توان بخشی شناختی

The purpose of the present study was to investigate the effect of cognitive rehabilitation on the improvement of different levels of attention and memory in office workers in Shiraz city. The research method was experimental and pre-test and post-test design with control group. The statistical population of the research was formed by the employees of three offices in Shiraz city in 2022, among them 30 employees who obtained a favorable score in the mental and cognitive health interview were selected through random cluster sampling and randomly in one of the Research groups were assigned. For the implementation of the interventions, the ARAM cognitive rehabilitation protocol was used and for the data collection, continuous performance, Stroop, divided attention, N-BACK, and Wechsler memory tests of adults were used. First, the pre-test and at the end the post-test, each for 40 minutes. The experimental group received cognitive rehabilitation interventions for 10 one-hour sessions, and the control group did not receive any training. Multivariate and univariate analysis of covariance tests were used for data analysis and the findings showed that the cognitive rehabilitation intervention had a significant effect on increasing sustained attention and selective attention, but it did not have a significant effect on divided attention. It also had a significant effect on visual and auditory of active memory. According to the findings of the research, cognitive rehabilitation can be used as a desirable method to strengthen the attention and memory in office workers

This study aimed to investigate the effectiveness of the rehabilitation package based on executive functions on cognitive flexibility and social interaction of students with autism spectrum disorder. This research was semi-experimental, involving a pre-test, post-test and control group, and follow-up period. The statistical population comprised all male pupils diagnosed with autism spectrum disorder in the academic year 2022-2023 in Tehran. Available sampling method was employed to select 20 male students from a special school for autism spectrum disorder, based on the criteria for admission and the existence of the study. These students were inadvertently divided into two groups: the control and experimental. The individual underwent 20 sessions of cognitive rehabilitation intervention that focused on executive functions,each lasting 20 minutes. The experimental group and the control group did not receive any intervention. Data was collected before, after, and two months after the cognitive rehabilitation program was implemented using the Wisconsin Card Sorting Test (WCST) and the Gilliam Autism Rating Scale (GARS) (Social Interaction Subscale). T​he SPSS software version 24 was employed to conduct data analysis using the repeated measurement method. The results revealed that the cognitive rehabilitation package, which is founded on executive functions, has had an impact on the social interaction and cognitive flexibility of students with autism spectrum disorder (P<0/001). The cognitive rehabilitation program mentioned above was found to have enhanced cognitive flexibility and increased social interaction among students with autism spectrum disorder. It is suggested that this program be used to enhance and enhance executive functions and mitigate behavioral symptoms in academic environments for children with autism spectrum disorder.

HIV is associated with extensive physical and psychological consequences, significantly affecting the quality of life of patients. Cognitive rehabilitation is a novel intervention aimed at improving cognitive and psychological functioning in these individuals. The present study aimed to evaluate the effectiveness of cognitive rehabilitation intervention on reducing depression, improving working memory, and enhancing attention in patients with immune deficiency. This quasi-experimental study utilized a pretest-posttest control group design and was conducted in Izeh, Iran, in 2023. A total of 30 patients with HIV were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants per group). Instruments included the Beck Depression Inventory, Working Memory Assessment, and Continuous Performance Test to measure attention. The experimental group underwent 12 sessions of cognitive rehabilitation (60 minutes each, three times a week), while the control group received no intervention. Posttests were administered to both groups after the intervention. Data were analyzed using multivariate covariance analysis (MANCOVA) in SPSS.23. The results showed that cognitive rehabilitation significantly reduced depression and improved working memory and attention in the experimental group compared to the control group (P ≤ 0.001). These findings suggest that cognitive rehabilitation is an effective approach for enhancing cognitive and psychological outcomes in patients with immune deficiency and can be utilized in therapeutic settings.

Attention and response inhibition is one of the problems of dysgraphia students whose treatment has not been paid much attention, so it requires new psychological interventions including cognitive rehabilitation.

The present study was conducted with the aim of determining the effectiveness of cognitive rehabilitation on the attention and response inhibition of dysgraphia students.

The current research was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third grade female students with dysgraphia in the 15th district of Tehran in the academic year of 2021-2022, who were referred to Sharq Counseling Center from regular schools. 14 people were selected by multi-stage cluster random sampling; and they were randomly placed in two experimental and control groups and answered Yaqoubi et al.'s dysgraphia diagnostic questionnaires (2021), Mandy Brackencamp's selective attention, concentration and effort test (2002) and Bruno-Nero Hoffman test (1984). Then the experimental group received the Aram Nejati attention and memory rehabilitation training program (2017) for 10 sessions of 60 minutes, but only school training was provided to the control group. After the training sessions, the post-test was conducted. Analysis of variance with repeated measures was used to analyze the data.

The results showed that cognitive rehabilitation training was effective in improving attention and response inhibition of dysgraphia students compared to the control group. These results continued in the follow-up period(p< 0/01).

Based on the results, counselors and experts can use cognitive rehabilitation training to improve attention and inhibit response of dysgraphia students.

The present study aimed to determine the effectiveness of cognitive rehabilitation on improving reaction time, planning and response inhibition in bipolar patients. This research was a semi-experimental design with pre-test-post-test and control group. The study population consisted of patients with bipolar disorder who referred to psychiatric specialists, clinics and specialized centers of psychiatric services in Tabriz city in 2022 (October to March). Using convenience sampling method, 40 subjects were selected and randomly assigned in experimental and control groups (15 subjects in each group). They were assessed by Mania-Young Scale, Continuous Visual Performance Test (CPT-V), Chronoscope device (reaction time), Tower of London test. The experimental group received cognitive rehabilitation for 6 sessions and no intervention was applied to the control group. Finally, the post-test was implemented. Data were analyzed by Multivariate analysis of Covariance. Results showed that cognitive rehabilitation was effective in improving reaction time, planning and response inhibition in bipolar patients. Consequently, it could be stated that in improving the cognitive abilities of bipolar patients, the application of rehabilitation could provide appropriate setting for other therapeutic interventions.

Specific learning disabilities include a heterogeneous group of children who have problems in various domains. These problems have life-long effects that seem to extend far beyond reading, writing, and arithmetic, and profoundly affect areas such as health, mental health, interpersonal relationships, continuing education, employment opportunities, and the like.

The aim of this study was to compare the effectiveness of game-based therapy and game-based therapy integrated with cognitive rehabilitation techniques on the math performance and Anxiety mathematical in Students With learning disabilities (MLD).

In the quasi-experimental research of pre-test-post-test multi-group designs, among the statistical population of the study, including all students of third, fourth, fifth and sixth grades of the academic year of 2018- 19 of Khomeini Shahr city in Iran, the number of 36 students those with math learning disabilities were randomly divided into three groups of 12. (2 experimental and 1 control). Then the experimental groups were treated. During this period, the control group did not receive any psychological or pharmacological interventions. Shalve mathematics questionnaires and Kazeleskis mathematical anxiety scale were used to evaluate the subjects.

The results of data analysis showed that play therapy-based education and the play therapy-based education combined with cognitive rehabilitation methods in mathematical anxiety and mathematical achievement at the level of(p< 0.05) were associated with significant effectiveness. Also, play therapy-based education combined with cognitive rehabilitation methods was more effective in the mathematical achievement variable in students with mathematic learning disabilities compared to play therapy-based education.

This research was conducted with the aim of comparing the effectiveness of play therapy-based education and play therapy-based education integrated with cognitive rehabilitation methods in math anxiety and math academic progress in students with math learning disorders, by examining 36 students with math learning disorders who were in three There were experimental and control groups, the experimental groups received training based on play therapy and training based on play therapy integrated with cognitive rehabilitation methods

The aim of this research was to investigate the efficacy of cognitive rehabilitation in enhancing academic achievement, cognitive flexibility, and selective attention in students with specific learning disabilities. This applied study employed a semi-experimental design with pretest-posttest, a quantitative research method, and an experimental and control group. The population included all elementary school pupils who were referred to learning disability centers in Zanjan during the academic year 2021-2022. A total of 40 participants (22 boys and 18 girls) were randomly assigned to the experimental and control groups (each group, 20 participants). The selection was conducted through convenience sampling. The control group was placed on a waiting list, while the experimental group received 12 sessions of cognitive rehabilitation interventions. The Stroop and Wisconsin Card Sorting Tests were employed to capture data, which were subsequently analyzed using SPSS24 and repeated measures analysis. The findings showed that after cognitive rehabilitation, the level of selective attention, cognitive flexibility, and academic achievement of the participants increased significantly. Selective attention, cognitive flexibility, and academic achievement were significantly different between the experimental and control groups in the pretest, posttest, and follow-up (P<0.01). Therefore, it is possible to infer that cognitive rehabilitation had a beneficial impact on the academic performance, cognitive flexibility, and selective attention of students with specific learning disabilities. Cognitive rehabilitation is an effective therapeutic approach that learning disability centers should employ to enhance the cognitive performance of students with specific learning disabilities.

The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia

Attention deficit hyperactivity disorder is a psychological disorder that affects many aspects of students' lives. The effects of drug therapy is short. cognitive rehabilitation and education of mothers are non-pharmacological treatments. The research was conducted with the aim of comparing the effect of cognitive rehabilitation, training of mothers using the Barkley method and drug therapy on time perception in students with attention deficit disorder aged 9-12 years.

It was a experimental research of pre-test, post-test and follow-up type.The statistical population : all students aged 9-12 who were studying in elementary schools in Khorram Abad city in the academic year of 2018, with random sampling method, 45 students with attention deficit hyperactivity disorder in three rehabilitation experimental groups cognitive (15 people), education of mothers by Barkley's method (15 people) and drug therapy (15 people) were included. Connors questionnaire (Keith Connors, 1960) and time perception test (Nazari, Mirlo and Asadzadeh, 2013) were used in data collection. The cognitive rehabilitation group received 14 training sessions, the Barkley method training group received 9 training sessions, and the drug therapy group received medication. The data were analyzed using ANOVA with repeated measures.

There is a difference between drug therapy and cognitive rehabilitation and training of mothers using the Barkley method on time perception in students with attention deficit hyperactivity disorder.(p=0.05)

Cognitive rehabilitation and training of mothers using the Barkley method can be used as complementary treatments to reduce the clinical symptoms of children with ADHD.

Abstract Cerebral palsy is a non-progressive abnormality that occurs in the developing brain, which causes motor and postural neurological deficits in growing children. The present study is to investigate the effectiveness of cognitive rehabilitation on the quality of life and cognitive improvement of mothers with children with cerebral palsy, as well as its effectiveness on the improvement process of their children's treatment.Research This research was an experimental type with a pre-test-post-test design with a control group. The statistical population of the current study includes mothers with children with cerebral palsy in Shiraz and the statistical sample includes.There were 30 mothers who were randomly divided into two groups of 15 intervention and control. A short mental state test was conducted to measure the mental state of mothers as a condition for entering the research. Then two World Health Organization quality of life tests and "Fever Test" were performed as pre-test and post-test to measure between these two groups before and after the intervention. The therapeutic intervention of mothers was carried out through cognitive rehabilitation protocols by Captain Log cognitive rehabilitation software in 20 one-hour sessions. Also, their children with cerebral palsy were evaluated by the therapist by performing the children's disability evaluation list test as a pre-test and post-test and were treated by him. The raw data of the questionnaires were collected in two descriptive levels Inferences were analyzed by SPSS software. The results showed that cognitive rehabilitation has a positive and significant effect on the quality of life and cognitive improvement of mothers with children with cerebral palsy. Also, the cognitive rehabilitation of mothers with children with cerebral palsy was able to show its effect on the recovery process of children who were treated with occupational therapy, which had a positive and significant effect on the process of improving the treatment of children with cerebral palsy. It is suggested that in the clinical and theoretical education of nursing students and personnel, the category of spiritual health is one of the important dimensions of mental health to empower more patients, especially chronic patients should be used more.

Abstract
Cognitive and neuropsychological problems play a special role in the course, prognosis, and treatment of obesity. The present study was conducted with the aim of designing and validating the Cognitive rehabilitation program and its effect on cognitive control and Problem-solving in women with obesity. The present study was conducted in the form of an experimental design with a pretest-posttest with a control group and follow-up. Participants in this study included 40 female obese patients living in Urmia who were randomly assigned to two groups cognitive rehabilitation (n = 20) and control (n = 20). The experimental group received cognitive rehabilitation intervention in 16 sessions and the BRIEF-A, cognitive flexibility test, and London tower in the pre-test, post-test, and follow-up stages for both groups were used and the findings were analyzed using a mixed analysis of variance test. Took. Also, after completing the course, the control group received cognitive rehabilitation intervention. The results showed better performance of the experimental group in cognitive control variables (inhibition, working memory, and cognitive flexibility) and problem-solving sub-components in the post-test and follow-up stage than the control group. This means that the experimental group that received the cognitive rehabilitation intervention performed better in the proposed components in the post-test and follow-up phase. Taken from the findings, it can be concluded that cognitive rehabilitation intervention as an effective and efficient treatment option can have positive effects and significant cognitive-educational consequences for patients with obesity. Therefore, specialists, researchers, and therapists in this field can use this intervention as an effective treatment option to improve the cognitive functions and psychological neuropathy of obese and overweight patients and consequently improve the mental health and quality of life of these patients.

Considering the effects of dysgraphia on the psychological dimension of affected students and severe academic learning problems, the present study was conducted to determine the effectiveness of cognitive rehabilitation on the working and visual memory of dysgraphia students.

The present study was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third-grade female students with dysgraphia in Tehran, Iran, in the academic year of 2021-2022 who were referred from regular schools to educational and rehabilitation centers for special learning problems. Among them, twenty-eight people were selected and randomly placed in two experimental and control groups. Furthermore, they responded to Yaqoubi et al.'s dysgraphia diagnostic scale (2020), N-BACK (2001), and Kim Karad's visual memory test (1945). Then, the experimental group received the cognitive rehabilitation training program, but only school training was provided to the control group. For data analysis, a repeated measurement test was used with SPSS version 24 software at a significance level 0.05.

The results revealed that the cognitive rehabilitation program effectively improved the working and visual memory of dysgraphia students, and the results were stable in the follow-up period. (P<0.01).

It is suggested to use the cognitive rehabilitation approach in educational and training centers to improve the working and visual memory of dysgraphia students.

Obesity is associated with many comorbidities, such as cardiovascular disease, type II diabetes mellitus, hypertension, and various cancers. Moreover, the risk for dementia and Alzheimer’s disease is also increased. In addition, individuals with obesity have significant cognitive deficits, especially in executive functions. Indicatively, obesity and being overweight are estimated to account for nearly 3.4 million deaths per year, which corresponds to the fifth leading cause of death worldwide. In today's society, high-calorie palatable food is abundantly available, and most people have a largely sedentary lifestyle, often leading to an imbalance in energy intake and expenditure. Excess energy is converted into fat, which results in weight gain and obesity. Cognitive and psychological problems play a vital role in the course, prognosis, and treatment of obesity. The present study aimed to design and validate the cognitive rehabilitation program and its effect on attention bias, self-regulation, and food craving in women with obesity.

The present study used a (group: training group vs. control group) between- and within-subjects (time-point: baseline, post-intervention, and follow-up two months later) design to test the effects of the training program on the dependent variables. Participants in this study included 40 female obese patients living in Urmia who were randomly assigned to two groups cognitive rehabilitation (n=20) and control (n=20). The experimental group received cognitive rehabilitation intervention in 16 sessions. The dot-probe task, self-regulating scale, and food craving scale in the pre-test, post-test, and follow-up stages were used for both groups, and the findings were analyzed using a mixed analysis of variance test. Notably, after the end of the course, the control group also received cognitive rehabilitation intervention.Measures: The current study used a modified dot-probe task for assessing attention bias. Forty food-related words and 40 neutral words were collected and validated in our previous studies. The trial consisted of four sections separated by one-minute intervals. The same 40 pairs of words were presented in random order in each section. Each trial started with a fixation point presented in the center of the monitor for 500 Ms. A pair of words, one food-related and another neutral were then presented above and below the fixation point (position counterbalanced across trials). Each pair of words were shown, followed by a cue (letter ‘p’ or ‘q’). Participants were asked to press ‘p’ or ‘q,’ which appeared randomly in the location of either the food-related word or neutral word, as quickly as possible. After the participant pressed the key (or following 1500 MS if participants did not respond), the cues disappeared. Each trial was presented four times, and each pair of words randomly appeared in these trials.The Food Cravings Questionnaire–Trait (FCQ–T): Measures the frequency and intensity of food craving experiences in general. The questionnaire has 39 items, and response categories range from 1=never to 6=always. There are no inverted items. Responses to all items are summed up for a total score. Thus, higher scores represent more frequent and intense food cravings. Several subscale scores can also be calculated.Self-Regulation Questionnaire-Short Form: This scale has 16 items, two subscales of changing behavior to achieve remarkable goals, and the factor of obtaining satisfaction and well-being. Subjects answer the questions on a 6-option Likert scale from 1=very weak to 6=very strong, and a higher score in this questionnaire indicates better self-regulation.

 Data Analysis Plan: 

This research conducted a series of two (group: cognitive rehabilitation vs control) x three (time: baseline, post-intervention, follow-up) mixed analyses of variances (ANOVAs), a) with attention bias scores, b) food craving, and c) self-regulation as the dependent variables. Eta squared effect sizes were calculated and reported for ANOVA analyses, with 0.01 considered small, 0.06 considered medium, and 0.14 considered large.

In the first stage of program validation, along with the face validity method, the content validity method was used quantitatively and qualitatively method with a panel of ten experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0.85 and 1, respectively. Furthermore, the minimum and maximum CVIs for each item or component of the program were calculated as 0.90 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0.95. Similarly, compared to the control group, cognitive rehabilitation significantly reduced attention bias, improved self-regulation, and decreased food cravings at post-intervention and follow-up.

cognitive rehabilitation may be a practical intervention for women with obesity in Iran with cognitive deficits. Therefore, specialists, researchers, and therapists in this field can use this intervention as an effective treatment option to improve the cognitive functions and psychological neuropathy of obese and overweight patients and consequently improve their mental health of these patients.

Working memory deficit is one of the most common complaints in post-stroke patients. The present study aimed to investigate the efficacy of the con-commitment use of unihemispheric concurrent dual-site a-tDCS (a-tDCSUHCDS), computer-assisted cognitive rehabilitation and conventional (Single site) a-tDCS in comparison with computer-assisted cognitive rehabilitation without tDCS on the working memory in stroke patients. 32 participants (21 males and11 females; age range 40-65years) with subacute stroke were selected by purposeful sampling method & randomly assigned to three experimental conditions and a controlled group with sham stimulation. All groups completed sessions of the Dual N-back training task. A-tDCSUHCDS group received anodal tDCS over the left DLPFC and M1 and conventional (Single site) a-tDCS group received anodal tDCS over the left DLPFC. A repeated measures analysis of variance revealed that the a-tDCSUHCDS group had the larger improvement in working memory tasks after the intervention. Also, at the 8-weeks follow-up, the a-tDCSUHCDS group still had larger improvements in mentioned tasks. These results indicated that there may be potential for the concomitant use of a-tDCSUHCDS and computer-assisted cognitive rehabilitation by increasing the excitability of the cortical network of brain regions that play an important role in executive functions, to enhance the efficiency of the cognitive rehabilitation programs of the stroke patients.

Patients with multiple sclerosis generally have problems with their cognitive functions. In this study, researchers have identified the cognitive problems of patients based on the information processing model and then designed an appropriate cognitive rehabilitation program for the patients, and investigated the program's effectiveness on the improvement of patients' cognitive abilities.

This research was conducted in three stages through an advanced combined method (quantitative and qualitative). A: The stage of comparing the patients with healthy individuals by a causal-comparative method. B: designing the cognitive rehabilitation protocol according to the results of the first stage, the opinion of psychologists, and applying the Lawshe formula for cognitive rehabilitation protocol according to the first stage results. C: the intervention stage using the quasi-experimental method, in which 103 patients with multiple sclerosis were randomly selected and compared with 86 normal individuals in terms of cognitive functions. The five subtests of the MACIFIMS battery were used to evaluate the patient’s cognitive abilities. Then a rehabilitation protocol was developed, and finally, its effectiveness on 50 patients was evaluated. Both groups were evaluated in post-test and follow-up stages, and data were analyzed using the ANCOVA method with SPSS-22 software.

The results showed a significant difference between the mean scores of cognitive tests of patients and normal people, and the content validity of the cognitive protocol was equal to 0.75. Up to 1 was obtained. This significance was maintained in the scores of all averages except verbal long-term memory and visual long-term memory in one-month follow-up.

The results show that the designed protocol is effective and a valuable way to increase patients' cognitive abilities.

The aim of this study was to evaluate the effectiveness of cognitive rehabilitation on improving working memory of adolescents with traumatic brain injury. The method of this research was quasi-experimental pre-test-post-test with control and follow-up groups. To conduct this study, 20 adolescents aged 9-18 years with traumatic brain injury referred to medical centers in Sadaf Shahriar (Parandmehr Clinic) were selected by convenience sampling and randomly assigned to two groups of 10 experimental and control. To measure the dependent variable of working memory, Wechsler scale 4 subtests (auditory measurement of working memory) and Benton test (visual-spatial measurement of working memory) were used. The experimental group underwent cognitive rehabilitation intervention (12 sessions of 45 minutes). Analysis of variance with repeated measures was used to analyze the data. The results showed that there was a significant difference between the experimental and control groups in pre-test, post-test and follow-up of working memory performance. The results showed a significant difference between the mean scores of working memory (auditory and visual-spatial measurements) of the experimental group and the control group in the post-test. In addition, there was no significant difference between post-test scores and follow-up in the experimental group, which showed the effect of cognitive rehabilitative perstability on working memory performance in adolescents with brain injury. Therefore, cognitive rehabilitation has a significant effect on improving working memory performance in patients with brain injury and can be used as an effective and useful method to improve working memory performance in adolescents with brain damage.

Cognitive rehabilitation is considered as an effective intervention in promoting the cognitive functions of patients with post-traumatic stress disorder. This study aimed to systematically evaluate the effectiveness of cognitive rehabilitation on improving the cognitive functions of patients with post-traumatic stress disorder.

For this purpose, all articles published in the period 2000 to 2020 were reviewed, to find related English studies, Google Scholar Databases, Science Direct, Scopus, Academia, Cochrane Database, Research Gate, and biomedical databases include PubMed, Medline, Psych Info, and rehabilitation databases including PEDRO , OTseeker, Rehab data and to find related studies in Persian, Google Scholar (Persian), SID, Magiran, IranDoc, MedLib, NoorMags, IranMedex databases, to Search with English and Persian keywords.

930 articles published in English and Persian were retrieved, and finally 12 related articles were reviewed. In this study, most studies focused on a limited range of cognitive functions.

The results indicate the improvement of cognitive functions (memory, executive function and attention) in patients with post-traumatic stress disorder after cognitive rehabilitation. According to the results of studies, it can be stated that cognitive rehabilitation as an intervention can be effective along with other therapeutic interventions in promoting of cognitive functions in patients with post-traumatic stress disorder.

the aim of this study was to determine the effectiveness of cognitive rehabilitation based on executive functions on the academic performance of slow learners. 

the research was a quasi-experimental study with a pretest-posttest with the control group. The statistical population of the study consisted of all slow learners in Kashan 2018-2019. Using an available sampling method, 30 students with the required criteria based on the inclusion criteria were selected and randomly assigned to experimental (n = 15) and control (n = 15) groups. The experimental group was trained in 12 sessions of 1 hour and the control group did not receive any intervention. ANOVA was used for data analysis.

the results showed that cognitive rehabilitation based on executive functions was effective on academic performance (p < 0.05).

based on the results of present study, it can be concluded that cognitive rehabilitation based on executive functions can be used as an interventional method to improve academic performance of verbal working memory in slow learners.