The Effectiveness of a Timly Cognitive Intervention Package on the Cognitive and Academic Performance of Students with Specific Learning Disorders

Background: Early detection and intervention can lead to successful future educational experiences for at-risk children and reduce the negative consequences of learning disorders. This study was conducted to develop a timely intervention package for first-grade students with specific learning disorders and examine its effects on their cognitive performance.Methods: The method employed in this study was quasi-experimental, utilizing a post-test and pre-test design with a control group. The statistical population consisted of first-grade Bojnord students referred to specific learning disorder centers. Thirty-two first-grade students referred to specific learning disorder centers were selected using an available sampling method and then randomly divided into experimental and control groups. During the pre-test stage, both groups underwent the fourth version of the Wechsler IQ Scale, the Behavior Rating Inventory of Executive Function, and researcher-made spelling, reading, and arithmetic abilities tests. Afterward, students in the experimental group received cognitive interventions over 16 sessions. After the intervention, post-tests were conducted for the control and experimental groups. Data obtained from the study were analyzed using analysis of covariance.Results: The results indicated that the experimental group obtained higher scores than the control group in the post-test reading, spelling, and mathematics evaluations. However, the experimental group had lower executive function scores than the control group.Conclusion: The results suggest that the designed cognitive package effectively reduces executive function problems and improves reading, spelling, and math performances.