Comparison of Cognitive Training Method and Transcranial Direct Current Stimulation (tDCS) on the Visual Attention Processes in the Students with Special Learning Disorders

Learning disabilities creates long-lasting damages to any individual in the activities dependent on academic skills. The present study was aimed to assess and compare the cognitive training method and transcranial Direct Current Stimulation (tDCS) on the visual attention processes in the students with special learning disorders. Forty-five students were selected based on a purposive sampling method and assigned to three groups: the control group and two experimental groups. (Each containing 15 individuals) based on a simple randomized method. The study has been conducted based on a semi-experimental design of pretest-posttest type with control group. One of the experimental groups received cognitive training for a period of 20 to 30 sessions, each lasting for 45 minutes (twice a week) and the other group was subjected to transcranial direct current stimulation for 20 minutes during ten consecutive days. The statistical method of choice was Multivariate Analysis of Covariance (MANCOVA). The results of data analysis using analysis of covariance indicated that both of the cognitive training method and the transcranial tDCS are effective in the visual attention processes (P<0.01). Cognitive training and the transcranial tDCS methods can be applied for improving the visual attention processes in students with special learning disabilities.