effectiveness of sensory-motor integration on self-esteem and performance mathematical in male students with math learning disorder in Kerman

Objective: The aim of this study was to investigate the effectiveness of sensory-motor integration intervention on students' self-esteem and mathematical performance with learning disabilities. Method: The research method was quasi-experimental with pre-test-post-test design with control group and follow-up stage. The statistical population of this study consisted of male students with learning disabilities in Kerman. A sample of 40 subjects was selected by simple random sampling method and randomly assigned to 20-person experimental and control groups. The experimental group received 45minute 16 sessions of sensory-motor integration intervention, and the control group did not receive any intervention. After three months, the follow-up test was performed. Data collection tools included the Wechsler Intelligence Scale, the Mathematical Performance Test, and the Self-Esteem Questionnaire. Data were analyzed using SPSS software. Results: The results of covariance analysis showed that sensory-motor integration intervention is effective on self-esteem and mathematical performance and according to the results obtained from comparative follow-up in experimental groups and The effect control of this intervention was stable (P <0.05 and F =, eta =). Conclusion: Sensory-motor integration intervention, by creating a new experience, contributes to the mathematical performance and self-esteem of students with math learning disabilities and can be used as a beneficial intervention to reduce students' problems with math learning disabilities.