Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD).
Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. 
Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280).
Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.