Applicability of the Theory of PASS in Predicting Math Performance of Students with Special Learning Disabilities

Children with mathematical learning disabilities not only have specific problems in mathematics, but the majority of them also exhibit deficits in cognitive functioning. In this regard, the purpose of this study was to investigate the applicability of the theory of PASS in predicting math performance of students with special learning disabilities in Isfahan. The research was descriptive and correlational. The samples used in the study were 36 students with specific learning disabilities that were selected by multistage sampling. The research tool was Iran Key Math Test, Raven's progressive matrices, Mathematical-made teacher test and cognitive Assessment System-second edition (Naglieri, Das, Goldstein, 2014). Data were analyzed by Pearson correlation coefficient and regression analysis. The results showed that children with math learning disabilities have associated function with incomplete function in planning, attention, processing Successive and simultaneous. The findings of this study indicate that students 'maths' performance is based on the PASS cognitive processes, and the PASS cognitive processes can help specialists in identifying children at risk of mathematical learning disabilities.