The Effectiveness of Verbal Self-Instruction Method on Pessimistic Attribution Style about Negative Events in Children with Dyslexia

Abstract

Objectives: The aim of this study was to investigate the effectiveness of verbal self-Instruction on pessimistic attribution style about negative events in children with dyslexia. Methods: The study was experimental with pre-test-post-test and control group. The statistical population consists of all dyslexic students of Maktab Ali School in Tehran City. Forty students were selected by convenience sampling method and randomly allocated to two groups: experimental and control. Experimental group received verbal self-Instruction, Mychnbam and Goodman method in 8 sessions (2 sessions per week, each lasting 45 minutes) while the control group received only the routine school training. The measurement was Children's Attribution Style Questionnaire (CASQ).‌‌ Data analysis using multivariate analysis of covariance. Results: Negative pessimistic attribution style (general, stable and internal) were significantly decreased (P<0.005.) in the experimental group in comparison with control group after intervention. Discussion: Verbal self instruction can be applied in children with dyslexia for improvement of attribution style by psychologists, teachers, educators, special schools, parents and all those who are dealing with these children. 

Keywords

• Verbal self-instruction
• Pessimistic attribution style
• Dyslexia
• Children