The effectiveness of the E5 teaching model on the executive functions of Intellectual disability students

The aim of the present study was to investigate the effectiveness of the E5 teaching design model (activation, exploration, explanation, elaboration and evaluation) on the executive functions of Intellectual disability male students in elementary school. The present study was a semi-experimental with an unequal control group design. The statistical population of this research consists of all male students with mild slowness in the second semester of 1401-1400 academic year in Mashhad, whose number is 650, and among these people, 34 were selected by random cluster sampling and randomly divided into 2 experimental groups. (17 people) and the control group (17 people) were replaced. For 20 sessions (during 5 weeks), each session of 30 minutes, the experimental group received the lesson of social studies and science of the fifth grade of elementary school with the E5 teaching model. In this research, London Tower (TOL), Wisconsin (WCST), Stroop (SCWT), continuous function (CPT), go no go test (GNGT) software were used to measure students' executive functions, and multivariate covariance analysis and spss-26 software were used for data analysis. According to the findings of the research, it can be explained that the E5 teaching design model can have a significant positive effect on the executive functions of Intellectual disability students.