New Approaches in Educational Management and Health Sciences

New Approaches in Educational Management and Health Sciences

Development and Validation of Executive Function–Based Educational Package for Students with Specific Learning Disorder

Document Type : Original Article

Authors
Zahra Osanlou 1
Ayat SadatTalab 2
Alireza Mollazadeh 3
1 Department of Clinical and Educational Psychology, CT.C., Islamic Azad University, Tehran, Iran.
2 Department of Foreign Language Education, Faculty of Humanities, Salman Farsi University of Kazerun, Kazerun, Iran
3 Department Psychology, Ash.C., Islamic Azad University, Ashtian, Iran
10.22034/edus.2026.585873.1111
Abstract
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.
Keywords
Executive functions
Specific learning disorder
Mathematics learning disability

Ethics Approval ID: IR.IAU.CTB.REC.1404.128

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New Approaches in Educational Management and Health Sciences
Volume 3, Issue 2
Summer 2026
Summer 2026
Pages 163-178

  • Receive Date 01 March 2026
  • Revise Date 05 May 2026
  • Accept Date 20 June 2026