The Comparison of the Effectiveness of Transcranial Direct Current Stimulation and Sensorimotor Integration on Executive Functions )Cognitive flexibility, Response inhibition) of Students with Specific Learning Disabilities

The aim of this study was to compare the effectiveness of transcranial direct current stimulation and sensorimotor integration on executive functions (cognitive flexibility and response inhibition) of students with specific learning disabilities.

The present study was an experimental one with a pretest-posttest design with a control group. The statistical population of this study included all fifth and sixth students of elementary school who enrolled in the centers for learning disabilities in Dezful in the academic year of 2021-2022. Sixty people were selected by available sampling and were randomly assigned to two experimental groups and one control group (20 people in each group). The students were measured by Wisconsin and Stroop test in the pretest and posttest stages. Transcranial direct current stimulation was implemented in ten 20-minute sessions and sensorimotor integration program was implemented in ten 45-minute sessions. The control group did not receive any intervention. Data were analyzed using covariance test.

According to the results, there was a statistical significant difference between the mean scores of two experimental groups and control group in cognitive flexibility and response inhibition of students with specific learning disabilities (P<0.001). In addition, the results of Bonferroni test were indicative of the higher effectiveness of transcranial direct current stimulation, compared to sensorimotor integration.

According to the results of the present study, the effect of transcranial direct current stimulation on cognitive flexibility and response inhibition is more than sensorimotor integration. It is also suggested that both methods (transcranial direct current stimulation and sensorimotor integration) could be used as useful interventions in improving executive functions of students with learning disabilities by educational specialists.