Document Type : Original Article

Authors

1 Ph.D. student of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

4 Associate Professor, Department of Psychology, , Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

10.22034/iepa.2021.272567.1252

Abstract

Objectives of the study:This article aimed to study the effect of computerized cognitive rehabilitation (CCR) on verbal skills of students with specific mathematical learning disorder (SPLD).
Participants: Forty people were selected using simple random sampling method from among the primary fourth grade male students with SPLD in Karaj; they were divided into experimental (n=20) and control (n=20) groups after matching using random substitution.
Method: The study was a quasi-experimental study with a pre-test-post-test design with a control group and a two-month follow-up. The subjects in the experimental group received Capitan’s Log Cognitive Rehabilitation Software (2018) individually for 12 sessions of 50 minutes of training program, whereas the control group did not receive this training program. TOLD language development test was used to evaluate students' verbal skills. The collected data were analyzed using multivariate analysis of covariance SPSS 24.
Results: CCR led to enhanced ability of the experimental group subjects in the post-test and follow-up stages compared to the control group in terms of most of the verbal skills. (p <0.05). However, there were no significant differences between the ability of the subjects of the experimental and control groups regarding producing the word in the post-test and follow-up stages (p <0.05).
Conclusion: The findings indicated that CCR program is effective in the development of students' verbal skills with SPLD and could be used as an appropriate intervention method.

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