The Effectiveness of Cognitive Empowerment on Executive Functions and Cognitive and Emotional Inhibition of Students with Learning Disabilities

 The purpose of this research was to the effectiveness of cognitive empowerment training on executive functions and cognitive and emotional inhibition of students with learning disabilities.

 This was a quasi-experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population of the study included all elementary school students in Tabriz in the academic year 1300-1400, of which 30 samples in two homogeneous groups of second grade male students with learning disabilities, by alternative sampling method. The instruments used in this study were the Colorado Willcutt et al. Learning Disabilities Questionnaire (CLDQ), the Coolidge Neurological Questionnaire, the Computers sample Stroop Test, and the Emotional Stroop Test. The experimental group received cognitive empowerment training in 10 sessions of 90 minutes and during this period the control group did not receive any training.

 Data analysis using covariance analysis test of cognitive empowerment training on improving executive functions and cognitive inhibition in all stages of sample Stroop test and on improving emotional inhibition in stages of neutral dissonance reaction time, emotional dissonance reaction time and emotional interference of Stroop test Emotional has a positive effect (P <0.01).

 Learning Disabilities Specialists can use this method to improve the executive functions and cognitive and emotional inhibition of students with learning disabilities.