Specific learning disorder. Specific disorder of arithmetical skills
Conditions
Interventions
Intervention 1: First intervention group: The group that receives intervention with cognitive behavioral play therapy protocol for 10 sessions, 2 sessions per week. A pre-test is taken before the inte
Sponsors
Islamic Azad University
Eligibility
Sex/Gender
All
Age
8 Years to 9 Years
Inclusion criteria
Inclusion criteria: Obtaining parental consent for children to participate in the research Obtaining lower than average scores on tests of memory, attention, and learning mathematical concepts Free from autism and mental retardation Not taking concomitant medication for another disorder Age 8 to 9 years (second and third grade of elementary school)
Exclusion criteria
Exclusion criteria: Use of psychiatric medications Unwillingness to continue collaborating in research Failure to attend more than two therapy sessions Having an IQ below 90 The presence of other comorbid disorders such as attention deficit/hyperactivity disorder and behavioral disorders Failure to participate in Cognitive Behavioral Play Therapy and Virtual Reality (VR)-Based Cognitive Rehabilitation programs in the past six months.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Working memory is defined as the ability to retain information in the mind until the end of an activity or as a mental system that is responsible for temporarily storing and processing information to perform a series of complex cognitive tasks (such as understanding, learning, etc.). Timepoint: Two intervention sessions are held per week for 5 weeks, and a post-test is taken after the end of the intervention, and a follow-up test is taken after two months. For the control group, the pre-test, post-test, and follow-up are taken simultaneously with the intervention group. Method of measurement: In order to measure working memory, the N-back memory test is used. The N-back working memory test is a cognitive performance measurement task related to executive functions and was first introduced by Cruncher in 1958. The general process of this task is that a sequence of stimuli (usually visual) is presented to the subjects step by step and the subject must check whether the current stimulus is consistent with the stimulus n steps before it or not. This test is performed with different values ??of n, and the difficulty of the task increases with increasing n. Thus, in the n-back task with n=1, the last stimulus presented is compared with the previous stimulus. And in the case of n=3, the last stimulus presented will be compared with the three previous stimuli. Since these tasks involve both the storage and manipulation of cognitive information, they are known to be very suitable for measuring working memory. The reliability of this test has been reported by Cruncher as 0.90. Bush et al. (2008) reported the reliability of this test as 0.78. In Iran, Taghizadeh, Nejati, Mohammadzadeh, and Akbarzadeh (2014) used this test in a study and confirmed its reliability.;Visual attention: Visual attention, as a type of attention, refers to a person's ability to focus on the details and visual features of the information presented. Timepoint: Two intervention sessions are held per week | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactKaveh Korpi
Islamic Azad University
Outcome results
None listed