Developing Direct Instruction program and evaluation of its effectiveness on math problem solving skills in students with Learning Disorder

The aim of this study was Developing training programs based on Direct Instruction and evaluation of its effectiveness on solving math problem in students with Learning Disorders. To fulfill the stated goal five students who were studying in fifth grade in one of primary school in karaj, selected as subjects and the following instruments were administered on them: questionnaire of diagnosis for learning disability(sadeghi & alizadeh, 2016), test of mathematical problem solving which was developed and validated by researcher and personal records of participants. Data were collected by using a single subject research design during baseline and intervention phases. After collecting the data on baseline conditions, a DI program based on the content of the fourth grade math book in elementary school was designed and implemented on all five students and every student was instructed on problem solving based DI program between 7 to 13 sessions lasted for 45- 60 minuets. Comparing students during baseline and intervention phases showed that Direct Instruction program was effective on improving mathematics problem solving skills in five students. All five students were reached the criterion level that was established in advance. It is concluded that DI is effective on improvement of mathematics problem solving skills and it can be used in related interventions.