University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 1 2 2012 03 20 An examination of the effectiveness of neuropsychological and content-based training methods in the remediation of mathematics disorder An examination of the effectiveness of neuropsychological and content-based training methods in the remediation of mathematics disorder 6 21 94 jld-1-2-91-1-1 FA M Amani Ph.D.student of psychology,Bojnord University U Barahmand Associate Professor of Psychology, University of Mohaghegh Ardabili M Narimani Professor of Psychology, University of Mohaghegh Ardabili Journal Article 2012 01 02 The goal of this study was to determine<br />the effectiveness of a neuropsychological method<br />and content-based training in the remediation of<br />mathematics disorder in students of grades 2 to 5 in<br />elementary schools of Ardabil. Sixteen students<br />who had received a diagnosis of arithmetic disorder<br />based on a clinical interview, an intelligence test<br />and a standardized arithmetic battery, At the first<br />received individually neuropsychological tasks in<br />15 sessions and content-based instruction in 10<br />sessions. Standardized arithmetic battery and its<br />parallel form were used for evaluation of<br />mathematics performance students in pre and post<br />test. Results showed that students performed in<br />standardized arithmetic battery in post test better<br />than pre test. The obtained findings underscore the<br />importance practice with neuropsychological tasks<br />that strength memory and attention can remedy<br />arithmetic learning in children with mathematics<br />disorders. The goal of this study was to determine<br />the effectiveness of a neuropsychological method<br />and content-based training in the remediation of<br />mathematics disorder in students of grades 2 to 5 in<br />elementary schools of Ardabil. Sixteen students<br />who had received a diagnosis of arithmetic disorder<br />based on a clinical interview, an intelligence test<br />and a standardized arithmetic battery, At the first<br />received individually neuropsychological tasks in<br />15 sessions and content-based instruction in 10<br />sessions. Standardized arithmetic battery and its<br />parallel form were used for evaluation of<br />mathematics performance students in pre and post<br />test. Results showed that students performed in<br />standardized arithmetic battery in post test better<br />than pre test. The obtained findings underscore the<br />importance practice with neuropsychological tasks<br />that strength memory and attention can remedy<br />arithmetic learning in children with mathematics<br />disorders. https://jld.uma.ac.ir/article_94_3e1f0c01e04453fd09b9b799a9f3b07c.pdf