1- Science and Arts university
Abstract: (16 Views)
Background & Objective: Learning disability is one of the most complex disorders of school children, which has a significant impact on educational performance that is completely different from expectations. Learning disabilities are common in all geographic regions, but vary between 3 and 12 percent in different regions. An estimate from India states that more than five students in every regular-sized classroom have learning disabilities. Students with learning disabilities are often not recognized by teachers in overcrowded schools because the symptoms are not visible and are often overlooked by teachers as well as parents. Due to learning disabilities, school children perform below their competence, which causes the child to have low self-esteem and sometimes causes considerable stress to the parents. A child with learning disabilities usually has poor performance, which causes low self-esteem, and because of this, many times the student himself does not succeed in his class, gets frustrated, and finally leaves school at a young age. If the early signs of their problems are identified and appropriate training is provided, the risk of developing depression, anxiety and delinquency in these children can be prevented. It only requires specialized training.
The treatments that have been used to treat learning disorders have not been able to solve the problems of children with learning disorders to a large extent. On the other hand, due to the increase in teachers' awareness, the diagnosis of children with learning disorders has increased in schools, and every day many clients refer to psychological clinics due to learning disorders. Cognitive defects, including working memory defects seen in children with learning disabilities, can cause many problems in their academic life and future. Also, the effectiveness of computerized cognitive rehabilitation on the working memory of students with learning disabilities has not been investigated in previous studies. Therefore, in this research, the effectiveness of computer cognitive rehabilitation on the working memory of students with learning disabilities was investigated.
Methods: This study was a semi-experimental type with pre-test and post-test with control group. The statistical population included 8-year-old students of the second grade of primary school with learning disabilities who referred to psychology and psychiatry clinics in Yazd. Among the people of the society, 30 qualified volunteers entered the study in a simple random manner, and 15 of them were randomly assigned to the intervention group and 15 to the control group. The inclusion criteria were having a learning disorder and a psychiatrist's confirmation, the age of 8 years in the second grade of elementary school, not using other treatment methods such as behavioral therapy and drug therapy. The criteria for withdrawing from the study included absence from a computerized cognitive rehabilitation session and failure to complete the questionnaire during the study. Each family completed the consent form to participate in the research. Working memory variable scores were compared by means of Digit Spanning Questionnaire (Wechsler, 1945) in two time periods before and after subsidized cognitive rehabilitation. Data analysis was done using covariance analysis. The significance level of the tests was 0.05.
Results: Data analysis showed that the working memory test score in children with learning disabilities in the intervention group and after receiving treatment increased significantly compared to the control group (P<0.001).
Conclusion: The aim of this research was to investigate the effectiveness of computer cognitive rehabilitation on the working memory of students with learning disabilities. The results of the present study showed that computerized cognitive rehabilitation has a significant effect on the working memory of students with learning disabilities and can lead to the improvement of working memory in these patients. The results of this research are in line with the study by Farghali et al. who stated that computer cognitive rehabilitation leads to improvement of learning abilities and academic progress of students with learning disorders. In addition, it is in line with the research of Abbariki et al., who showed that computerized cognitive rehabilitation can be used as a reliable treatment to improve cognitive impairment in children with learning disabilities. Also, the results of this study are in line with the study of Esmailzadeh Rozbahani et al., who showed that computer cognitive rehabilitation leads to positive reinforcement of executive functions and problem solving of students with learning disabilities in mathematics.
The results of the present study showed that computerized cognitive rehabilitation has a significant effect on the working memory of students with learning disabilities and can lead to the improvement of working memory in these patients.
The treatments that have been used to treat learning disorders have not been able to solve the problems of children with learning disorders to a large extent. On the other hand, due to the increase in teachers' awareness, the diagnosis of children with learning disorders has increased in schools, and every day many clients refer to psychological clinics due to learning disorders. Cognitive defects, including working memory defects seen in children with learning disabilities, can cause many problems in their academic life and future. Also, the effectiveness of computerized cognitive rehabilitation on the working memory of students with learning disabilities has not been investigated in previous studies. Therefore, in this research, the effectiveness of computer cognitive rehabilitation on the working memory of students with learning disabilities was investigated.
Methods: This study was a semi-experimental type with pre-test and post-test with control group. The statistical population included 8-year-old students of the second grade of primary school with learning disabilities who referred to psychology and psychiatry clinics in Yazd. Among the people of the society, 30 qualified volunteers entered the study in a simple random manner, and 15 of them were randomly assigned to the intervention group and 15 to the control group. The inclusion criteria were having a learning disorder and a psychiatrist's confirmation, the age of 8 years in the second grade of elementary school, not using other treatment methods such as behavioral therapy and drug therapy. The criteria for withdrawing from the study included absence from a computerized cognitive rehabilitation session and failure to complete the questionnaire during the study. Each family completed the consent form to participate in the research. Working memory variable scores were compared by means of Digit Spanning Questionnaire (Wechsler, 1945) in two time periods before and after subsidized cognitive rehabilitation. Data analysis was done using covariance analysis. The significance level of the tests was 0.05.
Results: Data analysis showed that the working memory test score in children with learning disabilities in the intervention group and after receiving treatment increased significantly compared to the control group (P<0.001).
Conclusion: The aim of this research was to investigate the effectiveness of computer cognitive rehabilitation on the working memory of students with learning disabilities. The results of the present study showed that computerized cognitive rehabilitation has a significant effect on the working memory of students with learning disabilities and can lead to the improvement of working memory in these patients. The results of this research are in line with the study by Farghali et al. who stated that computer cognitive rehabilitation leads to improvement of learning abilities and academic progress of students with learning disorders. In addition, it is in line with the research of Abbariki et al., who showed that computerized cognitive rehabilitation can be used as a reliable treatment to improve cognitive impairment in children with learning disabilities. Also, the results of this study are in line with the study of Esmailzadeh Rozbahani et al., who showed that computer cognitive rehabilitation leads to positive reinforcement of executive functions and problem solving of students with learning disabilities in mathematics.
The results of the present study showed that computerized cognitive rehabilitation has a significant effect on the working memory of students with learning disabilities and can lead to the improvement of working memory in these patients.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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