Comparison the ability of planning - Organize and cognitive flexibility in children with and without specific learning disorder

The present study compares the ability of planning-organizing and cognitive flexibility in children with and without specific learning disorder.
The Methodsof current study was a descriptive causal-comparative. The statistical population was consisted of third to sixth grade students (aged 9 to 12 years old) with and without specific learning disorder in learning disabilities center of area 1 in Ardabil. Among the students, 45 students (15 students with dyslexia, 15 students dysgraphia and 15 students with dyscalculia) were enrolled in the academic year 2014-2015 who were selected by the total number and were compared with 20 normal subjects. Data were collected using scales of Colorado Learning Difficulties Questionnaire, Tower of London test and Vygotsky concept formation and were analyzed with MANOVA.
The results showed that students with specific learning disability compared to normal children have poorer performance on tests of planning-organization and cognitive flexibility.
Early diagnosis of deficiencies in the executive functions and doing preterm intervention could be effective in prevention and treatment of students with special learning disorders.