Efficacy of Cognitive Retraining Techniques in Children with Learning Disability.

ABSTRACT

Background:Cognitive Retraining(CR) is known to help in reattainment of cognitive abilities following brain injury.Due to high cerebral plasticity in children,CR can perhaps also be used to ameliorate known cognitive deficits in children with learning disability. Objectives: To study the efficacy of cognitive retraining techniques for enhancing cognitive skills and scholastic performance in children with learning disability. Sample & Methods: Pre and Post experimental design study was carried out with thirty children(between eight to ten years of age), with diagnosis of mixed disorder of scholastic skills(ICD-10). Each subject was given 36 hours of manualized CR package over 18weeks, consisting of activities for sustained attention,visuospatial skills,visual memory;and verbal learning and memory.Pre and post intervention assessment; was done using NIMHANS Index for Specific Learning Disability,Grade Level Assessment Device(GLAD) and Rey’s Auditory Verbal Learning Test(AVLT).SPSS version12.0 was used for descriptive and analytical statistical analysis. Results:Highly significant improvement was noted in total verbal learning, delayed verbal recall,visuo-spatial skills and mathematics(p>0.01).Also, there was significant improvement in sustained attention(time taken and errors),visual memory and immediate verbal recall(p>0.05). Conclusion:Manualized cognitive retraining over thirty six hours can help to partially remediate cognitive deficits in children with learning disability and improve their scholastic performance. The findings have implications for future educational curricula aiming at improved academic performance stemming from an enhanced skill base rather than from just educational based interventions.