Is there any difference in executive function and social adequacy between the children with dyslexia or dyscalculia disorder?

BACKGROUND: Review of literature indicates that there is difference between various types of learning disorder based on functional skills. This study aims to compare the executive function and social adequacy of children with dyslexia and dyscalculia. METHODS: This descriptive fundamental research was a comparative causative type study. The statistical population included all children with dyslexia and dyscalculia in Tehran Province, Iran, in 2018. Using available sampling method, 43 children (24 with dyslexia and 19 with dyscalculia) were selected from learning disorder centers. Fellner questionnaire was used to assess the social adequacy of the children, and to evaluate the executive functions, Parental Reflective Functioning Questionnaire (PRFQ) was used. The data were analyzed using multivariate analysis of variance (MANOVA). RESULTS: There was no significant difference between the various components of executive functions and social adequacy of children with dyslexia and dyscalculia (P 0.050). CONCLUSION: Based on the research findings, function of children with dyslexia and dyscalculia is equivalent in executive function and social adequacy.