Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52. 84 ± 4. 41 and the control group was 49. 10 ± 4. 75 and in the post-test of the experimental group was 83. 36 ± 4. 35 and the control group 50. 75. ± 4. 42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65. 74 ± 8. 24and control of 65. 32 ± 7. 11and in the post-test of the experimental group of 31. 02 ± 4. 54 and control of 64. 11 ± 6. 87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0. 01. Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.

Background and Aims Mild cognitive impairment (MCI) is one of the cognitive profiles of senility. It is classified into amnestic and nonamnestic MCI depending on the involvement of different cognitive functions. This research aims to design a cognitive rehabilitation software based on the attention process model and investigate its effect on the attention and executive functions of older people with nonamnestic mild cognitive impairment.Methods This quasi-experimental research employed a pre-test-post-test and follow-up design. After designing the software program, 30 older people over 60 who were diagnosed with nonamnestic mild cognitive impairment through NUCOG (Neuropsychiatry Unit Cognitive Assessment Tool) screening and a psychiatrist who met the inclusion criteria were randomly assigned to the experimental or control group (each with 15 people). To perform the rehabilitation intervention, a software system was designed based on Mateer and Sohlberg attention process training, whose validity and reliability have been confirmed in Iranian older adults. After the pre-test, the experimental group received the rehabilitation intervention with the software, and the control group did not receive anything. Three months after the completion of the sessions, both groups were assessed as the post-test, and the results were compared using an analysis of covariance and the Mann-Whitney U test using SPSS software, version 26.Results The results indicated significant differences between the post-test scores of the experimental and control groups in the mean score of errors in congruent and incongruent selective attention, executive function score, time and error in alternating attention in the colors trail test A form (CTT-A) and time in alternating attention in CTT-B and also time and error in separated attention (P<0.05). However, there were no significant differences between the two groups post-test mean scores in selective attention time, time and error in sustained attention, and error in CTT-B alternating attention (P>0.05). The intervention did not cause any significant improvement in these domains. Also, the results were sustained after 3 months.Conclusion The results confirmed the efficacy of cognitive rehabilitation interventions. The designed cognitive rehabilitation software in this research can cause a significant improvement in attention and executive functions of patients with nonamnestic mild cognitive impairment. It can be used as a clinical intervention.

The purpose of current study was to analyze the effectiveness of Cognitive Rehabilitation Package on reading efficiency in dyslexic students. The design of the study was semi-experimental in form of pretest/post-test/follow-up with a control group. The statistical population includes all male third grade students in Kermanshah, Iran, in the academic year of 2016-17. Thirty dyslexic students were chosen through convenient sampling and randomly assigned to two experimental and control groups. Children’ s Wechsler Intelligence Scale, and Reading Disorder Test were used. The experiment group, received cognitive rehabilitation for twelve 45 minutes sessions. The data were analyzed using mixed variance analysis. The findings showed that cognitive rehabilitation is effective on understanding and attention of students but not on their speed of reading. Based on the findings of this study, dyslexics are weak in cognitive functions and utilizing cognitive rehabilitation can improve the activity of these weak functions and finally result in efficient reading of these students.

Objectives Cognitive deficits are a core feature of schizophrenia, which are directly associated with the functional and social outcomes of this disorder. Cognitive remediation therapy aims to improve the deficits and the following outcomes. This study aimed to investigate the effectiveness of cognitive remediation therapy on attention and working memory of two groups of patients with schizophrenia (low and moderate cognitive deficit). Methods A total of 30 hospitalized patients with schizophrenia were selected and divided into two different groups by clinical interviews and the scores obtained in the montreal cognitive assessment (MoCA). The patients with low and moderate cognitive deficits were evaluated by the classic Stroop test, continuous performance test (CPT), and n-back test before and after the treatment. Both groups received cognitive remediation therapy prepared by Sholberg and Mateer (2001). This rehabilitation program in treating patients with schizophrenia focuses on the cognitive abilities of memory and its elements, attention, and dimensions of attention and executive function. The above rehabilitation program has been prepared for individual or group implementation, and its purpose is to repair cognitive deficits and skills through practice and training. The number of sessions of this program includes 16, and the instructions for each session are very specific. Each session takes an average of 30 to 45 minutes. Results The results showed that cognitive rehabilitation in both groups at the post-test level (P≤, 0. 05) improved cognitive performance significantly in the areas of sustained attention, selective attention, and working memory. Comparing the performance between the two groups, only a significant difference (P≤, 0. 05) was observed between the two groups in the field of sustained attention. Conclusion Based on the findings, cognitive rehabilitation treatment improves patients’,performance in selective attention, sustained attention, and working memory. In addition, in terms of the effectiveness of cognitive rehabilitation between the two groups with low and moderate cognitive deficits, the findings indicate more progress in the group with more severe cognitive deficits in the field of sustained attention and no difference in selective attention performance and working memory.

Background and Purpose: In recent years, anxiety disorders have been widespread among children and have reduced the quality of life in them. The purpose of this study was to investigate the effectiveness of cognitive rehabilitation training on improving the symptoms of anxiety in children.Method: The research method is semi-experimental with pre-test, post-test and follow-up design with control group. The statistical population included all children aged 8 to 12 years old with anxiety disorder who were studying in the second to sixth grade in the academic year of 2016 in Shiraz. Among them, 30 subjects were selected through purposeful sampling and randomly assigned to experimental and control groups. The research instrument was the children anxiety scale (Spence, 1988) and Smart driver plus (2017), which was used as a cognitive rehabilitation tool. Data were analyzed by repeated measure of covariance.Results: The findings showed that cognitive rehabilitation significantly reduced the total score of anxiety, separation anxiety, and general anxiety (P<0.01), but there was no significant difference between the two groups in terms of physical harm phobia, social phobia and obsessive thoughts between two groups.Conclusion: Overall, the results showed that cognitive rehabilitation can improve and enhance the cognitive skills of children and thus affect the reduction of anxiety disorders.

Recognizing the needs and health status of the elderly is a decisive issue of any society, and to empower and improve the elderly’s conditions, innovative therapeutic and rehabilitative approches should be investigated. Therefore, the current study aimed to compare the effectiveness of cognitive rehabilitation and compassion- based therapy on cognitive flexibility of elderly people with mild cognitive impairment. This was a quasi- experimental study with pretest- posttest design with a control group and a one-month follow- up. The statistical population included all the elderly with mild cognitive impairment living in Tehran who referred to the health centers of Tehran University of Medical Sciences in 2021, among whom 42 people were selected using purpesful sampling method and randomly assigned to the cognitive rehabilitation, compassion- based therapy, and control groups. Each of the theraputetic methods of cognitive rehabilitation and compassion- based therapy was performed for the related experimental groups in eight 90- minute sessions, and the control group received no training at this time. The measure applied in this study included Dennis and Vander Wal’s cognitive flexibility questionnaire. The data were analyzed using analysis of covariance (ANCOVA) in SPSS-26 software. The results revealed that both cognitive rehabilitation and compassion- based therapy were effective on the variables of perceived control, perceived behavioral justification, and perceived choice in the elderly with mild cognitive impairment (p<0.05). However, cognitive rehabilitation was more effective than compassion- based therapy on perceived justification. Based on the results of the study, the educational packages of this study can be used in elderly care homes and centers to improve their quality of life.

2Introduction: Recognizing the needs and health status of the elderly is one of the important issues of the society, and in order to empower and improve their conditions, new treatment solutions, rehabilitation and effective interventions should be researched. This study aimed to compare the effectiveness of cognitive rehabilitation and compassion-based therapy on self-care behaviors of the elderly with mild cognitive impairment. Methods: The present study was semi-experimental in terms of its purpose, application, and research method, with a pre-test, post-test design with a control group with a three-month follow-up. The statistical population included all elderly people with mild cognitive impairment in Tehran who had visited the health centers of Tehran University of Medical Sciences in 1400. Among them, 42 elderly people were selected based on the inclusion criteria and were randomly divided into two groups of cognitive rehabilitation and compassion-based therapy and a control group. Cognitive rehabilitation and compassion-based therapy were each implemented during 8 sessions of 90 minutes for the experimental groups, and the control group did not receive any training. The research tool was the self-care behavior questionnaire. Data were analyzed using mixed variance analysis in SPSS version 26 software. Result: The results showed that cognitive rehabilitation and compassion-based therapy were effective on spiritual self-care, social self-care, physical self-care and self-care during illness (P<0.05). The effect of the treatment based on cognitive rehabilitation in physical self-care was more than the group of treatment based on compassion. Conclusion: Based on the results of the research, the educational packages of this research can be used in nursing homes and nursing homes to improve the level of self-care of the elderly.