سوگند قاسم زاده

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.

Externalizing behavior problems refer to a set of symptoms that can lead to significant psychological problems over time. These disorders affect a person's behavior as well as their physical, cognitive, and social abilities, disrupting their functioning in social, occupational, and academic areas. The present study investigated the relationship between executive functions and social skills in children's play with externalizing behavior problems. This research was conducted in a descriptive manner, and its statistical population included all children in Tehran in the academic year 2024-2025. In this study, using a multi-stage random sampling method, several schools were selected from district 6 of Tehran, and 130 children whose parents or teachers were willing to participate in the research and were identified as children with externalizing behavior problems according to the results of the Achenbach Child Behavior Checklist questionnaire (CBCL) were selected as the sample. Data were collected using the BRIEF Executive Function Questionnaire and a researcher-made Social Skills Questionnaire, and data analysis was performed using single-variable regression. The results showed a positive and significant relationship between the components of executive functions (including set shifting, working memory, inhibitory control, and inhibition) and the social skills of children with externalizing behavior problems (P=0/001). Therefore, it is emphasized that by using strategies to promote executive functions and social skills in the play process, it is possible to prevent the formation and continuation of externalizing behavior problems in preschool children