The effectiveness of intervention program focused and divided attention on digit span and number and letter sequence in children with specific learning disorder

The purpose of this study was to investigate an intervention program focused and divided attention and study of its effectiveness on digit span and number and letter sequence in children with specific learning disorder. The research method was experimental with pre-test, post-test with control group, and research statistical society included all the students at age of 6-9 years old Treated in learning disorders centers in Tehran. 16 students were simple random selected and randomly assigned to two experimental and control groups and the digit span test and the number and letter sequence test of Wechsler Intelligence Scale for Children Fourth Edition were used for pre-test. After running 8 individual sessions of 30-40 minutes of focused and divided attention training on the experimental group, all of the 16 subjects were post-tested and after a time period of one month and a half, were followed up. The data were analyzed whit Split Plot method. The results showed that there were significant differences between the two experimental and control groups in increasing the performance scores of digit span and number and letter sequence (p < 0.01). Thus, developing intervention program focused and divided attention causes to increased digit span and number and letter sequence in children with specific learning disorder.