Background: Learning disabilities are common issues during this period that can affect
students' academic and psychological abilities. Psychological treatments based on
Acceptance and Commitment Therapy (ACT) have proven to be an effective approach in
addressing these challenges, helping to reduce psychological problems and enhance the
quality of life for students.
Aim: This study aims to investigate the effectiveness of Acceptance and Commitment
Therapy (ACT) in reducing school phobia, anxiety, and defiance in students with learning
disabilities.
Methodology: The present study is a quasi-experimental design of pre-test, post-test with
a two-month follow-up period. The statistical population of this research consisted of
students with learning disabilities, and the sample included 30 participants (15 in the
experimental group and 15 in the control group), who were selected through convenience
sampling. Acceptance and Commitment Therapy (ACT) was provided to the
experimental group in 8 sessions, each lasting 60 minutes. Data collection tools included
the Learning Problems Questionnaire by Wilkatt et al. (2011), the School Phobia
Questionnaire by Bihmaher (1999), the Beck Anxiety Inventory (1991), and the Child
Defiance Measure Questionnaire (parent and teacher version). These were completed
before and after the intervention, as well as during the follow-up phase after two months.
The control group received no intervention, and statistical analyses were conducted using
SPSS software.
Findings: The results showed that ACT had a significant effect in reducing school
phobia, anxiety, and defiance in the experimental group compared to the control group
(P<0.001). Additionally, the effects of the therapy remained stable in the follow-up,
indicating the durability and persistence of the treatment outcomes.
Conclusion: Acceptance and Commitment Therapy can be considered an effective
approach for reducing psychological problems in students with learning disabilities,
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