Comparing the Effectiveness of Educational Program based on Response toIntervention and Sensory-motor Integration Intervention on Cognitive Language andAcademic Performance of Students with Learning Disabilities

The aim of the research was to compare the effectiveness of the educational program based on the response to the intervention and the sensory-motor integration intervention on the cognitive language and academic performance of students with learning disabilities. The research method was semi-experimental with a pre-test-post-test design with a control group and a follow-up period. The statistical population was students who referred to the Learning Disorders Center affiliated to Semnan Education Department in the academic year 2021-2022 due to learning disabilities . 45 students were selected by purposeful sampling and randomly replaced in three groups of 15 people (two experimental groups and one control group). The experimental groups were subjected to intervention for 8 sessions of 60 minutes. The control group did not receive any intervention. The follow-up period was done after 3 months. Newcomer and Hamill's (1997) language development questionnaire was used to measure the average of monthly reports to measure academic performance. The data was analyzed using the mixed two-factor ANOVA method by SPSS-26 software. The findings showed that there is a significant difference in the linguistic score and academic performance between the experimental and control groups (P<0.05). Based on the results, both interventions were effective and had a stable effect, but training based on the response to the intervention was more effective on the research variables. Therefore, it can be concluded that the educational intervention based on the response to the intervention and the sensory-motor integration intervention can be used as a beneficial intervention to help students with learning disabilities as they can improve linguistic and academic performance in elementary schools and centers for learning problems.