The comparison effect of Cognitive-behavioral training and Motor perception on Math disorder in students with learning disabilities

Students with mathematics learning disability, because cognitive-behavioral dysfunctions, have defects in orientation and visual-spatial processing, which leads to defect in perception the spatial relationships and basic skills of mathematics. The purpose of this study was to the comparison of the effectiveness of cognitive-behavioral training and motor perception on math disorder in students with learning disabilities of Tehran.

This semi-experimental study was conducted with a pretest, posttest and follow-up design with control group. The statistical population was all the students (aged 9-12 years) having with learning disabilities of Tehran, of which 45 subjects were selected and randomly assigned into three groups of cognitive-behavioral training and motor perception and control (each 15 person). To collect data questionnaires such as Math disorder of K Matt Test (1988) were used. The experimental groups underwent individual Cognitive-Behavioral Training (10 sessions 60 minutes) and Motor perception (8 sessions 25 minutes), but the control group received no training. Data were analysed using covariance analysis.

The results showed that both cognitive-behavioral training and motor perception were effective to increasing math disorder in students with learning disabilities (p<0/01) and the results showed that there was no significant difference between the effectiveness of cognitive-behavioral training and motor perception on decrease math disorder in students with learning disabilities (p>0/05) & this result continued to follow.

Therefore, it can be concluded that cognitive-behavioral training and motor perception are used to decrease Math disorder in students.