Introduction: Specific Learning Disorder with impairment in mathematics is one of the most prevalent neurodevelopmental disorders and is associated with deficits in underlying cognitive processes, particularly executive functions. Given the critical role of executive functions in regulating goal-directed behavior, information processing, and problem-solving, designing interventions based on these functions may represent an effective approach to improving the academic performance of these students. Therefore, present study aimed to develop and validate educational package based on executive functions for students with Specific Learning Disorder with impairment in mathematics.
Methods: This study employed mixed-methods design (qualitative–quantitative). In qualitative phase, using a grounded theory approach, components of educational package were identified through systematic analysis of scientific literature and semi-structured interviews with 18 experts in psychology and learning disabilities. data were analyzed using open, axial, and selective coding,
Results: structure of educational package was developed in the form of eight targeted 90-minute sessions. In quantitative phase, content validity of package was evaluated using the Content Validity Ratio (CVR) based on judgments of six subject-matter experts. The qualitative findings led to identification of key executive function components, including selective attention, working memory, response inhibition, cognitive flexibility, planning, and performance monitoring, which were organized into a structured educational package. The quantitative findings indicated that all components demonstrated satisfactory content validity, and obtained indices reflected a high level of expert agreement regarding scientific adequacy and structural coherence of educational package.
Conclusions: developed package demonstrates sufficient conceptual coherence and scientific validity and may serve as an evidence-based framework for cognitive-oriented interventions in field of learning disabilities.