RESUMEN
Objectives: Self-instruction training assists students to organize thinking patterns, learning, selfassessment, and self-awareness. This study was aimed to determine the effectiveness of verbal selfinstruction training on math problem-solving of intellectually disabled male students in Tehran Provinces.
Methods: This study was an experimental research with pre-test and post-test design with control group. 30 intellectually disabled male students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance.
Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance [p<0.002].
Discussion: As the performance of math problem-solving of experimental group promoted after the intervention sessions in comparison to control group, it seems that verbal self-instruction has led students to use thinking skills for acquiring and retention of fundamental mathematics facts. It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.