The effectiveness of movement-based cognitive rehabilitation on self-regulation and self-control of students with learning disabilities

Abstract

This study aims to determine the effectiveness of movement-based cognitive rehabilitation in enhancing self-regulation and self-control in students with learning disabilities. The research design is a semi-experimental consisting of two groups: an experimental group and a control group, with pre-test and post-test stages. The statistical population comprises 8 to 10-year-old children with learning disabilities . A sample of 30 children, aged 8-10 years, was selected. The participants were paired based on age, social class, intelligence quotient (IQ), and level of previous education. They were then randomly assigned to either the experimental group (15 individuals) or the control group (15 individuals). The independent variable, movement-based cognitive rehabilitation training, was implemented on the experimental group. The ASEBA behavioral problems questionnaire and Tangney's self-control questionnaire were employed in the present study. The effectiveness of the treatment was examined using multiple regression analysis, while the status of variables was determined using one-sample t-test. Furthermore, independent samples t-test was employed to compare the variables between the two groups. The results of the statistical analyses indicate that movement-based cognitive rehabilitation significantly improves self-regulation in children with learning disabilities. However, it did not show a significant effect on self-control.