, Reading and Emotional Self-Efficacy in Students with Learning Disabilities
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Abstract
The purpose of this study was to determine the effectiveness of behavioral strategies training on social, academic, reading and emotional self-efficacy in student with Learning Disabilities. The subjects consisted of 30 boys and girls with Learning Disabilities, who were convenient sampling selected from the Isfahan Learning Disabilities center. They were diagnosed to be students with Learning Disabilities by a diagnostics committee. The Self-efficacy Questionnaire was administered to both groups before and after intervention. The subjects were randomly assigned to semi-experimental (n=15) and control (n=15) groups. The experimental group received 10 weekly sessions of behavioral strategies training to increase self-efficacy, while the control group did not receive any intervention. The results of analysis of covariance showed that behavioral strategies training significantly increase the general self-efficacy in the experimental groups as compared with the control group. Also, the experimental group as compared with the control group showed significant increase in social and academic and emotional self-efficacy. The results showed no effect on reading self-efficacy. Therefore, we can use this method for increasing mental health in Learning Disabilities students.
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