Implementing Psychosocial Intervention to Improve the Neuropsychological Functioning of Students with Learning Disabilities: A Therapeutic Approach

The present study describes and assesses the effectiveness of a psychosocial intervention. We assessed the Neuro psychological functioning of 10 adolescents between the ages of 13 and 15 in the 8th, 9th and 10th grade respectively. They visited the outpatient department of the clinic and were screened for learning disability. A psychosocial intervention that addressed concerns in academic skills, behavioural adjustment and sociability was designed and implemented for duration of six months. Standardised inventories namely Wechsler’s Intelligence Scale for Children (WISC-IV), the Vineland Social Maturity Scale (VSMS), the Draw-a-family test and The Connors Parent and Teacher Rating Scales (Short forms) were administered prior and post intervention. Participant and parent interviews were used in understanding underlying issues of concern. Prior to the intervention scores on the WISC-IV, Draw-a-family test and the Connors Parent and Teacher Rating Scale revealed significant deficits in intellectual functioning, interpersonal conflicts and behavioural problems. Post intervention, there were significant improvements in scores which clearly implied that the intervention was effective.