Meta-cognitive Intervention Technology Diagnosis And Clinical Case Studies Of Learning Disorder

Object: The object of this thesis is to validate the diagnoses and effectiveness ofMeta-cognition Intervention Technique in solving learning disorder among primary studentsby studying three of the clinical individual cases. Based on the research of the students’subconscious conditioned emotional response, this thesis systematically grasped the wholepicture of the psychological structure and its formation factors of the sufferers, and thereforefind the way to solve the learning disorder thoroughly.Methods: I selected the experimental targets by testing their learning and adaptingcapabilities and by comparing their data in my self-made symptom inquiries for the visitinglearning disorder. And after some comparing and selecting, three five-grades with learningdisability from An’shan Experimental Primary School in Qinhuangdao, Hebei Province werefinally chosen. In this thesis, a multiple-baseline design was adopted with self satisfaction,distractions after selfcontrol, times of hands-up, etc as appreciation index and Meta-cognitionIntervention Technique as intervention method. First, I make a diagnosis of theirsubconscious conditioned emotional response, and then improves their emotions underlearning environment by using methods like cognitive restructuring, relaxing training, andstudy suggestion, etc, so as to let them obtain a positive learning behavior model as fast asthey can, and rebuild their positive subconscious emotional response under a learning mode.Thus their learning disability could hopefully be eliminated, and their positive learning statecould be established.Results: By technical intervention, the negative subconscious emotional responses ofthese three subjects are all substituted by active ones, with their learning disorderfundamentally eliminated, study state improved, and study actions turned highly efficient.Parents and teachers’ judgements improved as well as their self-evaluation; self satisfactionraised a great deal; and their study adaptation showed a great improvement comparing to thetest before their intervention. What’s more, the subjects’ study kept highly efficient and active,showed by the two return visit at the following three months.Conclusion: This study tested the Meta-cognition Intervention Technique’s diagnosisand treatment towards students’ learning disability over a long term from the dimension ofsubconscious conditioned emotional response. The result shows that the Meta-cognition Intervention Technique has an active and long-term effects over the learning disorder of theprimary students.