محمدعلی خاکسار بلداجی

The aim of the present study was to investigate the effect of computer-based educational-cognitive intervention on working memory, attention, response inhibition and central executive component of children with attention deficit hyperactivity disorder. The method of the present study was quasi-experimental with pretest, posttest and follow-up design. The statistical population of the study was 27 students aged 8 to 12 years with attention deficit hyperactivity disorder. The research samples were selected by available sampling method and matched based on the scores obtained from the Connors Teacher Form Questionnaire (CTRS), the phonological ring component and the visual slate (WMTB-C). Pre-test, post-test and follow-up were integrated visual and auditory continuous function test (IVA-2). First, a pre-test was performed. Then, 3 experimental groups received computer-based educational-cognitive interventions in 18 sessions of 50 minutes. The test was then retested. Finally, after three months, the follow-up test was performed again. Data were analyzed using repeated measures analysis of variance in SPSS-24 software. The results showed that in the fields of working memory, attention and response inhibition, there was a significant difference between the three groups in pre-test and post-test and follow-up (P<0.05) and computer-based educational-cognitive intervention led to increased attention, response inhibition and component The central conductor of working memory in children with attention deficit hyperactivity disorder. According to the results, it is suggested that other disorders be examined in future research.

The purpose of  present research was the investigation of the effectiveness of computer-based cognitive training on working memory on attention, response control, and central executive working memory of children with specific learning disabilities. The research method was semi- experimental with pre-test post-test fallow-up. A total of 27 students aged 8 to 12 years with a specific learning disorder diagnosis were randomly selected from the centers of special learning disorders in Tehran (Robatkarim). The 27 subjects were peer and clustered into 3 groups based on component, phonological loop and visuospatial sketchpad of the HAFBAK test and the assessment of specific learning disorder (LDES). Then, using the IVA test and the central executive component of the HAFBAK  test, a pretest was performed. After 18 session of 50 minute computer- based cognitive intervention, on 27 subjects post-test was performed. After 3 months, the fallow-up test was performed. For analyzing the data descriptive statistics and repeated measure variance analysis method were used. The finding of this research showed that there was a significant difference between the 3 groups in per-test post-test and fallow-up test in the areas of attention, response control and central executive component. Therefore, computer-based cognitive training intervention increased the attention, response control and  the central executive component of working memory in children with specific learning disabilities.