Objectives: The purpose of this research was to study the effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with Specific Learning Disorder.
Methods: This was an experimental study with pre-test, post-test, and a control group. The research population included 40 5th-grade male students suffering from Specific Learning Disorder in Ardabil in 2015. The research sample was selected using multi-step cluster sampling and random assignment classified into two groups: experimental group (n=20) and control group (n=20). The following tools were used for data collection: Kay Math Mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al., Falahchay Writing Expression, Cognitive Avoidance Questionnaire, and Diagnostic Interview Based on DSM-5. The data were analyzed by multivariate of covariance analysis (MANCOVA) model.
Results: The results revealed that the acceptance and therapy was effective in decreasing cognitive avoidance in students suffering from Specific Learning Disorder (P<0.001). In other words, acceptance and commitment therapy help the people to be aware of their negative emotions and accept them to reduce cognitive avoidance.
Conclusion: The results of this research showed that since acceptance and commitment therapy can have a significant impact on the acceptance of emotions and confrontation with them, this treatment can play an eminent role in decreasing cognitive avoidance in such students.