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The effectiveness of computer-based cognitive rehabilitation in reducing cognitive avoidance and improving academic performance in children with specific learning disorder
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Akbar Atadokht1    , Masoomeh Hasani2 , Fatemeh Bohloulzadeh3 , Zahra Rostami4 , Mahsa Razmi *3 |
1- Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2- Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3- Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4- Ardabil Branch, Islamic Azad University, Ardabil, Iran |
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Abstract: (200 Views) |
Background and Purpose: Specific learning disorder (SLD) is associated not only with academic failure but also with maladaptive coping patterns such as cognitive avoidance. The present study aimed to investigate the effectiveness of computer-based cognitive rehabilitation in reducing cognitive avoidance and improving academic performance among children with SLD.
Method: This study was quasi-experimental with a pre-test, post-test design with a control group. The target population is all children aged 6-12 with SLD in Tehran in the academic year 2024–2025. Through convenience sampling, 30 children with SLD were selected and randomly assigned to two groups of experimental groups and one control group (15 people in each group). The experimental group received a computer-based cognitive rehabilitation program in ten 45-minute sessions, while the control group received the usual training provided by the regular center. The research instrument included the Iranian validated version of the Academic Performance Questionnaire (APQ) (Dortaj, 2005) and the Cognitive Avoidance Questionnaire (CAQ) (Sexton and Dugas, 2004). Data analysis was done by one-way univariate and multivariate covariance analysis using SPSS-27.
Results: The results showed that, after controlling for pretest effects, computer-based cognitive rehabilitation led to a significant increase in academic performance (F=17.16, P=0.0001) and a significant reduction in cognitive avoidance (F=33.40, P=0.0001) in the experimental group. Moreover, the results of multivariate analysis showed significant improvement in all components of academic performance and significant reduction in all components of cognitive avoidance in the experimental group compared with the control group (P<0.05).
Conclusion: Based on these findings, computer-based cognitive rehabilitation, by strengthening cognitive foundations and creating successful learning experiences, can be considered an effective method for improving academic performance and reducing cognitive avoidance in children with SLD. Therefore, the use of this innovative intervention is recommended in educational and rehabilitation centers to enhance the academic and cognitive functioning of these children. |
Article number: 7 |
| Keywords: Academic performance, Cognitive avoidance, Computer-based cognitive rehabilitation, Specific learning disorder |
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Full-Text [PDF 974 kb]
(52 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/11/30 | Accepted: 2026/06/16 | Published: 2026/08/26
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