Comparison of the effect of neuropsychological therapy, rhythmic movements and cognitive empowerment on the executive functions of students with specific learning disorder

Introduction: The purpose of the present study was to compare the effect of neuropsychological therapy, rhythmic movements and cognitive empowerment on the executive functions of students with specific learning disorder with reading disorder. Methods: The research method was quasi-experimental with pretest-posttest design with control group sample of 48 students with learning disabilities with a reading disorder was selected by purposeful and voluntary sampling and were randomly assigned into three experimental and control groups. The research tool was the Behavioral Performance Ratings Questionnaire. Data were analyzed using multivariate analysis of covariance. Finding: The result is that it seems that neuroscience therapy can improve the executive functions of the brain of students with a specific learning disorder with a reading disorder. Conclusions: The result is that it seems we can improve the executive functions of the brain of students with a specific learning disorder with psychological neuropsychological treatment.