The Effectiveness of Computer-Based Cognitive Rehabilitation (ARAM) Intervention on Visual and Auditory Working Memory in Students with Specific Learning Disorder

Document Type : Research Paper

Authors

1 MSc. Student in Clinical Psychology, Faculty of Medicine, Islamic Azad University, Najafabad Branch, Najafabad, Iran.

2 Assistant Professor, Department of Psychology, Na.C., Islamic Azad University, Najafabad, Iran

Abstract
Specific learning disorder (SLD) is one of the most prevalent academic difficulties in children and may adversely affect cognitive functioning and academic performance. The present study aimed to investigate the effectiveness of Computer-Based Cognitive Rehabilitation (ARAM) on visual and auditory working memory in students with SLD. This semi-experimental study employed a pretest–posttest design with a comparison condition. The statistical population consisted of 9–10-year-old male students (Grades 3 and 4) diagnosed with SLD who attended the Derakhshesh Child and Adolescent Counseling Center in Najafabad during the second half of 2024. Inclusion criteria were: confirmed diagnosis of SLD (reading, writing, or mathematics impairment) based on DSM-5 clinical interview and center records; IQ ≥ 90 based on Raven’s Colored Progressive Matrices; absence of comorbid neurodevelopmental disorders; no psychiatric treatment or other educational/rehabilitative interventions during the previous six months; and informed consent from both parents and students. Exclusion criteria included absence from more than two consecutive sessions, withdrawal of consent, or receiving parallel educational services. Thirty eligible students were selected through purposive sampling and randomly assigned to intervention and non-intervention conditions (n = 15 per condition). After attrition, data from 27 participants were analyzed. Participants in the intervention condition received twelve 45-minute individual sessions of ARAM (three sessions per week), while the comparison condition received no intervention. Working memory was assessed using the Picture Span, Digit Span (forward, backward, sequencing), and Letter–Number Sequencing subtests of the WISC-V. Data were analyzed using multivariate and univariate analyses of covariance. Multivariate analysis revealed a significant overall effect of Computer-Based Cognitive Rehabilitation (ARAM) on visual and auditory working memory after controlling for pretest scores (Wilks’ Λ = 0.087, F(2, 22) = 116.09, p < 0.001, η² = 0.913). Univariate analyses further demonstrated significant effects on forward digit span (F = 111.73, η² = 0.842), backward digit span (F = 62.22, η² = 0.748), digit sequencing (F = 74.27, η² = 0.780), letter–number sequencing (F = 122.31, η² = 0.853), and picture span (F = 26.47, η² = 0.524), all p < 0.001. These findings indicate that ARAM produces large effect sizes in enhancing both auditory and visual working memory in students with SLD. Therefore, implementing computer-based cognitive rehabilitation programs such as ARAM in educational and clinical settings is strongly recommended.

The research instruments included relevant subscales from the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V): the Picture Span subscale for assessing visual working memory, and the Digit Span and Letter–Number Sequencing subscales for assessing auditory working memory. The experimental group received the ARAM computer-based cognitive rehabilitation intervention individually in twelve 45-minute sessions (three sessions per week), while the control group received no intervention. Data were analyzed using SPSS-27 with multivariate and univariate analyses of covariance.

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Subjects

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