Amir Azizi; Fazlollah Mir Drikvand; Mohammad Ali Sepahvand
Volume 6, Issue 1 , August 2017, , Pages 135-146
Abstract
Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students ...
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Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through call method and using randomly were replaced into experimental and control groups (n = 15 per group). In all four groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Cognitive rehabilitation was performed in the experimental group using Sund Smart software for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group did not receive any interventions. Data were analyzed using multivariate covariance analysis in SPSS.20 software. Findings: The multivariate covariance analysis showed that there is a significant difference between the mean scores of pre-test and post-test in the experimental and control groups in continuous attention variables and visual - motor perception, but there is no significant difference between the mean scores of the groups in the working memory variable at the evaluation stages. Conclusions: The use of cognitive rehabilitation is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disabilities.
