Faridehsadat Hoseini

Background: One of the most common neurodevelopmental disorders in childhood is special learning disorder and is one of the biggest and perhaps most challenging issues in the field of exceptional children's education and refers to a group of children who have serious learning difficulties and the ability to listen. Speaking, reading, writing, reasoning and calculation. A variety of up-to-date methods are used to treat learning disabilities. Aim: The aim of this study was to investigate the effectiveness of story therapy on social anxiety, early maladaptive schemas and cognitive avoidance of students with learning disabilities in Bushehr. Methodology : The statistical population included students with learning disabilities in the second and third grades of Bushehr and the statistical sample consisted of 30 students with learning disabilities without gender segregation in the age range of 8 to 9 years who were selected by available methods, but They were randomly assigned to the experimental and control groups. In order to analyze the data, repeated measures analysis of variance was used and all analyzes were performed using SPSS 26 software Conclusions The results showed that story therapy intervention can improve social anxiety, early maladaptive schemas and cognitive avoidance of students with learning disabilities in primary school ages and can be used as a useful tool. Keywords: story therapy, social anxiety, maladaptive schema, cognitive avoidance, learning disability