Improving Executive Functions in Students with Learning Disabilities through a Cognitive Enabling Program

Aim and Cognitive malfunctions are of the basic characteristics of children with learning disabilities (LD). The present study examined the effectiveness of a cognitive enabling program on the executive functions (working memory, comprehension, and attention) of 3rd to 5th grade primary school students with learning disabilities.
Methods and Materials: Research design was quasi-experimental with pretest, posttest and a control group. Research population comprised all the 3rd to 5th grade students with learning disabilities in the public schools in Tehran city, Iran, in the academic year of 2015-2016. 20 students were selected using purposive sampling method and were randomly assigned to experimental and control groups. Experimental group had 10 cognitive enabling sessions, while control group continued with their academic routines. Continuous Performance Test (CPT), N-Back test, and Wechsler comprehension subscale were used as the pre- and posttests to assess attention, working memory, and comprehension for both the groups. Data was analyzed using descriptive and inferential (multivariate ANCOVA) statistics.
Findings: Cognitive enabling program improved working memory and comprehension (P It is concluded that design and use of such cognitive enabling interventions is beneficial for learning and academic enhancement of students with learning disabilities.