Volume 1, Issue 191 (5-2026)
J Except Educ 1405, __(191): 77-89 |
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zeini M. Effectiveness of Cognitive Rehabilitation Games in Enhancing Fundamental Mathematical Concepts and Skills among Students with Intelectual Disabilities in Mathematics. J Except Educ 2026; 1 (191) :77-89
URL: http://exceptionaleducation.ir/article-1-2934-en.html
URL: http://exceptionaleducation.ir/article-1-2934-en.html
university , www.marzyah583@yahoo.com
Abstract: (10 Views)
Background and Purpose: The present study aimed to investigate the effectiveness of cognitive rehabilitation games on improving basic mathematical concepts and skills in students with intellectual disabilities.
Materials and Methods: This study employed a single-case experimental design using a multiple baseline across participants. Five elementary school students with mathematical difficulties were selected from a clinic supervised by the Yazd Department of Education. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), and mathematical skills were measured using the KeyMath Mathematics Test. Data were collected across three phases: baseline, intervention, and follow-up. During the intervention phase, each participant received at least fifteen 60-minute sessions of cognitive rehabilitation game-based training. No intervention was provided during the baseline and follow-up phases.
Results: Visual analysis of data demonstrated that cognitive rehabilitation games had a positive effect on improving operational, conceptual, and applied mathematical skills in all paticipants. Moreover, the improvement obsereved during the intervention were maintained during follw-up, indicating the stability of treatment over time.
Conclusion: The findings suggest that cognitive rehabilitation game-based training is an effective intervention for improving mathematical performance, including operational, conceptual, and applied skills, in elementary students with intellectual disabilities.
Materials and Methods: This study employed a single-case experimental design using a multiple baseline across participants. Five elementary school students with mathematical difficulties were selected from a clinic supervised by the Yazd Department of Education. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), and mathematical skills were measured using the KeyMath Mathematics Test. Data were collected across three phases: baseline, intervention, and follow-up. During the intervention phase, each participant received at least fifteen 60-minute sessions of cognitive rehabilitation game-based training. No intervention was provided during the baseline and follow-up phases.
Results: Visual analysis of data demonstrated that cognitive rehabilitation games had a positive effect on improving operational, conceptual, and applied mathematical skills in all paticipants. Moreover, the improvement obsereved during the intervention were maintained during follw-up, indicating the stability of treatment over time.
Conclusion: The findings suggest that cognitive rehabilitation game-based training is an effective intervention for improving mathematical performance, including operational, conceptual, and applied skills, in elementary students with intellectual disabilities.
Keywords: Cognitive rehabilitation games, Mathematical disorder, Students with learning disabilities
Type of Study: Original Article |
Subject:
توان بخشي
Received: 2025/Nov/Sun | Revised: 2026/Jun/Tue | Accepted: 2026/Apr/Tue | Published: 2026/May/Tue | ePublished: 2026/May/Tue
Received: 2025/Nov/Sun | Revised: 2026/Jun/Tue | Accepted: 2026/Apr/Tue | Published: 2026/May/Tue | ePublished: 2026/May/Tue
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