Comparing the effectiveness of cognitive rehabilitation based on attention amplification and cognitive rehabilitation based on working memory amplification in cognitive emotion regulation and information processing speed of dyslexic students

This study aimed to compare the effectiveness of attention-based cognitive rehabilitation and working memory-based cognitive rehabilitation on cognitive emotion regulation and information processing speed of dyslexic students.

The statistical population of this quasi-experimental study (pre-test, post-test, follow-up test with control group) included all dyslexic students referred to counseling centers of Neyshabour Education Department during the academic year 1398-1399. Forty-four cases were randomly divided into two experimental and one control group. Participants were assessed using the Reading Questionnaire and the Cognitive Emotion Regulation Questionnaire-Garnefsky et al. (2002) questionnaire in three stages of pre-test, post-test and follow-up. Then, independent variables were administered for the two experimental groups. The first experimental group (n = 14) received cognitive rehabilitation based on attention amplification, the second experimental group (n = 14) received working memory-based cognitive rehabilitation during eighteen 60-minute sessions. The third group was on the waiting list as control group and did not receive any treatment during the study. Data were analyzed by repeated measures ANOVA. Positive cognitive adjustment strategies and information process increased and negative strategies decreased in intervention groups in compare to the control goup(P<0.05).

Based on the findings, it can be said that the efficacy in the cognitive rehabilitation group based on working memory amplification variable speed of information processing was higher, but the effectiveness of attention-based cognitive rehabilitation treatment was higher in cognitive emotion regulation variable (positive strategies).