Abstract:
Objectives: Cognitive functions are the most important factors that influence the performances of students with dyscalculia. This study investigates the effect of computer-assisted neurocognitive rehabilitation on the inhibitory control of students with dyscalculia.
Methods: A quasi-experimental pretest-posttest design was applied in this research. Thirty elementary students with dyscalculia were selected through convenience sampling. Then, a control and an experimental group (each containing 15 individuals) were formed and matched based on age, intelligence, gender, and school grades. The experimental group received neurocognitive rehabilitation in 20 sessions, each one taking 45 minutes. To gather data, the Wechsler Test (WISC-R), Key Math Test, and Go – No Go Test were used.
Results: The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores (P>0.05).
Discussion: The study findings suggest examining the effectiveness of long-term rehab during different ages and training strategies with follow-ups.
Machine summary:
Research Paper: Effect of Computer-assisted Neurocognitive Rehabilitation on Inhibitory Control of the Students With Dyscalculia Fatemeh Bazzaz Monsef1*, Mehran Soleymani1, Behzad Shalchi1 1.
Results: The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores (P>0.
Regarding research findings based on the flex- ibility of cognitive functions and capability of improving their functions [48], different programs for improving cognitive skills, such as working memory and inhibitory control have been designed in different modules, includ- ing computer-assisted cognitive program.
Although the above-mentioned studies showed poor performance of inhibitory control in children with dyscalculia despite the increasing interest in computer- based rehabilitation of cognitive skills, future researches have been suggested.
Subjects were selected based on: 1) Full awareness of the participation conditions of the study, 2) Receiving di- agnosis of dyscalculia by the experts, 3) Having average intelligence, 4) Being in the age group of 7-11 years, 5) Not taking any medication, and 6) Lack of having audio, visual, motor, or communicative problems.
Table 1 shows that cognitive rehabilitation interven- tions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores (P>0.
4. Discussion The results showed that cognitive rehabilitation inter- vention did not lead to a significant difference between the experimental and control groups in inhibitory, omis- sion, commission and reaction time scores (P>0.