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IRCT20250306064948N1 IRCT 2025-05-06 Islamic Azad University- Ahvaz Branch The comparison of the effectiveness of sensory-motor integration and cognitive rehabilitation on slow learner students The comparison of the effectiveness of sensory-motor integration and cognitive rehabilitation on executive functions (attention, working memory and inhibition), fine motor skills, and reading of slow learner students 2025-05-21 anticipated 45 Complete https://irct.ir/trial/82369 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Supportive, Randomization description: The statistical population includes all borderline intellectual functioning students in Sari. The sampling method is purposive; the sample consists of elementary school students (except for first grade) in the 2024–2025 academic year in Sari. These students may have a record in the SANAD system, a school referral letter, or may have visited the city's Special Learning Disability Centers at their parents' request. From this group, 45 students will be selected using a purposive sampling method. After administering specialized tests, they will be randomly assigned to three groups, Blinding description: Since the placement of participants in each of the three groups is random, only the rehabilitation method used in each group will be explained. N/A Weaknesses in Executive Functions (Attention, Working Memory, Inhibition) of Slow Learner Students, Weaknesses in Fine Motor Skills of Slow Learner Students, Weaknesses in Reading Skills of Slow Learner Students. Intervention 1: The first intervention group with Sensory- Motor Integration Method: 15 eligible subjects were randomly assigned to this group and provided with a sensory - motor integration training package over 14 sessions (one session per week) along with related activities and homework that could be tracked by reviewing photos, short videos, or audio recordings of how homework was done at home, which were sent by parents every day between sessions. Intervention 2: The second intervention group with Cognitive Rehabilitation Method: 15 eligible subjects were randomly assigned to this group and provided with a cognitive rehabilitation training package over 14 sessions (one session per week) along with related activities and homework that could be tracked by reviewing photos, short videos, or audio recordings of how homework was done at home, which were sent by parents every day between sessions. Intervention 3: Control group: without any intervention. Yes - There is a plan to make this available What will be shared: All data is potentially shareable after anonymizing individuals When: The access period begins 6 months after the publication of the results To whom: All researchers working in academic and scientific institutions, specialists in psychology with fields related to the research topic, students, and researchers in this area Conditions: The results and data of the research will be presented to improve the living and educational conditions of slow learner students Where to obtain: Specialized websites, reputable related journals, and the researcher's email address How to obtain: After the completion of the research, final presentation of the results, and defense, the information will be published and, depending on the time required for publication, it will be accessible from related credible sources Comments:
public Maryam Fazel Masaeli
Beginning of Seyyed Razi Sadati Alley, Shahid Bahonar Alley, Western Beltway
Sari Iran (Islamic Republic of) 4816964434 +98 11 3321 6156 Maryamfm49@gmail.com Islamic Azad University, Ahvaz Branch scientific Maryam Fazel Masaeli
Beginning of Seyyed Razi Sadati Alley, Shahid Bahonar Alley, Western Beltway
Sari Iran (Islamic Republic of) 4816964434 +98 11 3321 6156 Maryamfm49@gmail.com Islamic Azad University, Ahvaz Branch Iran (Islamic Republic of) Attendance in primary education except for the first grade Having a borderline intellectual functioning 8 years 13 years Both Having potential comorbid disorders Receiving simultaneous rehabilitation Rehabilitation Rehabilitation N/A The first intervention group with Sensory- Motor Integration Method: 15 eligible subjects were randomly assigned to this group and provided with a sensory - motor integration training package over 14 sessions (one session per week) along with related activities and homework that could be tracked by reviewing photos, short videos, or audio recordings of how homework was done at home, which were sent by parents every day between sessions. The second intervention group with Cognitive Rehabilitation Method: 15 eligible subjects were randomly assigned to this group and provided with a cognitive rehabilitation training package over 14 sessions (one session per week) along with related activities and homework that could be tracked by reviewing photos, short videos, or audio recordings of how homework was done at home, which were sent by parents every day between sessions. Control group: without any intervention Executive Functions (attention, working memory ,inhibition) of slow learner students. Timepoint: Measuring Executive Functions (Attention, Working Memory, Inhibition) of slow learner students at the beginning of the study (before the intervention) and after 14 sessions of implementing two rehabilitation methods for each participant in two intervention groups. Method of measurement: Measurement of Executive Functions (Attention with the Stroop Test, Working Memory with the WMTB-C Test, Inhibition with the Go-No Go Test). Fine motor skills of slow learner students. Timepoint: Measuring Fine Motor Skills of slow learner students at the beginning of the study (before the intervention) and after 14 sessions of implementing two rehabilitation methods for each participant in two intervention groups. Method of measurement: Measurement of Fine Motor Skills with the Bruininks-Oseretsky Test. Reading of slow learner students. Timepoint: Measuring Reading of slow learner students at the beginning of the study (before the intervention) and after 14 sessions of implementing two rehabilitation methods for each participant in two intervention groups. Method of measurement: Measurement of Reading Skills with the Nema Reading Test. Islamic Azad University- Ahvaz Branch Approved 2025-01-03 Ethics Committee of Islamic Azad University – Ahvaz Branch Faculty of Nursing and Midwifery, Ahvaz Branch, Islamic Azad University, Farhang Shahr Ahvaz Khouzestan Iran (Islamic Republic of)