Developing intervention program focused and divided attention and investigating its effectiveness on working memory IQ in children with specific learning disorder

This study has been done for the purpose of developing an intervention program focused and divided attention and study of its effectiveness on performance of working memory IQ in children with specific learning disorder. The study was experimental with pre-test, post-test and a control group. A total of 16 boys and girls at age of 6-9 years old (8 people in the experimental group and 8 people in the control group) who were treated in one of the exceptional schools for learning disorders in Tehran, were randomly selected and the Working Memory Index of Wechsler Intelligence Scale for Children- Fourth Edition (Wechsler, 2003) were used as the pre-test. After running 8 individual focused and divided attention training sessions of 30-40 minutes on the experimental group, all of the 16 people were post-tested and after a time period of one month and a half, follow up was done. The data were analyzed whit Split Plot method. The results showed that between the experimental and control groups, there were significant differences in increasing working memory IQ (P