The Effect of Neurocognitive Mobilisation on Attention and Response to Instruction of Students with Physical Disabilities in the Intervention Class

Abstract

This research examined the impact of neurocognitive mobilisation on the attention and responsiveness to classroom instruction of BS, a student with motor impairments enrolled at SLB Negeri 1 Gianyar. The study employed a quantitative methodology using a Single Subject Research (SSR) design with A–B phases, comprising an initial baseline stage followed by an intervention stage. Data collection was conducted through systematic classroom observations using an instrument designed to evaluate several behavioral indicators, including attention, concentration, motor coordination, motor control, and responses to teacher instructions across the intervention period. The validity of the observation instrument was assessed using Aiken's V, yielding a coefficient of 1.00, which indicates excellent content validity. Reliability was examined through Interobserver Agreement (IOA) to ensure consistency between observers. Comparison of the baseline and intervention phases revealed notable improvements in the participant's performance after the implementation of neurocognitive mobilisation. These improvements were reflected by an upward trend in scores, stable behavioral patterns during the intervention phase, and a relatively low percentage of overlapping data (20%) between phases. Overall, the findings suggest that neurocognitive mobilisation has the potential to enhance attention, active participation during classroom learning, and responsiveness to instructional cues among students with motor impairments in special education contexts. However, because the study involved only a single participant, the results should be interpreted with caution. Future research is recommended to include a larger number of participants and apply more robust research designs to provide stronger empirical support and improve the broader applicability of the findings