The effectiveness of mindfulness-based parenting education program on quality of parent-child relationships in students with special learning disorder with math specifier

Document Type : Original Article

Author

M.Sc, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran

Abstract

Objective: The purpose of this study was to effectiveness of mindfulness-based parenting education program on quality of parent-child relationships in students with special learning disorder with math specifier.
Methods:   This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all 9-11-year-old male students with specific learning disorder in Tehran city in academic year of 2022-2023. In the first stage, using convenience sampling method, 30 students were selected and then randomly divided into 1 experimental group (15 mother) and 1 control group (15 mother) were replaced and experimental groups underwent mindfulness-based parenting education, but the control group received no training and remained in the waiting list. To collect data Raven’s progressive matrices, Colorado learning difficulties questionnaire, Iran Key Math Diagnostic Test and parent child relationship scale. Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni).
Results:  The results of the study showed that of mindfulness-based parenting education in post-test and follow up had a significant effect on quality of parent-child relationships in students with special learning disorder with math specifier (P<0.05).
Conclusion: Based on the results of the present research, it can be said that mindfulness-based parenting education program can be used as a supplement for the rehabilitation of students with specific learning disabilities with math specifiers in counseling and rehabilitation centers for learning disorders.

Keywords

References

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