The Effectiveness of Self-regulation Training on Executive Functions of Students with Learning Disabilities

This study examined the effectiveness of self-regulation training on executive functions (working memory and planning) of elementary students with learning disabilities in Saghez. The study design was quasi-experimental with pretest and posttest control group. Sixty 8 and 9 year old students with learning disabilities were selected using random sampling. The participants were randomly assigned into either experimental or control group. To measure the study variables the Andre Rey Tests (1942) and the numeral memory subscale of the Wechsler Intelligence Test (1974) were used. The results of analysis of covariance indicated that the experimental group had a significant increase in scores of organizing and working memory compared with the control group. The findings suggested the effectiveness of self-regulation training on executive functions of elementary students with learning disabilities.