Developing and Validation of a Metronome-Based Cognitive Rehabilitation Package and its Effectiveness on the Executive Functions of Students with Dyslexia

This study aimed to develop and validate a metronome-based cognitive rehabilitation package to assess its effectiveness on the executive functions of children with dyslexia. The research utilized an exploratory mixed-methods approach. In the qualitative phase, the cognitive rehabilitation intervention package was created through a meta-synthesis method, drawing on articles published between 2000 and 2024. This package was subsequently approved by experts in the field. In the quantitative phase, a quasi-experimental design featuring a pretest-posttest with a control group was employed. A total of 30 boys aged 9 to 11 with dyslexia were selected in 1403 using a convenience sampling method and randomly assigned to either the experimental or control group. The intervention program was implemented over 15 one-hour sessions. Data collection was conducted using the Executive Functions-Brief Scale (BRIEF). The validity of the developed package was assessed through content analysis, while its effectiveness was evaluated using repeated measures analysis of variance and multivariate analysis of covariance, performed with SPSS version 24 software. The findings indicated that the average relative content validity coefficient and content validity index of the developed package were 0.95 and 0.98, respectively, with a Holst coefficient of 0.78, demonstrating that the intervention possesses appropriate validity. Statistical analyses revealed significant improvements in executive functions and their components at the post-test and one-month follow-up stages for the experimental group compared to the control group. In conclusion, the metronome-based cognitive rehabilitation package is effective in enhancing the executive functions of children with dyslexia and can be utilized to support these children's cognitive development.