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Background: Children with Specific Learning Disabilities (SLD) include 5.4% of the all population. The Purpose of this Study was introducing the pattern of strengths and weaknesses to identify and diagnosis of children with SLD. Therefore, the books and scientific papers were reviewed from scientific databases, since 1995 until 2016. The literature review showed that the pattern of strengths and weaknesses is one of the models that are used to identify children with Specific learning disorders. The pattern of strengths and weaknesses includes three model 1- Aptitude-Achievement Consistency, 2- Consistency-Discrepancy, 3- Concordance-Discordance, which all of them evaluate abilities and disabilities in children with SLD.

Conclusion: The pattern of strengths and weaknesses can identity abilities and disabilities in cognitive and academic skills and relationship between them offers overall profile of child with SLD.

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Abstract
Background and purpose: The aim of present study was to investigate the The effectiveness of rhythmic
motor exercises on visual perceptual coordination and executive function in children with learning disabilities
in 2020.
Method: This semi-experimental study was conducted as pre-test and post-test with control group.
Statistical population included all children with learning disabilities in the city of Dezful. From among
these children with learning disabilities, 30 children were randomly selected and put into the experimental
and control groups of 15 persons each. The parenting Visual Critical Scale of the Gastalt and Coolidge
Neuropsychological Inventory was the instrument of this study. First, the pretest was conducted on the two
groups. Then, the experimental group was exposed to an eight-session of rhythmic motor exercises these
sessions were weekly held in group. At the end, the post-test was applied on both groups.
Results: The results of Covariance analysis indicated that rhythmic motor exercises has significantly
decreased and executive function disorder and increasing visual perceptual coordination and there is a
significant difference between the experimental and control groups in the visual perceptual coordination
and executive function in children with learning disabilities (P<0.001).
Conclusion: Based on the results of the effect of rhythmic motor exercises on visual perceptual coordination
and executive function, it can be concluded that rhythmic motor exercises is an effective treatment to reduce
executive function and improve visual perceptual coordination.
 

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The researches indicate that about one third of students with learning disabilities (already the largest group of students with disabilities) have nonverbal or social disabilities. Students with nonverbal learning disabilities, then, not only face academic challenges but have difficulty meeting social expectations, as well as many of life’s other demands. Actually, social skills problems and difficulties with interpersonal interactions are the major problems of children with nonverbal learning disabilities. This article discusses the difficulty with which children with social disabilities establish and maintain friendships, as well as the significance of this difficulty within the school setting. The article also illustrates practical classroom strategies and interventions such as entering/initiating conversation or play with classmates, working in groups, exhibiting empathy, resolving conflict, managing frustration that target select social-skill deficits frequently encountered by students with nonverbal learning disabilities.

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Abstract
Background and Purpose: The purpose of this research was to effect schema therapy on reducing
negative attribution style and cognitive avoidance of students with specific learning disabilities.
Method: The research design was semi-experimental with pre-test and post-test with control group.
The statistical population included all students with specific learning disabilities in Dezful city, from among
whom 30 were purposefully selected and tested in two groups of 15 each. The research instrument was
children's attribution style questionnaire (Thompson et al., 1998) and cognitive avoidance (Sexton and
Douglas, 2008). First, the pre-test was conducted in two groups and then the experimental group was
trained in schema therapy for 8 sessions. These meetings were held in groups and weekly. At the end,
both groups were evaluated in the post-test.
Findings: The results of univariate covariance analysis showed that the schema therapy program
reduced the negative attribution style and cognitive avoidance of students with specific learning disorder
(P<0.001).
Conclusion: According to the obtained results, it can be concluded that schema therapy training is
an effective treatment for reducing the negative and avoidant attribution style and generally improve
mentally healthy.
 

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Background: Today, the prevalence of learning disabilities is increasing among students. These disorders are categorized in three categories: reading disorder, mathematics disorder, impairment is written on academic performance that affect on educational and social performance of children. Students play an important role as human resources, then, achieving useful strategies are necessary. The aim of this study was to investigate the treatment strategies. Studies showed that rhythmic exercises improve performance of students. It also improves problem-solving, planning, organization of emotion- behavior in children with learning disabilities

Conclusion: The results showed that painting can be considered effective in reducing behavioral problems in children with learning disorders. Parents and teachers should be aware of effectiveness and usefulness of these strategies and use them in their training procedure.