The Effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on the Executive Functions and Academic Performance among Students with Specific Learning Disorder comorbid with Attention Deficit Hyperactivity Disorder

The aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on Executive Functions and Academic Performanc of students with Attention Deficit Hyperactivity Disorder. In term of goal, the research method was practical and semi-experimental with a pretest-posttest design with a sham group. The statistical population of the study was all students with SLD+ADHD in Esfahan. The sample of this research consisted of 24 students who were selected through purposive sampling and randomly divided into two sham group (14 participants) and an experimental group (14 participants). The students were assessed using the Wechsler Intelligence Scale for Children (WISC-IV), Conners' Parent Rating Scale, the Learning Disability Diagnostic questionnaire. The brief questionnaire and Farsi grades of the students of two semesters were also used in order to check the effectiveness of the treatment in the pre-test and post-test stages.The experimental group participated in 15 sessions of 20 minutes duration in the intervention program. The results indicate the significant effectiveness of the intervention of tDCS combined with cognitive computer training on improving the components of executive functions including response inhibition (p<0.01, F=12.23, Ƞ2=0.42), attention (p<0.01, F=27.18, Ƞ2=0.60), working memory (p<0.01, F=15.11, Ƞ2=0.46) and planning (p<0.01, F=38.70, Ƞ2=0.66). Also, the results of the non-parametric covariance analysis showed a significant improvement in the Farsi scores of the students in the experimental group compared to the control group (p<0.01, F=12.13). The results of this study showed that this intervention can have a significant positive effect on improving the performance students with Specific Learning Disorders comorbid with Attention Deficit/Hyperactivity Disorder. Therefore, it can be concluded that the combination of brain stimulation treatment methods and cognitive training can be a suitable option for the rehabilitation of students with Specific Learning Disorder comorbid with Attention Deficit/Hyperactivity Disorder.