The Effectiveness of Training Acceptance/Commitment and Training Emotion Regulation on High-Risk Behaviors of Students with Dyscalculia

Abstract

BackgroundNow a days the utilization of Acceptance / Commitment and Emotion Regulation Strategy as a comprehensive treatment plan has been discussed in both the prevention and the control of destructive and risky behaviors. Treatment based on Acceptance/Commitment and Emotion Regulation was effective in both the improvement and the control of high-risk behaviors of students with dyscalculia.ObjectivesThe purpose of this study was to investigate the effectiveness of Acceptance and Commitment, and Emotional Regulation training in high-risk behaviors of students with dyscalculia.Materials and MethodsThis research was experimental, with pre-test, post-test and a control group. The statistical universe of this study included all sixth-grade male students in Ardabil city in the academic year of 2012-2013 (A.H.). The subjects of this study involved 800 sixth-grade elementary students in Ardabil province, selected using a multi-stage cluster sampling. From among them, 60 students with dyscalculia were selected using random sampling method after the initial diagnosis by structured clinical interview and the Keymath Mathematic test. Twenty pupil were selected for either the experimental or the control group. To collect data, the questionnaires of "Keymath Mathematic test" and High-risk Behavior" were used.ResultsThe results of Multivariate Analysis of Variance (MANOVA) showed that "Acceptance / Commitment and Emotion Regulation" treatment trainings were effective in reducing high-risk behaviors, in a manner that they led to a reduction in negative emotions, self-destructive and impulsive behaviors of students with math disorder (dyscalculia).ConclusionsIt can be concluded that teaching these skills to the students has been influential in enhancing awareness level and change or positive attitude creation in the subjects. Therefore, it is essential to design and implement interventions based on "prevention caused by the peer group, in collaboration with the parents either at the school or at home among the family members".

Effectiveness of Gross Model-Based Emotion Regulation Strategies Training on Anger Reduction in Drug-Dependent Individuals and its Sustainability in Follow-up

“…However, other studies have shown the effectiveness of different approaches. For example, Narimani et al showed that acceptance or commitment and emotion regulation training were effective in reducing high-risk behaviors of students with dyscalculia ( 34 ). Another study conducted by Martin and Dahlen (2005) shows an association between cognitive ER and depression, anxiety, stress and anger ( 25 ).…”

Cognitive Failure and Alexithymia and Predicting High– Risk Behaviors of Students With Learning Disabilities

“…This inability can disturb their organization of cognitions and emotions ( 6 ). These children, usually because of the lack of sincere relationships and enough stable emotional connection to their parents, unawareness of their parents’ emotions, and inability in cognitive processing of their feelings, are unable to identify, perceive, and describe their own emotions, and have limited capability in adapting to stressing situations ( 5 ). One of the methods of controlling stress, especially about emotions, is discharging them.…”

“…To explain these findings, we can say that individuals with low scores in alexithymia, have more mental abilities to process social information. This ability can help them to have a better perception of negative and harmful consequences of substance abuse, cigarette smoking, alcohol consumption, and other high-risk behaviors, and thus, be more successful to resist against mental and social stresses pushing them to high-risk behaviors ( 5 ). In fact, they can enhance their social relationships by accurate formulation and process of information and distinguish having right or wrong behaviors in different situations.…”

“…A longitude study showed that of 22 children, diagnosed as learning-disabled, about 27% of 17-18 years old ones perpetrated high-risk behaviors and were delinquency cases ( 4 ). A longitude study illustrated that of 8-12 years old students with learning disabilities, about 65% perpetrated high-risk behaviors and alcohol abuse was the most observed action ( 5 ).…”

Emotional Processing in Patients With Early- and Late-Onset Temporal Lobe Epilepsy

“…In a preliminary study on 40 students, Lotfi, Abolghasemi, & Narimani, (2014) reported -0.54 as the correlation coefficient of EPS with the emotion regulation scale of α=0.01. Cronbach's alpha coefficient of this inventory was calculated as 0.95 in another study (Narimani, 2013).…”