Meta-analysis of the effectiveness of cognitive training based on working memory on improving the children's executive functions with mathematical disorder

General learning disabilities and specific math impairments have always been considered as the most common and the most complex topics in the field of exceptional children and have attracted the attention of many researchers. Numerous studies have been recently conducted on the effectiveness of cognitive interventions in the field of learning disabilities. This study attempts to show a general conclusion about the effectiveness of cognitive interventions based on working memory on children's executive functions with math learning disabilities. The statistical population included all related researches that were published in Persian from 1390 to 1400. This issue was investigated by 21 researches using meta-analysis method, in which 50 effect sizes were obtained in general and analyzed using CMA2 software. The results showed that the combined effect size of the effectiveness of the intervention based on working memory on executive functions was 1.37 in the fixed model and 1.53 in the random model, which was statistically significant (P <0.001). According to cohen criteria and Based on the effect size, it can be said that the intervention based on working memory has a high effectiveness on the children's executive functions of special learning disabilities with mathematical disorder.