Abstract
Introduction:
with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities.
Methods:
with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist.
Results:
The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported.
Conclusions:
The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.
Keywords: Educational interventions, learning disabilities, meta-analysis, psychological interventions
INTRODUCTION
Perhaps among the realm of children with special needs, learning disabilities field is more controversial, and many multidisciplinary research has been done on this subject. According to definition of fourth statistical – diagnostic guideline of mental disorders, learning disorders are diagnosed when the individual's achievement on standardized tests for reading, mathematics and written expression is lower than the expected sensory, intelligence, and academic level. Learning problems significantly interferes the academic achievement or in daily activities that involve reading, writing, and mathematics skills.[1]
In other words, learning disorders involves disability in reading, writing and math, despite normal intelligent quotient and it should be separated from the normal differences of cultural development and educational problems due to lack of opportunity, poor teaching, cultural factors, and visual and hearing problems.[2] Learning disorders can be divided into developmental and educational categories. Estimating the prevalence of learning disabilities is not the same; a range from 1% to 30% has been reported in different studies. The prevalence of this disorder with due attention to criteria used in all communities are different. The results of the study carried out by Narimani and Rajabi,[3] shows that between 7% and 15% of children have learning disabilities. Of gender differences, in reports from schools and clinics, there is a prevalence of 4–1 between boys and girls.[4]
These disorders may have a neurological origin and transformative processes that have started from preschool and continues until adulthood.[5] Because many students with learning problems, experience other emotional - behavioral problems such as anxiety, depression, low self-esteem and, it seems that with reducing learning difficulties in children, also to be somewhat improve their emotional- behavioral problems and the pave the way for their successful further study. Thus, in recent years experts in psychology and education have been developed or proposed various restorative and compensatory methods to improve these disorders.
Among the researches that has been done in this field in Iran, 22[6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27] researches in the field of in mathematics disorders, 24[27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50] researches in the field of dyslexia and 11[50,51,52,53,54,55,56,57,58,59,60] researches in the field of writing disorder are note able.
Some of the studies reported a high impact for psychological and educational interventions on academic performance improvement of students with learning difficulties and some others reported it less than the average according to the Kuhn's table.
Due to the discrepancy in the results of the researches into the effectiveness of different psychological and educational interventions on improving the academic performance of students with learning disabilities, it seems that doing a meta-analysis will help to determine the true value of psychological and educational interventions for this disorder and effectiveness of these interventions will be identified. In other words, a meta-analysis can be made to get a more general view of medical models (psychological and educational interventions) in the country. In fact, this research by using meta-analysis seeks to answer this question that how's the effectiveness of psychological and educational Interventions on improvement of academic performance of students with learning disabilities in Iran.
MATERIALS AND METHODS
In this study, meta-analysis techniques are used. In meta-analysis, fundamental principle is calculating the effect size for individual studies and returning them to a common scale (general) and then combining them to obtain the mean effect.[61] This meta-analysis aims to get to an overall conclusion regarding the efficacy of psychological and educational therapy on improving the academic performance of students who have learning disabilities (math, writing and dyslexia) with surveying the results of different studies. “Statistical population” of this study was the MA and PhD theses, scientific research journals in the field of Psychology and Educational Sciences, Information Bank of University, and Documentation Center of Iran. To search the Iranian studies, Persian resources and published studies in scientific journals were used, which during the past 9 years (2012–2005) have been done in the field of psychological and educational interventions on LD signs, and while having a reasonable sample size, in terms of validity and reliability of measurement instruments and sampling have the necessary conditions. In this meta-analysis, all studies that would obtain the requirements of the methodology have been applied; it means that about 57 research projects, theses, and articles that had entrance criteria, have been used in these studies. Entrance criteria into the study were: (1) The subject of the study is psychological and educational interventions of learning disabilities. (2) This study was performed in group format not case study and single-subject research (3) researches is to be experimental and semi-experimental (4) precise scales and reliable measures that have adequate reliability and validity have been used.
And “exit criteria” were studies that: (1) The subject matter is everything but psychological and educational interventions. (2) The researches which reported only the prevalence in various working groups. (3) The researches have been conducted in case studies, review articles, and cross correlation and descriptive form. Research tools; content analysis checklist (in terms of methodology): This check list was used for choosing the thesis, research proposals and research papers with entrance criteria and for and extracting the necessary information to perform meta-analysis of their content and the checklist includes the following components: Research title, full profile of executives, year and place of execution, research theories, tools, valid and reliable data collection instruments, statistical population, sample size, and significance level of exams. Effect size estimation methods: Meta-analysis with mean, variance, and standard deviation for each group is able to calculate effect sizes, but the most common indexes are r and d that d for group differences and r for correlation studies[61,62] are used. To obtain a measure of the effect size of no software was used and the calculations were done manually. Data extracted by two people and the third was used to resolve the inconsistency. The steps of this meta-analysis were performed based on meta-analysis of Hovit et al.[63] as follow:
(1) Definition of research variables. (2) Searching databases. (3) Surveying the researches. (4) Calculating the effect sizes for each study. (5) Combining the effect size of studies. (6) Signifying the combined studies. (7) Comparing the effect sizes of studies with different characteristics [Table 1]. Effect size is calculated by the formula given below:
Table 1.
Results of meta-analysis the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities
The formula 1: Calculating the effect sizes for each study 
.
The formula 2: Combining the effect size of studies 
.
The formula 3: Signifying the combined studies 
.
RESULT
According to the research list and refer to them, and considering the entrance and exit criteria, 57 studies were approved by the detailed list of them, along with descriptive information as shown in Table 2 and 3. According to the studies, each of the treatment patterns is considered as the independent variable and the separate concept is the dependent variable. In order to determine the parameters used in each of the studies, Table 4 determines these variables. Table 1 shows the mean effect size of studies.
Table 2.
The data of various studies about the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities
Table 3.
Specifications of the research have been studied in meta-analysis
Table 4.
Dependent and independent variables in each of the studies
The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. The result of meta-analysis showed that according to Cohen's table, the effect size is above average.
CONCLUSION
Meta-analysis with integrating the results of various studies that have been conducted on several samples gives a more comprehensive view of the effect of different variables. In other words, meta-analysis technique allows the researcher to conduct research with a way to reach a better understanding of the phenomena; because the conclusion is obtained by combining the studies.[64] The findings of this meta-analysis also showed that psychological and educational interventions improve academic performance of students with math learning disability (0.57). This meta-analysis confirmed the findings of previous research who reported a large effect sizes.[6,9,10,13,15,16,17,18,23,24,25] Of the 22 studies reviewed in the areas of math problems, most of the effect sizes (0.929) were concerned to the research of Amani et al.,[25] that used neuropsychological methods, and teaching the content in math problems. These findings are match with the study of Abedi[18] who showed that neuropsychological interventions can improve the academic performance of students with learning disabilities in math. This results show the importance of working with neuropsychological tasks in reinforcing the memory and attention in among people with math disabilities. Correction strategies, aimed to mend neuropsychological deficits, help children to overcome the mathematical problems based on acquisition of skills that are associated with these defects practice of content-based correction strategies, enables the child to learn math; for example using multiplication table increases the speed of calculating operation. It seems that if neuropsychological approach along with correction methods based on teaching content is used to treat the mathematics disorder, not only helps to understand mathematical concepts and strategies, but also helps in the application of these methods in appropriate fields.[25] Correction method of teaching content is a direct instruction model, so it can be said that this study is in line with the findings of[65,66] that direct instruction model had positive effects on students’ math achievement.
And also in the field of dyslexia, the findings of this meta-analysis showed that psychological-educational interventions have an upper intermediate (0.55) impact on improving the academic performance of dyslexic students. This meta-analysis confirmed the findings of previous research that reported a large effect size.[28,29,33,35,36,37,38,41,42,43,45,46,48,50] Of the 24 studies reviewed in this area, the research of Gharai,[38] had the most of the effect sizes (0.929) that used Everton's multi-sensory training method on reading performance. Multi-sensory method is based on this assumption that if the data are received through some senses instead of one, learning will be facilitated for some students. Gharai quoting Becker and Carnine also pointed to the important role of multi-sensory method in restoring the coding problems of reading and says that in this method the basic premise is that within learning process the child needs his sensory pathways complex, and all of them, together will strengthen and increase the learning.[38] Multi-sensory approach helps individuals with learning disabilities to gain greater success by using different senses and strengthening them. This is an attempt to teach the sounds represented by letters of alphabet all together by using a multi-sensory approach. In this way, the child sees the letter, reads and writes it. Theorists accepted this systematic approach for learning letters, learning voice, combining vowels and consonants together in a word. Kakaee[67] also stated that using this method will improve reading of students.
The findings of this meta-analysis showed that psychological - educational interventions on the academic performance of students with learning writing difficulties has a moderate to high effect (0.5). Findings of this meta-analysis confirmed some previous research, which reported a high effect size.[50,57,58,59,60] Of the 11 studies reviewed in the field of writing disorder, most effect size (0.691) was related to the study of Baezzat et al.,[59] and Baezat and Izadi Fard[53] that used self-regulation and phonological awareness training. More than two decades, self-regulation model has been proven as an education strategy for changing the educational approach and self-regulation among students with learning difficulties.[68] A small number of students are completely self-regulated; but the students who have better self-regulation skills, with less effort, learn more and they report higher levels of academic satisfaction.[69,70] In contrast, students who don’t have self-regulation, show more impulsive behaviors, have lower academic achievement, and cannot show their abilities.[68] Thus, self-regulated learning relates to our ability to understand and control the learning environment; for this purpose, we try to identify the goals, choose strategies that can help us to achieve these goals, do strategies, and use these strategies to achieve our goals. The findings are consistent with the research of[68,71,72,73] these researchers have emphasized on the existence of a strong association between self-regulation strategies and writing skills. On the other hand, the phonological awareness is a kind of meta cognitive ability to use a phonological system that requires conscious thought. Phonological awareness, phonological analytic skill in identifying and using unfamiliar words, is an essential skill while reading and writing, in skills that shows the effect of phonological awareness training on improving the spelling difficulties of those students with writing disorders.[74] Therefore, Phonological awareness is essential in development processes of reading, writing, and spelling.[74,75,76] Attention to the cultural contexts in different communities can be effective in effectiveness of various treatment approaches. One of the features of meta-analysis is that it provides the possibility of comparing the efficacy of different treatment patterns in different cultural contexts. However, the application of different therapeutic approaches in the treatment of problems is obvious. However, what is better to be considered, is the success rate of the model to solve the considered problem. In this meta-analysis, it was tried that with integrating psychological treatments, survey the success rate of this model. But only one model of therapy and comparison with no treatment is not enough. And with studying the other treatment models a comparison should be made between the different approaches to determine the effectiveness and success of each pattern compared to untreated and to each other. Based on these findings the therapists can choose and run proper treatment patterns according to the problems they face and achieve better and more reliable results. Lack of a coherent and systematic database in the country, which prevents easy access to the various articles and theses, and also lack of parameters required for the analysis of the studies that enter the meta-analysis, were the limitations of this study. Other limitations of the study are the lack of quality assessment results and to weight the studies according to their quality by professionals. Finally, it is recommended that the different topics are welcome to repeat to view more samples of the population, and with putting together the results of different samples a better view of social reality would be available. It also is hoped to increase the sensitivity in complete and accurate printing of results with emphasizing on some statistical reports, fairly accurate estimation of the significance level and effect size, and increasing meta-analysis approach.
Footnotes
Source of Support: Nil
Conflict of Interest: None declared
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