University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 4 2025 08 23 The Effectiveness of LEGO Therapy on Executive Functions in Students with Specific Learning Disorder The Effectiveness of LEGO Therapy on Executive Functions in Students with Specific Learning Disorder 28 39 3967 10.22098/jld.2025.17398.2257 FA Ali Sheikholslamy Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. 0000-0002-7700-7206 Fateme Zarifi M.A. of educational psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Nastaran Seyedesmaili Ghomi Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Hosein Ghamari Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Journal Article 2025 06 02 Objective: The present study aimed to investigate the effectiveness of LEGO therapy on the executive functions of students with specific learning disorder.<br />Method: This research employed a semi-experimental design with a pre-test–post-test and control group. The statistical population consisted of male students with Specific Learning Disorder in District 5 of Mashhad during the 2023–2024 academic year. Using available sampling, 30 students were selected as the study sample. Participants in the experimental group received 10 sessions of LEGO therapy and for the control group, no LEGO therapy sessions were conducted. Data were collected using the Behavior Rating Inventory of Executive Function (BRIEF, 2000). Covariance analysis test was used to analyze the data by using SPSS version 26 software.<br />Results: The findings showed that LEGO therapy was effective on the executive function of students with specific learning disorders (p<0.01) and the students of the experimental group had a significantly better executive function in the post-test compared to the students of the control group.<br />Conclusion: The current study showed that the LEGO therapy program, by making changes in the structures of the neurons and the inherent and basic flexibility of the brain, has improved the executive functions in the children of the experimental group compared to the control group. Objective: The present study aimed to investigate the effectiveness of LEGO therapy on the executive functions of students with specific learning disorder.<br />Method: This research employed a semi-experimental design with a pre-test–post-test and control group. The statistical population consisted of male students with Specific Learning Disorder in District 5 of Mashhad during the 2023–2024 academic year. Using available sampling, 30 students were selected as the study sample. Participants in the experimental group received 10 sessions of LEGO therapy and for the control group, no LEGO therapy sessions were conducted. Data were collected using the Behavior Rating Inventory of Executive Function (BRIEF, 2000). Covariance analysis test was used to analyze the data by using SPSS version 26 software.<br />Results: The findings showed that LEGO therapy was effective on the executive function of students with specific learning disorders (p<0.01) and the students of the experimental group had a significantly better executive function in the post-test compared to the students of the control group.<br />Conclusion: The current study showed that the LEGO therapy program, by making changes in the structures of the neurons and the inherent and basic flexibility of the brain, has improved the executive functions in the children of the experimental group compared to the control group. https://jld.uma.ac.ir/article_3967_dca273e7f8e4e43dd0ec3c5f80a3ce46.pdf