The Comparsion the Effectiveness of Executive Functionals and Play Therapy on Improving of Working Memory, Attention Care and Academic Achievement in Students with Math Learning Disorder



Introduction: The main objective of this study was to comparsion the effectiveness of
executive functional and play therapy on the bases of attention on improving of working
memory, attention and academic achievement in students with math learning disorder.
Method: The research method of this study is a pilot study with clinical trial that pre-test and
post-test has done with control group. To attain this goal, target population includes students
all of fourth, fifth and sixth grade with math learning disability, specific learning disabilities
schools of Bilesavar in grade school year 92-1391(N=136), 32 students with math learning
disability in the population were selected by simple random sampling. Tools used in this
study include: Researcher made questionnaire, Raven's IQ test, Key- Matt math test, Shelve
math achievement test, Wechsler Numerical Memory Scale and continuous performance test.
Data were analyzed by MANCOVA test.
Results: The results showed a significant difference between experimental and control group in
working memory, attention, and achievement after the independent variable (001/0 M P). Also
Bonferony test results pro mean comparison showed influence more significantly more effective
executive functions Training on working memory and play therapy on attention care.
Conclusion: According to the findings, it can be concluded executive function intervention and play
therapy, Improves working memory, attention, and academic achievement of students with disabilities
in math and they can be an effective intervention technique advantage.