Comparison of the Effectiveness of Sound Therapy with Infinite Tomatis, Vestibulo-Cerebellar Skills Training, and the Combination of Both Methods on Executive Functions (Attention, and Concentration) in Students with Specific Learning Disorder Characteriz

This study aimed to compare the effectiveness of sound therapy using the Infinite Tomatis method, vestibulo-cerebellar skills training, and the combination of both approaches on executive functions (attention and concentration, response inhibition, and working memory) in students aged 8 to 12 years with specific learning disorder characterized by reading difficulties. The present research employed an applied, quasi-experimental design using a pretest-posttest-follow-up format with a control group. The statistical population consisted of all students with reading difficulties in Tehran in 2024 who sought treatment at counseling and rehabilitation clinics in the city. The sample comprised 60 students selected through convenience sampling and randomly assigned to four groups: sound therapy with Infinite Tomatis (n=15), vestibulo-cerebellar skills training (n=15), a combination of both interventions (n=15), and a control group (n=15). Upon completion of the intervention sessions, participants in the three experimental groups completed the research questionnaires again. The required sample size was determined based on similar studies and according to Gall, Borg, and Gall (2004), which suggest that 15 participants per group are sufficient for semi-experimental research designs. Data were collected using the Reading and Dyslexia Test (NAMA) by Karami Nouri et al. (2008), the N-Back working memory enhancement test by Kirchner (1958), the IVA2 Test, and the Go/No-Go Test by Hoffman (1984). Data analysis was conducted using repeated measures ANOVA with SPSS version 22. The results indicated that there was a significant difference between the combined training group and the vestibulo-cerebellar skills training group in terms of auditory attention, response inhibition, and working memory scores. Specifically, auditory attention, response inhibition, and working memory scores were higher in the combined training group compared to the vestibulo-cerebellar skills training group.