فهرست مطالب سید میلاد عبداللهی

Low achievement is viewed as an ability-productivity discrepancy rather than a learning-ability discrepancy; Therefore, the purpose of this research was to investigate the effectiveness of the cognitive rehabilitation program on the cognitive abilities and academic performance of the gifted with low achieving.

Methods and Materials: 

This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was the students of the second secondary level of the gifted schools of Khoy city, who are known as gifted students. Among them, 30 students who met the criterion of low academic achievement were purposefully selected as a statistical sample and were randomly assigned to two experimental and control groups. To collect data, Salehi's academic performance questionnaire (2013) and Nejati's cognitive abilities questionnaire (2013) were used. The training program of the intervention group consisted of eight weeks of two sessions (16 sessions in total), 60 minutes of cognitive rehabilitation program training. The control group also followed their normal daily schedule. At the end of the sixteenth week, a post-test was conducted for all participants. The data were analyzed using the analysis of covariance test at the error level of 0.05 with SPSS-19 software.

The results showed that the sixteen-week cognitive rehabilitation program significantly increased academic performance (P=0.001) and cognitive skills (P=0.001) of gifted students with low progress.

Therefore, it can be concluded that the cognitive rehabilitation program can be used to improve the academic performance and cognitive skills of the gifted with low progress.