ATTENTION CARE, SCHETHE EFFECTIVENESS OF EXECUTIVE FUNCTIONAL(WORKINH MEMORY;METACOGNITIVE; SCHEDULE) ON IMPROVING OF WORKING MEMORY, DULE- RESOLVENT ABILITY AND ACADEMIC ACHIEVEMENT IN STUDENTS OF MATH LEARNING DISORDER

The main objective of study was to investigate The effectiveness of executive functional on improving of working memory, attention, schedule/organization/resolvent ability and academic achievement in students of math learning disorder. To attain this goal, The 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, 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, continuous performance test and Tower of London Procedure. While research method of study is a pilot study with clinical trial, The pre-test and post-test be done with the control group, Data were analyzed by multivariate analysis of variance (MACNOVA). Results showed that is a significant difference between groups of students with math problems and control in working memory, attention care, schedule/organization/resolvent ability and achievement. This means that working memory, attention maintenance, schedule/organization/resolvent ability and academic achievement of test group increased after executive function training. It can be concluded that executive function intervention can be used to improve the executive function and academic achievement of students with math impaired.