اثربخشی بازی با کلمات احساسی بر کاهش نارسایی هیجانی دانش آموزان با ناتوانی یادگیری
Bibliographic record
Abstract
Specific learning disability is a neurodevelopmental disorder. Students with this disability, in addition to academic problems, have high levels of socio-emotional problems. The aim of this study was the effectiveness of play with feeling words on reducing alexithymia in students with learning disabilities. This study is quasi-experimental with pre-post test. The population included all students second to six grade with learning disabilities in Kermanshah that 24 student selected and randomly assigned in two experimental and control groups. The research instrument was Toronto Alexithymia Scale. The experimental group plays feeling words eight sessions 30-minute and twice a week. Covariance analysis indicated that play therapy with feeling words caused reduction in children's alexithymia (P<0/001). Results of this study showed that play therapy with feeling words can be used as a convenient way to help students with learning disorders to reduce their alexithymia. This type of play therapy with symbolic expression of feelings increases ability to express of negative emotions such as anxiety and led to the adaptation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.015 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.134 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".