The DOI matches its Crossref record; 10 of the 33 references it cites were found in a registry or an index.
The Effectiveness of Training Acceptance/Commitment and Training Emotion Regulation on High-Risk Behaviors of Students with Dyscalculia
Open accessAbstract
BACKGROUND: Now a days the utilization of Acceptance / Commitment and Emotion Regulation Strategy as a comprehensive treatment plan has been discussed in both the prevention and the control of destructive and risky behaviors. Treatment based on Acceptance/Commitment and Emotion Regulation was effective in both the improvement and the control of high-risk behaviors of students with dyscalculia. OBJECTIVES: The purpose of this study was to investigate the effectiveness of Acceptance and Commitment, and Emotional Regulation training in high-risk behaviors of students with dyscalculia. MATERIALS AND METHODS: This research was experimental, with pre-test, post-test and a control group. The statistical universe of this study included all sixth-grade male students in Ardabil city in the academic year of 2012-2013 (A.H.). The subjects of this study involved 800 sixth-grade elementary students in Ardabil province, selected using a multi-stage cluster sampling. From among them, 60 students with dyscalculia were selected using random sampling method after the initial diagnosis by structured clinical interview and the Keymath Mathematic test. Twenty pupil were selected for either the experimental or the control group. To collect data, the questionnaires of "Keymath Mathematic test" and High-risk Behavior" were used. RESULTS: The results of Multivariate Analysis of Variance (MANOVA) showed that "Acceptance / Commitment and Emotion Regulation" treatment trainings were effective in reducing high-risk behaviors, in a manner that they led to a reduction in negative emotions, self-destructive and impulsive behaviors of students with math disorder (dyscalculia). CONCLUSIONS: It can be concluded that teaching these skills to the students has been influential in enhancing awareness level and change or positive attitude creation in the subjects. Therefore, it is essential to design and implement interventions based on "prevention caused by the peer group, in collaboration with the parents either at the school or at home among the family members".
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“در درمان پذیرش و تعهد بر سازگاری اجتماعی، تحصیلی، 32 ، های خلقی، افزایش سازگاری و عاطفی، تنظیم هیجان و حالت پذیری آموزان و همچنین افزایش انعطاف کاهش افسردگی دانش خوان است.”
From The Effectiveness of Acceptance and Commitment Group Therapy on the Self-esteem of Girls With Visual Impairment. (2022) · cites this paper as [37]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Emotion regulation: affective, cognitive, and social consequences.
Gross, J. J. (2002) · Psychophysiology · doi:10.1017/s0048577201393198 · Cited by 4,890
Hayes, S. C. (2004) · Behavior Therapy · doi:10.1016/s0005-7894(04)80013-3 · Cited by 2,493 · cited 2×
“Moreover, Hayes (10) in his research entitled "Acceptance and commitment and their Role in Adaptation, Social-psychological Well-being of children with Behavior Problems" showed that Acceptance and commitment were associated with to social-psychological well-being and improvement of social relationships of children wi…”
BackgroundSerras, A. M., Saules, K. K., Cranford, J. A., & Eisenberg, D. (2010) · Psychology of Addictive Behaviors · doi:10.1037/a0017210 · Cited by 192 · cited 1×
“On the other hand, the empirical evidences show that parents having close relationships with children create more positive emotions in them (20).”
BackgroundSelf-harm, suicidal ideation and suicide attempts among college students.
Toprak, S., Cetin, I., Guven, T., Can, G., & Demircan, C. (2011) · Psychiatry Research · doi:10.1016/j.psychres.2010.09.009 · Cited by 158 · cited 1×
“The therapist encourages the patient to experience perfectly the thoughts and emotions associated with a particular thinking, feeling or behavior, without suppressing them, making value judgments about, and experience the secondary emotions such as shame and guilt after experiencing this behavior, thought and emotion…”
BackgroundLee, A., & Tsang, C. (2004) · Public Health · doi:10.1016/s0033-3506(03)00174-4 · Cited by 93 · cited 1×
“Lee and Tsang (9) showed in a research that cognition and regulation of emotions and training social problem-solving with cognitive style improves significantly the performance of students with learning disabilities in terms of increasing social problem-solving, decreasing undesirable behaviors, aggression, isolation…”
BackgroundGhosh, A. (2007) · European Journal of Clinical Nutrition · doi:10.1038/sj.ejcn.1602534 · Cited by 53 · cited 1×
“Ghosh (8) in a study found that the rates of behavioral problems in students with learning disabilities were higher than that of ordinary students.”
BackgroundPrevalence of Opium Addiction in Iranian Drivers 2001-2003
Rajabizade, G., Ramezani, M., & Shakibi, M. (2004) · doi:10.3923/jms.2004.210.213 · Cited by 51 · cited 4×
“Learning disabilities cause difficulties for students in social, emotional and educational fields, where full understanding requires an attention to social, emotional and behavioral scopes of individual's life (2).”
BackgroundInfluentialLiving as a drug addict in Oslo, Norway – a study focusing on nutrition and health
Sæland, M., Haugen, M., Eriksen, F.-L., Smehaugen, A., Wandel, M., Bøhmer, T., & Oshaug, A. (2009) · Public Health Nutrition · doi:10.1017/s1368980008002553 · Cited by 46
Forrester, J., Tucker, K., & Gorbach, S. (2004) · Public Health Nutrition · doi:10.1079/phn2004617 · Cited by 46 · cited 2×
“However, it does not include those learning difficulties primarily resulting from visual, hearing or mobility disabilities, mental retardation, emotion disturbance, adverse environmental cultural or economic conditions (1).”
BackgroundFactors Associated With Illicit Drug Abuse Among Turkish College Students
Toprak, S., Cetin, I., Akgül, E., & Can, G. (2010) · Journal of addiction medicine · doi:10.1097/adm.0b013e3181b246c5 · Cited by 14 · cited 1×
“To explain these findings, one could say that the difficulty in self-regulation of emotions or inability to cognitive processing of emotion regulation or proper revealing of emotions (19), in other words, lack of perception possibility and evaluation of emotional infor-”
Background
Research works printed but not linked: 10
- Zadeh Mohammadi A, 2006, J Fam Res., 3, 87
- Baptist J, 2007, Orbit., 37, 14
- NarimaniI M, 2006, Res Except Child.
- Solamani G, 2006, First general congress on risky behavior.
- Delavar A, 2011, Theoretical And Practical Research Foundations In The Humanities And Social Sciences.
- Mohammad Khani P, 2005, Structured Clinical Interview For DSM Disorders.
- Shareh H, 2008, J Found Ment Health., 10, 7
- Divesalar K, 2007, J Baboul Un Med Sci., 10, 78
- Hemati J, 2007, J harkat., 33, 17
- Hossaieni H, 2006, J Mazandaran Un Med Sci., 16, 97
Cited by
Sorted by citations
Massah, O., Sohrābi, F., Aazami, Y., Doostian, Y., Farhoudian, A., & Daneshmand, R. (2016) · international journal high risk behaviors & addiction · doi:10.5812/ijhrba.24327 · Cited by 19
“showed that acceptance or commitment and emotion regulation training were effective in reducing high-risk behaviors of students with dyscalculia (34).”
BackgroundAbbasi, M., Bagyan, M. J., & Dehghan, H. (2014) · International journal of high risk behaviors and addiction · doi:10.5812/ijhrba.16948 · Cited by 22
“A longitude study illustrated that of 8-12 years old students with learning disabilities, about 65% perpetrated high-risk behaviors and alcohol abuse was the most observed action (5).”
BackgroundInfluentialSelf-citationKahl, T., Grob, A., & Möhring, W. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102034 · Cited by 15
Department of Psychology and Exceptional Child Education, F. O. B. S., Mirmohammadi, F., Pourmohamadreza-Tajrishi, M., Pediatric Neurorehabilitation Research Center, D. O. P. A. E. O. E. C., Dolatshahi, B., Department of Clinical Psychology, F. O. B. S., Bakhshi, E., & Department of Biostatistics and Epidemiology, F. O. R. S. (2022) · Journal of Rehabilitation · doi:10.32598/rj.22.4.3261.1 · Cited by 6
Mirzaei, S., Bagherian-Sararoudi, R., Davazdahemami, M. H., Izadi, R., & Sharbafchi, M. R. (2025) · BMC Psychiatry · doi:10.1186/s12888-025-06823-2 · Cited by 6
Polak, N., & Grossman, E. (2024) · Disabilities · doi:10.3390/disabilities4040065 · Cited by 6
Jahangiri, A., Shirdal, M., & Gharachoorlou, S. (2018) · Journal of North Khorasan University of Medical Sciences · doi:10.29252/nkjmd-010026 · Cited by 5
Shahnazdoust, F., Mikaeili, N., & Aghajani, S. (2022) · Journal of Guilan University of Medical Sciences · doi:10.32598/jgums.31.2.1892.1 · Cited by 1
Taher, M. (2021) · Quarterly Journal of Child Mental Health · doi:10.52547/jcmh.8.4.2 · Cited by 1
DISCALCULIA DO DESENVOLVIMENTO: UMA REVISÃO SISTEMÁTICA DA PRODUÇÃO CIENTÍFICA INTERNACIONAL
Câmara, L. T. G., Solís, A., Delou, C., & Stephens, P. R. S. (2025) · European Journal of Special Education Research · doi:10.46827/ejse.v11i7.6432
“Intervenções voltadas à regulação emocional, como treinamentos de aceitação e compromisso, mostraram potencial para melhorar a qualidade de vida de alunos com DD (Narimani et al., 2013).”
Metadata
- Authors
- Narimani, M., Abbasi, M., Abolghasemi, A., & Ahadi, B.
- Affiliations
- University of Mohaghegh Ardabili (IR)
- Venue
- International Journal of High Risk Behaviors and Addiction
- Publisher
- Brieflands
- Published
- 2013-09-25
- Volume
- 2
- Issue
- 2
- Pages
- 51-8
- ISSN
- 2251-8711 (ISSN-L)
- 2251-872X
- PMC
- PMC4070147
- OpenAlex
- W2118968898
- Cited by
- 12
- References
- 33
- Citations by year
- 2025: 1 · 2024: 1 · 2022: 2 · 2021: 2 · 2020: 2 · 2018: 1 · 2016: 2 · 2014: 1
- FWCI
- 1.11
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- international journal high risk behaviors & addiction (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Keywords
- acceptance and commitment therapy, emotion regulation training, dyscalculia, high-risk behaviors, math learning disabilities, elementary school students, negative emotions, self-destructive behavior, impulsive behavior
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
