Mozhgan Etemadzadeh; Farzaneh Hooman; Behnam Makvandi
Background: Children with specific learning disorders (SLDs) experience social-academic problems, mainly due to higher behavioral and emotional abnormalities, as compared to normal ...
Background: Children with specific learning disorders (SLDs) experience social-academic problems, mainly due to higher behavioral and emotional abnormalities, as compared to normal children. The present study aimed to investigate the effects of computer-based rehabilitation therapy on anxiety and attention in children with SLDs.Methods: The statistical population included students with SLDs in Dezful (Iran) during the 2021–22 academic year. The convenience sampling technique was employed to select 30 students, who were then equally assigned to an experimental group and a control group (i.e., 15 participants per group). This quasi-experimental research adopted a pretest-posttest control group design. The experimental group received the computer-based cognitive rehabilitation therapy in Captain's Log (two 50-minute weekly sessions), but during this time, the control group received no intervention and was put on the waiting list. The research instruments included the Children's Anxiety Scale and Test of Variables of Attention. Data were analyzed using the analysis of covariance via SPSS-26. The significance level of the study was considered to be α=0.05.Results: The mean and standard deviation (±SD) of the posttest scores of anxiety and attention were, respectively, 45.13±8.99 and 88.07±9.78 in the experimental group and 72.00±7.15 and 64.67±9.85 in the control group. The results revealed a significant difference between the experimental and control groups (P<0.001). According to the findings, computer-based rehabilitation therapy improved anxiety and attention in children with SLDs.Conclusion: Hence, this therapy can alleviate anxiety and enhance attention in children with SLDs to help them improve their academic achievement and social relations.