Abstract
Aim of the studyThe current study aimed at determining the effect of self-regulation empowerment program training on neurocognitive and social skills in students with dyscalculia.Subject or material and methodsThe study was a semi-experimental with pretest/posttest design and a control group. The study sample was consisted of 26 students with dyscalculia in Guilan Province, Iran, 2018, selected by the convenience sampling method and assigned into two groups (one experimental and one control). To collect the data, Tower of Hanoi Task, Stroop Test, Dual N-Back Task, Wisconsin Card Sorting Test, and Social Skills Rating System were used before and after the intervention. A twelve-session self-regulation empowerment program training was implemented for the experimental group.ResultsMann-Whitney U test, and Wilcoxon test were used for data analysis and Cohen’s d test measured effect extent. The results of analysis showed that the self-regulation empowerment program training improved neurocognitive and social skills in students with dyscalculia.DiscussionStudents with dyscalculia are faced with various physical and psychological stressful factors, which leads to decreased quality of life. Considering the relationship between neurocognitive and social skills with self-regulation, one of the methods capable of assisting the rehabilitation of the students with dyscalculia is the self-regulation empowerment training.ConclusionsAccording to the findings of the research, self-regulation empowerment training can improve the neurocognitive and social skills in students with dyscalculia.
Highlights
Dyscalculia is a neurodevelopmental disorder diagnosed in childhood and one of the most important causes of poor academic performance [1]
In the control group 24% of the students were in the 4th grade, 30% of the 5th grade and 46% of the 6th grade
26.7% were in the 4th grade, 33.3% in the 5th grade and 40% in the 6th grade
Summary
Dyscalculia is a neurodevelopmental disorder diagnosed in childhood and one of the most important causes of poor academic performance [1]. Its prevalence among children is estimated to be between 5% and 9% [2]. In Iran, the prevalence of this disorder is 3.35% in boys, which is about 1% more than that in girls [3]. According to the Diagnostic and Statistical Manual of Mental Disorders, dyscalculia is a particular type of specific learning disorder. Students with this disorder have problems regarding learning and remembering mathematical concepts, understanding numbers, difficulty in computing, and math reasoning [4]. The problem begins at an early age in some children, but often shows itself in preschool age and continues to the secondary and high school [5]
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