The Effectiveness of a Timly Cognitive Intervention Package on the Cognitive and Academic Performance of Students with Specific Learning Disorders

Early detection and intervention can lead to successful future educational experiences for at-risk children and reduce the negative consequences of learning disorders. This study was conducted to develop a timely intervention package for first-grade students with specific learning disorders and examine its effects on their cognitive performance. The method employed in this study was quasi-experimental, utilizing a post-test and pre-test design with a control group. The statistical population consisted of first-grade Bojnord students referred to specific learning disorder centers. Thirty-two first-grade students referred to specific learning disorder centers were selected using an available sampling method and then randomly divided into experimental and control groups. During the pre-test stage, both groups underwent the fourth version of the Wechsler IQ Scale, the Behavior Rating Inventory of Executive Function, and researcher-made spelling, reading, and arithmetic abilities tests. Afterward, students in the experimental group received cognitive interventions over 16 sessions. After the intervention, post-tests were conducted for the control and experimental groups. Data obtained from the study were analyzed using analysis of covariance. The results indicated that the experimental group obtained higher scores than the control group in the post-test reading, spelling, and mathematics evaluations. However, the experimental group had lower executive function scores than the control group. The results suggest that the designed cognitive package effectively reduces executive function problems and improves reading, spelling, and math performances.