Comparison of the Effectiveness of Computer-Assisted Cognitive Rehabilitation, Sensory Integration, and the Combination of These Two Methods on Improving the Cognitive Flexibility of Students with a Specific Learning Disorder

Document Type : Original Article

Authors

1 PhD Student in Educational Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

2 Associate Professor of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

4 Assistant Professor of clinical Psychology, Arak University, Arak, Iran.

Abstract

The purpose of this study is to compare the effectiveness of computer-assisted cognitive rehabilitation, sensory integration, and the combination of these two methods on improving the cognitive flexibility of students with specific learning disorder. The research method was quasi-experimental with a pretest/posttest design with unequal groups and one month follow-up. The statistical population consists of students with specific learning disorders referred to Pendar and Atieh clinics in Tehran during the academic year 2019-2020. Of them, 58 students (32 boys and 26 girls) with specific learning disorders were selected through available sampling, and 14 subjects were randomly replaced in the first experimental group, 15 subjects in the second experimental group, 16 subjects in the third experimental group, and 13 subjects in the control group. The Wisconsin Card Storing Test (WCST) was used to measure cognitive flexibility. Data were analyzed by analysis of variance with repeated measures using SPSS-24 software. The results showed that computerized cognitive rehabilitation and combination with sensory integration significantly improved cognitive flexibility in students with specific learning disorders (P<0.01). In addition, sensory integration also significantly improves cognitive flexibility in students with specific learning disorders (P<0.05). However, there is no difference between these three methods in improving cognitive flexibility. Therefore, computer-assisted cognitive rehabilitation, sensory integration, and the combination of these two methods can be used to improve cognitive flexibility in students with specific learning disorder.

Keywords

References

 
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Empowering Exceptional Children
Volume 12, Issue 3 - Serial Number 3
February 2022
Pages 107-121

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History

  • Receive Date: 28 January 2021
  • Revise Date: 07 February 2021
  • Accept Date: 28 March 2021

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