Effects of a cognitive rehabilitation training program in school-aged children with specific learning disorder

Abstract

Objective This study investigated the effect of Cognitive Rehabilitation Training (CRT) on executive functions, problem solving, and attention in students with a specific learning disorder (SLD).

Method Forty-two SLD students from the third to sixth grade (8–12 years old) were randomly assigned to 16 sessions of CRT (n = 21) or to a control (n = 21) group. Executive functions were assessed by the Behavior Rating Inventory of Executive Function (2nd ed.), problem solving by the Tower of London test, and attention by the Stroop test.

Results Analyses of variance and post-hoc analyses revealed that there were significant improvements in the CRT group in most aspects of executive functions, problem solving, and attention, and these improvements were maintained over a two-month follow-up.

Conclusion These findings suggest that a CRT program may have positive implications for cognitive functioning and may provide preliminary support for alternative therapeutic interventions for use in children with SLD.