The Effectiveness of a Timly Cognitive Intervention Package on the Cognitive and Academic Performance of Students with Specific Learning Disorders
Background: Early detection and intervention can lead to successful future educational experiences for at-risk children and reduce the negative consequences of learning disorders. This study was conducted to develop a timely intervention package for first-grade students with specific learning disord...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Shiraz University of Medical Sciences
2023-09-01
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| Series: | Journal of Rehabilitation Sciences and Research |
| Subjects: | |
| Online Access: | https://jrsr.sums.ac.ir/article_48916_a9cfe1d29bbf437967a5f7b303788bde.pdf |
| Summary: | Background: Early detection and intervention can lead to successful future educational experiences for at-risk children and reduce the negative consequences of learning disorders. This study was conducted to develop a timely intervention package for first-grade students with specific learning disorders and examine its effects on their cognitive performance.Methods: The method employed in this study was quasi-experimental, utilizing a post-test and pre-test design with a control group. The statistical population consisted of first-grade Bojnord students referred to specific learning disorder centers. Thirty-two first-grade students referred to specific learning disorder centers were selected using an available sampling method and then randomly divided into experimental and control groups. During the pre-test stage, both groups underwent the fourth version of the Wechsler IQ Scale, the Behavior Rating Inventory of Executive Function, and researcher-made spelling, reading, and arithmetic abilities tests. Afterward, students in the experimental group received cognitive interventions over 16 sessions. After the intervention, post-tests were conducted for the control and experimental groups. Data obtained from the study were analyzed using analysis of covariance.Results: The results indicated that the experimental group obtained higher scores than the control group in the post-test reading, spelling, and mathematics evaluations. However, the experimental group had lower executive function scores than the control group.Conclusion: The results suggest that the designed cognitive package effectively reduces executive function problems and improves reading, spelling, and math performances. |
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| ISSN: | 2345-6167 2345-6159 |