Development and Content Validation of an Expert-Informed Cognitive Performance Intervention Protocol for Children With Specific Learning Disorder: A Qualitative Protocol-Development Study

Abstract

Specific learning disorder is frequently accompanied by weaknesses in executive functioning, sustained attention, inhibitory control, working memory, and cognitive organization. These cognitive vulnerabilities can interfere with academic participation and everyday learning demands, yet many available interventions target isolated skills rather than integrated cognitive needs. This study aimed to develop and examine the content validity of an expert-informed cognitive performance intervention protocol for children with specific learning disorder. A developmental qualitative protocol-development design was used. Semi-structured interviews were conducted with 10 specialists working in specific learning disorder assessment and intervention centers in Qom, Iran. Interview data were analyzed using inductive thematic analysis following Braun and Clarke's six-phase approach. Trustworthiness was supported through triangulation, participant review, and independent coding; intercoder agreement was 0.83. The extracted evidence was then used to construct a 10-session, 45-minute cognitive performance protocol targeting sustained attention, response inhibition, working memory, visual and auditory memory, simultaneous processing, cognitive organization, and emotion regulation. Expert review indicated acceptable content validity, with an overall agreement coefficient of 0.84. The findings support the protocol as a preliminary, content-validated, expert-informed intervention framework rather than evidence of clinical effectiveness. Future studies should examine feasibility, acceptability, and outcome effects through pilot and controlled implementation studies.