Introduction. Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning by affecting one or more cognitive processes related to learning. This study aimed to assess the efficacy of cognitive telerehabilitation in adolescents with learning disabilities to overcome the treatment problems related to the COVID-19 pandemic lockdown. Methods. Twenty-four patients diagnosed with Unspecified Learning Disability (mean ± SD age: 18.2 ± 2.9 years; 50% male) were enrolled in this study. The patients were assessed by a neuropsychological evaluation at the beginning and at the end of the program. All patients received cognitive treatment via a specific telehealth app to stimulate the cognitive skills related to learning. The treatment lasted four weeks, with a daily training (lasting up to 60 min), for five days a week. Results. Our young patients reported a statistically significant improvement in the main cognitive domains that are usually compromised in learning disabilities, including sustained and selective attention, shifting of attention, control of interference, memory and speed of information processing. Moreover, the patients showed a good usability and motivation during the training. Conclusions. Our study has shown that telerehabilitation could be a valid tool for the rehabilitation of specific cognitive skills in adolescents with learning difficulties.

介绍。学习障碍是由于遗传和/或神经生物学因素导致的，这些因素通过影响与学习相关的一个或多个认知过程来改变大脑功能。本研究旨在评估认知远程康复在有学习障碍的青少年中克服与 COVID-19 大流行封锁相关的治疗问题的功效。方法。24 名诊断为不明学习障碍的患者（平均 ± SD 年龄：18.2 ± 2.9 岁；50% 为男性）参加了本研究。在项目开始和结束时通过神经心理学评估对患者进行评估。所有患者都通过特定的远程医疗应用程序接受认知治疗，以激发与学习相关的认知技能。治疗持续了四个星期，每天训练（持续长达 60 分钟），每周五天。结果。我们的年轻患者报告了在学习障碍中通常受到损害的主要认知领域的统计学显着改善，包括持续和选择性注意力、注意力转移、干扰控制、记忆力和信息处理速度。此外，患者在培训过程中表现出良好的可用性和积极性。结论。我们的研究表明，远程康复可能是有学习困难的青少年特定认知技能康复的有效工具。此外，患者在培训过程中表现出良好的可用性和积极性。结论。我们的研究表明，远程康复可能是有学习困难的青少年特定认知技能康复的有效工具。此外，患者在培训过程中表现出良好的可用性和积极性。结论。我们的研究表明，远程康复可能是有学习困难的青少年特定认知技能康复的有效工具。