Parhoon, KamalKamalParhoonCoolidge, Frederick L.Frederick L.CoolidgeAlizadeh, HamidHamidAlizadehParhoon, HadiHadiParhoonSrivastava, ApekshaApekshaSrivastava2025-08-312025-08-312024-01-0110.1080/21683603.2024.23752422-s2.0-85199891330http://repository.iitgn.ac.in/handle/IITG2025/29244Objective: 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.falseattention | BRIEF2 | cognitive rehabilitation | executive functions | problem solving | Specific learning disorder | Stroop | Tower of LondonArticle21683611164-17220240arJournal0