Comparing the effectiveness of computer-based cognitive rehabilitation and sensory-motor skills-based therapy on clinical symptoms in students with attention deficit hyperactivity disorder
Mohammad Reza Masjed Sarai
1
(
PhD student, Department of Psychology and Education of Exceptional Children, University of Research Sciences, Tehran, Iran
)
Maryam Asase
2
(
, Department of Psychology and Special EducaDepartment of Psychology, Faculty of Literature, Social Sciences and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Irantion, School of Literature, social science and Humanities, Science & Research Branch, Islamic Azad University
)
Leila KashaniVahid
3
(
Assistant Professor, Department of PsyAssistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iranchology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
Mohammadparsa Azizi
4
(
Assistant Professor, Department of Exceptional Child PAssistant Professor, Department of Psychology and Education of Exceptional Children, Islamic Azad University, Science and Research Branch, Tehran, Iran.sychology, Islamic Azad University, Science and Research Branch, Tehran, Iran
)
Keywords: Computer-based cognitive rehabilitation, sensory-motor skills training, ADHD, working memory, impulsivity, executive functioning,
Abstract :
This study aimed to compare the effectiveness of two distinct intervention approaches—computer-based cognitive rehabilitation and sensory-motor skills training—on reducing clinical symptoms in students diagnosed with attention-deficit/hyperactivity disorder (ADHD). A quasi-experimental design with pre-test, post-test, control group, and follow-up assessments was employed. The study population consisted of children aged 6 to 12 years with clinically diagnosed ADHD in the city of Kashan, Iran. Forty-five participants were selected using convenience sampling and randomly assigned to two experimental groups and one control group. The first experimental group received cognitive training through the Captain’s Log software, which targets core cognitive functions such as working memory, sustained attention, and response inhibition. The second group underwent a structured program of sensory-motor exercises focusing on enhancing tactile, vestibular, and proprioceptive processing. The assessment tools included the Conners' Teacher Rating Scale (1973), the Hirschfeld Impulsivity Scale (1965), the Continuous Performance Test (CPT), and the Wechsler Working Memory Subscale. Statistical analysis using repeated measures ANOVA revealed significant improvements in both experimental groups. However, participants in the computer-based cognitive rehabilitation group demonstrated greater reductions in inattentiveness and impulsivity scores, along with more sustained effects during the follow-up period¹. These findings highlight the superior efficacy of digital cognitive interventions in enhancing executive functioning in children with ADHD. Given the increasing shift away from pharmacological treatments toward non-pharmacological, ecologically valid interventions, incorporating computer-assisted cognitive training and sensory-motor-based therapy as complementary components of multimodal ADHD rehabilitation programs is recommended.
