Paper Title
The Usefulness Of Cognitive-Behavioral Program To Reduce Test Anxiety In Students With Learning Disabilities

Objective: The current article mainly intends to assess the efficacy of cognitive-behavioral intervention program in reducing test anxiety among students with learning disabilities. Methodology: in this study a pre-test, post-test with the control group was used. The research population includes all students with learning disabilities in elementary school referring to learning disability therapeutic centers affiliated to Tehran Office of Special Education. Of these, 23 patients were randomly selected, 11 were assigned to the experimental group and 12 patients to the control group. The subjects of both groups first responded to the test anxiety questionnaire in the pre-test, and then the experimental group subjects received 10 sessions of cognitive-behavioral intervention program. At the end of the intervention, the subject in both groups responded again to the test anxiety questionnaire. Results: the study findings showed that cognitive-behavioral intervention significantly reduced test anxiety of the students with learning disabilities in the post-test. Conclusion: The results showed that using cognitive-behavioral intervention has a positive effect on the reduction of test anxiety among the students with learning disabilities. Keywords- Learning Disability, Behavioral-Cognitive Intervention, Test Anxiety