Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 4 2025 10 13 Comparing the Effectiveness of Mathematical Intelligence Enhancement Training and Storytelling-Based Problem-Solving Skills Training on Attention and Problem-Solving Skills in Children with Specific Learning Disabilities Comparing the Effectiveness of Mathematical Intelligence Enhancement Training and Storytelling-Based Problem-Solving Skills Training on Attention and Problem-Solving Skills in Children with Specific Learning Disabilities 1 10 EN Journal Article 2025 06 10 <table> <tbody> <tr> <td> <p><strong>Purpose: </strong>This study aimed to compare the effectiveness of Mathematical Intelligence Enhancement Training and Storytelling-Based Problem-Solving Skills Training on improving attention and problem-solving skills in children with specific learning disabilities.</p> <p><strong>Methods and Materials: </strong>This quasi-experimental study employed a pre-test/post-test control group design. The statistical population included first-grade elementary school children with specific learning disabilities who were referred to a learning disability center in Khoy during the 2024–2025 academic year. A total of 45 students were selected through convenience sampling based on inclusion and exclusion criteria and randomly assigned to three groups: Mathematical Intelligence Enhancement Training (15 students), Storytelling-Based Problem-Solving Skills Training (15 students), and a control group (15 students). The interventions lasted for five weeks, with the math group receiving 15 sessions and the storytelling group receiving 10 sessions. Data were collected using the Conners' Continuous Performance Test to assess attention and the Problem-Solving Skills Scale to measure problem-solving skills. Data were analyzed using the Shapiro–Wilk test, one-way ANOVA, and Bonferroni post-hoc tests via SPSS-26 at a significance level of p &lt; 0.05.</p> <p><strong>Findings: </strong>The results showed significant improvements in both attention and problem-solving skills in the two experimental groups compared to the control group (p &lt; 0.001). Repeated measures ANOVA indicated significant intrapersonal, interactive, and interpersonal effects for all attention subscales and problem-solving scores. The storytelling-based group significantly outperformed the mathematical intelligence group in the number of correct responses, reduction of response errors, faster reaction times, fewer missed stimuli, and higher problem-solving scores (p &lt; 0.05).</p> <p><strong>Conclusion: </strong>Both interventions were effective, but storytelling-based problem-solving training produced greater gains in attention and problem-solving skills, suggesting it as a superior instructional approach for children with specific learning disabilities.</p> </td> </tr> </tbody> </table> https://www.maherpub.com/index.php/jndd/article/download/604/462