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Abstract
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Objectives: Cognitive functions are the most important factors that influence the performances
of students with dyscalculia. This study investigates the effect of computer-assisted
neurocognitive rehabilitation on the inhibitory control of students with dyscalculia.
Methods: A quasi-experimental pretest-posttest design was applied in this research. Thirty
elementary students with dyscalculia were selected through convenience sampling. Then, a
control and an experimental group (each containing 15 individuals) were formed and matched
based on age, intelligence, gender, and school grades. The experimental group received
neurocognitive rehabilitation in 20 sessions, each one taking 45 minutes. To gather data, the
Wechsler Test (WISC-R), Key Math Test, and Go – No Go Test were used.
Results: The results of covariance analysis showed that cognitive rehabilitation interventions
did not lead to a significant difference between the experimental and control groups in
inhibitory, omission, commission and reaction time scores (P>0.05).
Discussion: The study findings suggest examining the effectiveness of long-term rehab during
different ages and training strategies with follow-ups.
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