عنوان مقاله [English]
The aim of this study was to compare the effectiveness of working memory intervention and sensory-motor integration on students' math performance with math learning disabilities. The study method was quasi-experimental with pre-test design, post-test with control group and follow-up stage. The statistical population included all Male students with elementary school math disorder Kerman in 2019-2020. Among these people, 60 Boys were selected by available sampling and randomly assigned to three groups of 20 people (two experimental groups and one control group). The experimental groups underwent intervention for 16 sessions of 45 minutes and the control group did not receive any intervention. Pre-test and post-test were performed and follow-up test was performed after three months to ensure the stability of the results. The assessment tools included the Wechsler Intelligence Scale (WISC) and the Mathematical Performance Test. Data were analyzed by multivariate analysis of covariance using SPSS 22-statistical software. The results showed that there was a difference in the effectiveness of the intervention based on working memory and the intervention based on sensory-motor integration between the experimental and control groups (P<0.05). In the follow-up phase, there is a significant difference between the stability of intervention changes based on working memory and sensory-motor integration on mathematical performance. (P<0.05). Based on the results, it can be said that the interventions are effective by creating new experience in the mathematical performance of students with math learning disabilities and can be used as useful interventions in primary schools, special learning centers and educational and rehabilitation centers.