The Effectiveness of Impulse Control and Attention Training on Emotional Processing, Distractibility and Impulsiveness in Students with Dyscalculia

The aim of this study was the effectiveness of impulse control and attention training on emotional processing, attention, impulsiveness and distractibility of students with dyscalculia. This was a pilot study and pre-test - post-test was administered to the control group. The population of the study were all secondary school students in the academic 90-91 in Ardabil city. The sample of 60 students with dyscalculia were among five middle school students in Ardabil After identifying the math test by Key Math (1988) and the Structured Clinical Interview was selected randomly and the experimental groups (impulse control and attention) and control (n = 20 for each group) were assigned. To collect data from Emotional processing scale Backer & etal (2007), Barrett Impulsivity (1994), Key Math Test (1988) and distraction Toulouse - Peyronie's (1986) is used. Univariate analysis of covariance (ANCOVA) showed that training programs for impulse control and emotional processing, attention, impulsiveness and distractibility impact (P≥001). This means reducing negative emotions, impulsiveness and distractibility students with dyscalculia may be. According to our findings, skills, impulse control and attention to students with dyscalculia may decrease impulsivity and distractibility and one of our training as appropriate interventions advantage.