Early Intervention Program Based on Tools of Mind on Executive Functions and Prerequisite Academic Skills for Children At-Risk of SLD

This study examined the effectiveness of early intervention based on Tools of Mind on executive functions and prerequisite academic skills of children at-risk of specific learning disabilities (SLD). The research method was quasi-experimental, pre-test, post-test, follow-up with a control group. The statistical population consisted of 5-6-year-old children in Isfahan, selected through purposive-convenience sampling method. 168 children were identified through three-step screening processes. By investigating developmental history and diagnostic interview, 61 children remained, whom were administered, Wechsler preschool scale, BRIEF questionnaire and diagnostic checklist for children at-risk of learning disabilities. 32 children were selected, randomly assigned to experimental and control groups. The experimental group received 30-session interventions, that was conducted in groups of five at psychological and counseling clinic. Data were analyzed using ANOVA repeated measures. The results indicated significant differences between the two groups, improving executive functions such as behavior regulation and metacognition, reading and spelling prerequisite skills. These effects remained in follow-up phase. However, no significant improvements were observed in writing and mathematics skills. The findings suggest that cognitive and academic interventions help preventing the progression of specific learning disabilities, such as reading and spelling.