Background and Purpose: Given the importance of interventions to improve the math disability and the need to prevent future problems, the purpose of this study was to evaluate effectiveness of neuropsychological therapy on executive functions and educational performance of students with mathematics disability.

Method: This study is an experimental method. Population of the study was consisted of all students with math disability in sixth grade in Bushehr. A sample of 40 students with math disability selected by random sampling and were assigned to the control and experimental groups (N = 20 for each group). The instruments of this research included, Conner's Neuropsychological Questionnaire (2004) and Raven Progressive Matrices Test (1938). The experimental group received memory modified tasks in 11 weekly one-hour sessions. The gathered data were analyzed by multivariate analysis of covariance.

Results: The results showed that neuropsychology therapy on improving the performance of school students with mathematics disability has a significant effect (p˂0/05); the therapy also improves verbal memory (p˂0/001), visual memory (p˂0/001), and improving students' attention (p˂0/001) on desirable impact.

Conclusion: Based on the findings can be emphasis on the importance of these interventions in students with mathematics disability and can be used as an effective method of intervention.