Learning disabilities are the most common eligibility category in which children qualify for special education services. Despite this, there is surprisingly little current information on the prevalence and needs of children with math disabilities, and even less information on interventions to support children in schools. This dissertation aimed to fill these gaps with an extended review of the literature on the identification of math disabilities in children and interventions supported by evidence from research. Best practices for school psychologists were discussed, including how to assess for math disabilities and how to support students within existing multi-tiered systems of support (MTSS) at schools. Gaps in the existing literature were identified, including the need for a clarified and consistent definition of a math disability, more research into the efficacy of interventions, and the necessity of early identification of children who may have math disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]