An Investigation into the Influence of Adler-Based Training Approach to the Improvement of Social Problem-Solving Skills and the Reduction of Impulsiveness in Students with Mathematics Disorder

Abstract

The aim of this study was to investigate the Adler-based approach to the improvement of social problem-solving skills and the reduction of impulsiveness in students with mathematics disorder. This study is an experimental one including a pretest and a posttest on the control group. The study population included the male students afflicted with mathematics disorder in the city of Zanjan, Iran in the school year 2012-2013. The participants were 40 parents whose children had mathematics disorder. They were selected randomly among the parents of children in 7 junior high schools and they were put in the experimental and control groups (15 people in each group). In order to collect the data two questionnaires were used namely social problem-solving and impulsiveness questionnaires. The results of covariance analysis (MANCOVA) showed that Adler-based approach to parents’ training had impact on reducing the impulsiveness and the improvement of social problem-solving skills (p<.01). It reduced the impulsiveness and improved the social problem-solving skills of students with mathematics disorder. We conclude that Adler-based therapy is an effective method in the improvement of the behavioral sings of students with mathematics disorder and it is necessary to examine its difference in other variables which are related to students afflicted with mathematics disorder.