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Comparison of Social Understanding (based on Mind Theory) and its Dimensions in Students with Verbal Learning Disabilities (VLD) and Nonverbal Learning Disabilities (NLD)


Affiliations
1 Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran, Islamic Republic of
2 Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran, Islamic Republic of
3 Department of Medical Science, Aja University. Tehran, Iran, Islamic Republic of
 

The main purpose of this study was to compare social understanding of children with non-verbal learning disabilities (NLD) and those with verbal learning disabilities (VLD).The sample of this study was selected from a group of students referred to the Learning Disability Center in Shiraz. Two different groups of students with NLD and VLD were selected based on their scores on the Pupil Rating Scale: Screening for learning disabilities (Mykelbust, 1971) and the verbal - performance IQ difference on the (WISC-R). Sixty four students 6 to 11 years old were selected, 30 students were diagnosed as having non-verbal learning disabilities and 34 students were diagnosed as having verbal learning disabilities. Data for this study wer collected by Bosacki (1998) Social Understanding Scale. Bosacki (1998) Social Understanding Scale include four dimensions(conceptual role taking, empathetic sensitiveity, person perception). Validity of scales were confirmed via internal consistency and their reliabilities were confirmed via cronbach 's alpha. In order to analyize data the ANOVA was used. Results showed that there are significant difference between two groups of verbal and non-verbal learning disorders in scale of social understanding and empathy dimension. However,no significant differences were found on gender of participants and other dimensions. The results of research were discussed, and research limitations and suggestions were presented.

Keywords

Social Understanding, Learning Disabilities, Verbal, Non-verbal
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  • Comparison of Social Understanding (based on Mind Theory) and its Dimensions in Students with Verbal Learning Disabilities (VLD) and Nonverbal Learning Disabilities (NLD)

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Authors

Mohammadreza Zarbakhsh
Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran, Islamic Republic of
Homayoon Haroon Rashidi
Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran, Islamic Republic of
Mozhgan Mohajeri Iravani
Department of Medical Science, Aja University. Tehran, Iran, Islamic Republic of
Parastou Taghavi Dinani
Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran, Islamic Republic of

Abstract


The main purpose of this study was to compare social understanding of children with non-verbal learning disabilities (NLD) and those with verbal learning disabilities (VLD).The sample of this study was selected from a group of students referred to the Learning Disability Center in Shiraz. Two different groups of students with NLD and VLD were selected based on their scores on the Pupil Rating Scale: Screening for learning disabilities (Mykelbust, 1971) and the verbal - performance IQ difference on the (WISC-R). Sixty four students 6 to 11 years old were selected, 30 students were diagnosed as having non-verbal learning disabilities and 34 students were diagnosed as having verbal learning disabilities. Data for this study wer collected by Bosacki (1998) Social Understanding Scale. Bosacki (1998) Social Understanding Scale include four dimensions(conceptual role taking, empathetic sensitiveity, person perception). Validity of scales were confirmed via internal consistency and their reliabilities were confirmed via cronbach 's alpha. In order to analyize data the ANOVA was used. Results showed that there are significant difference between two groups of verbal and non-verbal learning disorders in scale of social understanding and empathy dimension. However,no significant differences were found on gender of participants and other dimensions. The results of research were discussed, and research limitations and suggestions were presented.

Keywords


Social Understanding, Learning Disabilities, Verbal, Non-verbal

References