| Published: November 27, 2021

Computer-Assisted Cognitive Re-Training as An Intervention for Children with Specific Learning Disability: A Review

Gargi Bansal

Research Scholar department of psychology and mental health Gautam Buddha University, India Google Scholar More about the auther

, Anand Pratap Singh

Assistant Professor and Head of the department of psychology and mental health Gautam Buddha University, India Google Scholar More about the auther


DOI: 10.25215/0904.099


The review inspects the empirical literature on the efficacy of computer-assisted cognitive re-training of children with Specific learning disabilities (SLD). SLD children are characterized by an average and above-average IQ but there exist significant deficits in their language processing skills. Cognitive re-training is a training process that serves as remediation for people with underdeveloped cognitive abilities through intensive practice. It utilizes the principle of “brain plasticity” and is an endeavor to strengthen the deficit cognitive abilities of people by practicing various well-defined tasks and exercises. Cognitive re-training can be provided in both ways manualized or computerized. Computer-assisted re-training seems more interesting, innovative, is multisensory and motivating for children. This research review aims to put together the primary research done in the area and tries to evaluate the effectiveness of using such intervention on children with a specific learning disability. In a country like India which has a vast & widespread population reaching out to children with a specific learning disability by using manualized intervention seems a distant reality, together with a handful of trained therapists working in the field. Keeping in view such circumstances there is an urgent need to identify ways which can be used as an intervention for the mass population and in remote areas of the country. In doing so, this review also attempts to lay a base and explore the possibility of utilizing this novel way of providing interventions to children with Specific learning disability.

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ISSN 2348-5396

ISSN 2349-3429


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Published in   Volume 09, Issue 4, October- December, 2021