Comparing the Effectiveness of Cognitive Rehabilitation and Cognitive Therapy based on Mindfulness in Improving the Cognitive Flexibility and Academic Progress of Students with Specific Learning Disorders

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.