moslem asli azad

One of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3–5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitive-behavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder.
 
The research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data.
 
The results showed that the play therapy method based on a cognitive-behavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitive-behavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size.
 
According to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills.

Occurrence of physiological diseases such as coronary heart disease disrupts the cognitive and emotional distress of patients and makes them face emotional distress. According to this the objective of the present study was the structural model of emotional distress based on health-promoting behaviors and a sense of psychological coherence with the mediating role of the meaning of life in people with coronary heart disease. The research is applicative and the research method was correlational through structural equations modeling. The statistical population included people with coronary heart disease who referred to Bandar Abbas medical centers in the winter of 2022. 245 people with coronary heart disease were selected from the statistical population as the available sampling. The research instruments were emotional distress questionnaire (Kessler et al, 2002), health-promoting behaviors questionnaire (Walker et al, 1987), sense of psychological coherence questionnaire (Flensborg, Ventegodt, Merrick, 2006) and meaning of life questionnaire (Steger et al, 2006). The data analysis was conducted through structural equations modeling via SPSS and Amos versions 23. The results showed that Health-promoting behaviors has a significant direct effect on meaning of life (p < 0.05, β = 0.617) and emotional distress (p < 0.05, β = -0.482) of people with coronary heart disease and it was able to explain 38 and 23.2 percent of the variance of these variables, respectively. Also, sense of psychological coherence has a significant direct effect on meaning of life (β = 0.548, p < 0.05) and emotional distress (β = -0.538, p < 0.05) of people with coronary heart disease and was able to explain 30 and 28.9 percent of the variance of these variables, respectively. Finally, meaning of life had a significant direct effect on emotional distress (p < 0.05, β =-0.442) of people with coronary heart disease and was able to explain 19.5% of the variance of this variable. Meanwhile, meaning of life has a significant mediating role in the relationship between health-promoting behaviors and sense of psychological coherence with emotional distress in people with coronary heart disease (p<0.05). Considering the significant mediating role of meaning of life, it is possible to reduce the occurrence of emotional distresss in people with coronary heart disease by using effective interventions such as meaning of life training.

The present study was conducted with the purpose of investigating the efficacy of mindfulness-based cognition therapy on Covid-19 anxiety and distress tolerance in the patients recovered from Corona virus. It was a quasi-experimental study with pretest, posttest, control group and three-month follow-up period design. The statistical population included the patients recovered from Covdi-19 in the city of Shiraz in the autumn and winter of 2020. 31 patients recovered from Covid-19 were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received mindfulness-based cognition therapy (Cabat-Zin, 2003) during eight seventy-five-minute online sessions during a month. The applied questionnaires in this study included Corona Disease Anxiety Scale (Alipour, et.al, 2019) (CDAS) (Alipour, et.al, 2019) and Distress Tolerance Questionnaire (DTQ) (Simons and Gaher, 2005). The data from the study were analyzed through mixed ANOVA. The results showed that mindfulness-based cognition therapy has had significant effect on covid-19 anxiety and distress tolerance in the patients recovered from Coronal Virus (p<0001) and could lead to the decrease of Covid-19 anxiety and the improvement of distress tolerance. According to the findings of the present study it can be said that mindfulness-based cognition therapy can be used as an effective intervention to decrease Covid-19 anxiety and improvement of distress tolerance in patients recovered from Corona virus through employing mindful attitude, mindful activities, addressing problem-making feelings and emotions and breathing exercises.

The present study was conducted with the purpose of investigating the efficiency of online reality therapy on anxiety and psychological distress in Covid-19 improved. it was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included Covid-19 improved patients in the city of Isfahan in the summer of 2020. 26 Covid-19 improved were selected through snowball sampling method and they were randomly replaced into experimental and control groups (each group of 13 patients). The experimental group received ten seventy-five-minute sessions of online reality therapy (Glasser, 2013) during a month. The applied questionnaires in the current study included anxiety questionnaire (Beck, et.al, 1988) and psychological distress questionnaire (Kessler et. al, 2011). The data from the study were analyzed through ANCOVA method. the results showed that online reality therapy had significant effect on the anxiety and psychological distress in Covid-19 improved (p<0.001) and succeeded in the decrease of their anxiety and psychological distress. according to the findings of the present study it can be concluded that reality therapy can be applied as an efficient therapy to decrease anxiety and psychological distress in Covid-19 improved through employing techniques such focusing on the present time, avoiding excessive criticism and training accountability.

Covid-19 can lead to serious damages to the patients’ psychological, cognitive and emotional processes in addition to physiologic damages. Therefore, the present study was conducted with the purpose of investigating the efficiency of online reality therapy on perceived stress and experiential avoidance in Covid-19-improved patients.

It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included Covid-19-improved patients in the city of Isfahan in the summer of 2020. 24 Covid-19-improved patients were selected through snowball sampling method and they were randomly replaced into experimental and control groups (each group of 12 patients). The experimental group received ten seventy-five-minute sessions of online reality therapy (Glasser, 2013) during a month. The applied questionnaires in the current study included perceived stress questionnaire (Cohen, et.al, 1983) and experiential avoidance questionnaire (Bond, et.al, 2011). The data from the study were analyzed through ANCOVA method.

The results showed that online reality therapy had significant effect on the perceived stress and experiential avoidance in Covid-19-improved patients (p<0.001) and succeeded in the decrease of their perceived stress and experiential avoidance.

According to the findings of the present study it can be concluded that online reality therapy can be applied as an efficient therapy to decrease perceived stress and experiential avoidance in Covid-19-improved patients through employing techniques such focusing on the present time, avoiding excessive criticism and training accountability.

The objective of the present study was to investigate the effectiveness of self-compassionon subjective vitalityand loneliness feeling in students with Learning Disability. The research method of the present study was experimental with pretest, posttest and control group research design. The statistical population of present study included all high-school students with Learning Disability in Isfahan City in academic year 2017-18. A multistage cluster sampling method was used to selecting the sample. Accordingly, 30 students with Learning Disabilities were selected by cluster sampling and randomly assigned to experiment and control groups. Before administering the independent variable, pretest was taken from both groups. The tools in the present study included Learning Difficulties Questionnaire (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011), Subjective Vitality(Ryan and Fredrick, 1997) and the Children's Loneliness Scale (Asher, Hymel and Renshaw, 2011). Then the experimental group received 8 teaching sessions in two-and-a-half months. The acquired data were analyzed through ANCOVA method. The results showed that teaching self-compassionhas had significant effect on subjective vitality and loneliness feeling in the students with Learning Disability (p<0.001) in a way that this type of teaching was able to increase subjective vitalityand decrease loneliness feeling in the students with Learning Disability. Considering the results of the study, teaching self-compassioncan be employed to improve subjective vitalityand decrease loneliness feeling in the students with Learning Disability.

The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students

Children and teenagers who are poorly supervised, experience different psychological traumatic damages. These students have inappropriate developmental background that makes them prone to suffering from psychological and emotional disturbances. Therefore, the purpose of this study was to investigate the effectiveness of cognitive emotion regulation training on emotional knowledge and emotional control of poorly supervised students.

The research method was semi-experimental with pre-test and post-test with control group. The statistical population of this study consisted of all poorly supervised students between the ages of 12 to 16 years old in the academic year of 2017-18. The sample consisted of 30 people who were selected by purposeful sampling and were assigned to experimental and control groups. The experimental group received cognitive emotion regulation intervention in eight 90-minute sessions over two and a half months, while the control group did not receive this intervention during the research process. Questionnaires used in this study included Emotional Control Questionnaire (Roger and Nesshoever, 1987) and Emotional Knowledge Test (Izard et al., 2003). The data were analyzed using SPSS 23 software using covariance analysis.

The results of data analysis showed that cognitive emotion regulation was effective on emotional knowledge and emotional control of poorly supervised students (p <0.001). The effect size also showed that 84% and 77% of changes in emotional knowledge and emotional control of poorly supervised students, respectively, were explained by cognitive emotion regulation intervention.

Cognitive emotion regulation using techniques such as recognizing different types of emotions, teaching ways to reduce negative emotions, conscious attention to current emotions, re-evaluating and expressing positive and negative emotions, and training to change negative emotions can affect the emotional processing and emotional control of poorly supervised students.

divorce causes emotional and psychological damages to children. On this basis, emotional processing, emotional failure, and emotional adjustment of students with divorced and non-divorced parents were compared in Isfahan city, Iran. In this descriptive-analytic causative-comparison study, all students with divorced and non-divorced parents were investigated in Isfahan. In this research, non-probability sampling method was used. In order to conduct the study, 200 middle-school students with divorced and non-divorced parents were selected (100 students had divorced and 100 had non-divorced parents).The questionnaires used in this study included emotional processing questionnaire, emotional failure, and emotional adjustment questionnaire. The data were analyzed using analysis of variance. The results showed that emotional processing, emotional failure, and emotional adjustment were significantly different between the two groups of students with divorced parents and non-divorced parents (P-value < 0.001). Although students with divorced parents had lower scores in components of emotional processing and emotional adjustment, they had higher scores in emotional failure. Based on the findings, emotional processing, emotional failure, and emotional adjustment of students with divorced parents should be considered. In this regard, a suitable method of intervention is required, such as treatment based on acceptance and commitment therapy and mind-consciousness to reach acceptable normal level of transformational process.

Obsessive-compulsive disorder is a serious disorder that affects psychological, communicative, social, and emotional processes. Accordingly, the present study was conducted with the aim of investigating the effect of mindfulness therapy on tolerance of uncertainty, thought-action fusion in patients with obsessive-compulsive disorder. The present study is a semi-experimental design with a pre-test-post-test design with a control group and a follow-up period of two months. The sample consisted of 30 patients with obsessive-compulsive disorder in Isfahan during the academic year of 2017-18. They were selected by purposeful sampling and randomly assigned to two groups of experimental and control. The experimental group received mindfulness intervention in 10 sessions of 75 minutes during three months. Maudsley obsession questionnaire (Hajson and Rachman, 1980), tolerance of uncertainty (Mcleen, 1993), and thought-action fusion questionnaire (Shefran et.al, 1996) were used to collect of data. Data were analyzed by repeated measure ANOVA. The results showed that mindfulness therapy had a significant effect on the tolerance of uncertainty and thought-action fusion in patients with obsessive-compulsive disorder (F = 11.13, F = 79.98, P <0.001). Also, the effect of this treatment is maintained during the follow-up phase (P <0/001). The degree of statistical effect of mindfulness therapy on tolerance of uncertainty and thought-action fusion were respectively 40% and 73% respectively. Based on the findings of the present study, it can be concluded that the mindfulness therapy by creating knowledge to thoughts and feelings can increase tolerance of uncertainty and reduce the thought-action fusion in patients with obsessive compulsive disorder.

Obsessive-compulsive disorder is a serious disorder which damages adolescents’ other psychological and cognitive processes too. The present study was conducted aiming at investigating the effectiveness of mindfulness therapy on executive function and cognitive fusion in the adolescents with obsessive-compulsive disorder. The research method was quasi-experimental with pretest, posttest design and a control group and two-month follow-up stage. The statistical population of the present study included adolescents with Obsessive-Compulsive Disorder (OCD) in Isfahan City in academic year 2017-18. 30 adolescents with OCD were selected via purposive non-random sampling method and were randomly placed into experiment and control groups. The experiment group received 10 seventy-five-minute sessions of mindfulness interventions during three months. The applied questionnaires included Moudzli’s OCD Questionnaire (1980), Executive Functions Questionnaire (1980) and Cognitive Fusion Questionnaire (2010). The data from the study were analyzed through repeated measurement ANOVA. The results showed that mindfulness therapy has significantly influenced executive functions and cognitive fusion of the adolescents with OCD (p<0/001). According to the findings of this study, it can be concluded that mindfulness therapy can be used as an effective treatment for improving executive functions and reducing cognitive fusion in adolescents with Obsessive-Compulsive Disorder.

The aim of this research was to compare mindfulness, psychological capital, and self-compassion between students with externalizing problems and normal students in Isfahan city, Iran. The statistical population of this case-control study included all the students with externalizing problems and normal students in Isfahan city in the academic year of 2017 - 2018. We used purposive non-probability sampling to collect the samples. In this regard, 100 students with externalizing problems and 100 normal students were selected and asked to complete questionnaires.  The questionnaires used in this study included Mindfulness Skills questionnaires, Self-compassion questionnaire, and PSY CAP (The Psychological Capital) questionnaires. The data were analyzed by SPSS23 using analysis of variance. The results showed that the mindfulness, PSY CAP, and
self-compassion were significantly different between the two groups (P-value < 0.0001). The students with externalizing problems had lower scores in mindfulness, PSY CAP, and self-compassion than the normal students. Students with externalizing behavior problems had lower mental health due to their vulnerable cognitive and psychological processes. Accordingly, mindfulness, PSY CAP, and self-compassion scores were significantly different between the normal students and those with externalizing problems. Considering this difference, we suggest the authorities to pay enough attention to such varieties and conduct appropriate interventions accordingly.

Taking Care of people with physical, mental and multiple disabilities can affect the physical and mental health of caregivers. Therefore, it is necessary to consider the effective variables on the psychological health of these individuals. Accordingly, the purpose of this study was to predict psychological well-being based on self-compassion and self- esteem in caregivers of people with physical, mental, and multiple disabilities in the Welfare Organization of Isfahan province.
This was a descriptive-analytical study. A census sampling method was used to select54 subjects in the research community to participate in the study. The instruments for collecting data were Self-Compassion Inventory, Reef Psychological Well-Being Inventory, and Cooper Smith Self-Esteem Inventory. Pearson analysis and Multiple Regression analysis were used to analyze the data using SPSS20 software.
Data analysis showed that the components of self-kindness, mindfulness, social and academic self-esteem can significantly predict the psychological well-being of the disabled's caregivers (P-value According to the findings of this study, it is imperative that the respected authorities of the Welfare Organization provide the necessary preparations and instructions. Therefore, disabled's caregivers can experience higher levels of psychological well-being by familiarizing themselves through components of self-compassion and self-esteem.

Background and Aggression is a behavioral problem that occurs during childhood and can seriously harm empathy with others. Accordingly, the present study aimed to compare cognitive empathy between two groups of relational and explicit aggression.
The study design was descriptive and causal-comparative. The statistical population of the present study included all high school students with aggression in Isfahan during the academic year 2013-2014. 120 high school students with aggression were selected through clustere random sampling method. The tools used were basic empathy scale (Jolieff and Farlington, 2006) and peer selection scale (Kirk's and Gratt, 1995). Data were analyzed using ANOVA.
The results of this study showed that there is a significant difference between the score of cognitive empathy in two groups of relational and explicit aggression (p Based on the findings of this research, cognitive empathy in the explicit aggression group was less than relational aggression group that could be due to the fact that people with explicit aggression exhibited more aggression due to lack of adequate empathy.

Background and Some psychological disorders and childhood learning such as dyslexia and ADHD can affect the cognitive process of children. Therefore, the present study was conducted to compare the working memory profile of children with ADHD and children with dyslexia with normal ones.
The present study was descriptive and causal-comparative. The research sample consisted of 30 children dyslexia, 30 children with ADHD, and 30 normal students in elementary school that was selected through multi-stage random sampling among the elementary students of the third grade in Isfahan in the academic year of 2012-2013. To collect data in this research, the fourth edition of the Wechsler intelligence scale for children –revised- fourth edition (Wechsler, 2003), dyslexia diagnosis test (Shafie, 2009) and the conners Scale for assessing ADHD (Brooke and Clington, 2007) were used. Data were analyzed using one-way ANOVA.
The results showed that there is a significant difference between the three groups of students in the working memory (P Based on the results of this study, one of the cognitive problems of students with dyslexia and ADHD is weakness in working memory that appropriate educational interventions should be designed and implemented in accordance with their cognitive status.

The caregivers of people with physical¡ mental and multiple retardation in the welfare center encounter stress and depression due to special working conditions. Therefore¡ the purpose of the present study was to investigate the relationship of the components of hardiness with the aspects of burnout in caregivers of people with physical¡ mental and multiple retardation in the welfare center of Isfahan city.
It was a descriptive-correlational study; so¡ all the 54 present people were selected through poll taking sampling method to take part in the study. The data collection instrument included Kobasa''s hardiness questionnaire and Meslesh and Jackson''s burnout questionnaire. In order to analyze the data¡ descriptive analysis method and Pearson’s correlation statistic method were appropriately used via SPSS 18 software.
The data analysis showed that there was a significant relationship in the component of affective tiredness (r = - 0.49¡ P According to the findings of this study¡ it seems necessary for the caregivers of physical¡ mental and multiple retarded people to pay enough attention to the components of hardiness so that we can see less burnout and more yield in caregivers.

Naturally، child training is a kind of stressful process itself and this provocation is helpful in positive parenting. If the amount of provocation، because of having a vulnerable deficit child، is essential، it can impose mental pressure and produce deficits in dimensions of positive psychology. Therefore، the present study aims at comparing the categories of positive psychology (hope، life quality، psychological life، happiness، and optimism) in parents of autistic and normal children. In this scientific study 60 parents were selected randomly (30 parents of autism and 30 parents of normal). The employed materials were Oxford happiness questionnaire، psychological well-being by Reef، hope by Stider، optimism (LOT)، and life quality (SWLS). findings reveal that there is a meaningful difference between all categories of positive psychology in both groups according to the multiple variant test (p>0/05، 54/32= F (5، 54)، 5/04= Hotelling). Psychology is applicable in different individual and social areas with the aim of improving physical and mental health and preventing possible deficits. Reviewing the comparative studies and using important and new variables such as positive psychology lead us to recognize family difficulties better. And then، giving psychological and educational services sounds more effective.

Purpose and despite outstanding breakthroughs in medical sciences, breast cancer is still considered one of the most important disease and the most prevalent women cancer and the second reason of death among them. The present study was conducted aiming to compare public health and marital satisfaction among breast cancer patients with breast evacuation, breast keeping and normal women in Tehran. the method of the present study, due to the lack of interference to alter the research variables, was causal comparative. The statistical population included all women with breast cancer and normal women in the city of Tehran. From these people in each group (breast cancer patients with breast evacuation, breast keeping and normal people) 80 individuals were selected through available sampling from clients of medical centers and special hospitals in Tehran during October 2012 to December 2013. The applied instruments were the questionnaires of public health, body image, and marital satisfaction. The achieved data were analyzed via one-way ANOVA and Tukey test by SPSS software. the results of the analysis showed that there is a significant difference between the mean scores of marital satisfaction, body image and public health in three groups (women with cancer who evacuated their breast, those who didnt and normal ones)(p<0.01). according to the findings of the present study the women with breast cancer are in more different state in variables of marital satisfaction, mental health and body image comparing to normal group. So it seems necessary for cancer treatment centers to consider psychological treatment courses for these people.

The present study was to investigate the effectiveness of spatial relations perception training on the mathematics performance of boy students with math learning disability. The research method was experimental with pretest-posttest control group design. The statistical population of the study included elementary students in grade three with mathematics learning disability in the city of Isfahan in year 2011-12. In order to do the study 30 students were selected through cluster random sampling method. The applied instruments included WexlerIntelligence Scale for Children4، dyscalculia diagnosis test، math academic performance test. 30 students were randomly selected and they were put into experimental and control groups among the boy students who had been diagnosed to have math learning disability. The data were analyzed through Covariance method. The results showed that there was a significant difference between groups (P<0. 0001). Therefore، the independent variable had made a significant difference in the experimental group and it leaded to the improvement of math academicperformance in male children with math learning disability in elementary school. It is suggested to apply spatial relations perception training in teaching mathematics to students.

The aim of this study was to investigate the effectiveness of self-forgiveness group training program based on the Quran concepts on the self-esteem of adolescent boys. The statistical population of this study consisted of adolescent boys in the first grade of high school in Esfahan city in the academic year of 2013-2014, 20 high school students with low self-esteem were selected by accessible sampling. . In a quasi- experimental design with control group and follow up session were randomly assigned (each group 20). The program was administered in 8 sessions of 90 minutes to the participants in the experimental group. The instruments were General Mental Health Screening Scale of educational office and The Cooper Smith Self-esteem Scale. Data were analyzed by the analysis of covariance. Posttest scores of participant's self-esteem in the experimental group significantly increased. The results indicate that forgiveness group training program based on the Quran concepts was effective in increasing the adolescent boys’ self-esteem.

Attention deficit hyperactivity disorder and learning disabilities are common deficits in childhood which causes many injuries in the process of education، and social communication of children into it. The aim of this study was to investigate the differences in intelligence profile of children with attention deficit hyperactivity disorder and children with learning disabilities in children with normal intelligence profile. In a comparative study، 90 children were randomly selected (30 children with attention deficit hyperactivity disorder، and 30 normal children and 30 children with learning disabilities). Tools were used: Wechsler Intelligence Test for Children، key mat mathematic test، phonological awareness، and Writing Disorder and Conners Questionnaire. Multivariate analysis of variance showed that significant differences exist between groups of variables (p<0/001)، F (8&166) =9/66، 0/93 = Hotelling Effect). Results of single variable and post hoc tests also showed that the only variable verbal comprehension between normal children and children with learning disabilities there are significant differences (0/05> p). The perceptual reasoning varies between any of the three groups (groups of attention deficit and hyperactivity disorder، learning disability group and the normal group)، no significant differences were observed (0/05< p). The processing speed is variable between the three groups (attention deficit hyperactivity disorder، learning disability group and the normal group)، there are two significant differences (0/05> p). Based on the results it is necessary to consider the differences between the intelligence profiles in the education of children. And the same method for teaching these children should be avoided.

Considering the unpleasant effects of attention deficit and hyperactivity disorder (ADHD) upon development of mental talents and social-emotional skills in children, various psychological interventions are suggested to treat this problem. The present study was designed to assess the possible effectiveness of meta-cognitive knowledge in reducing hyperactivity and improving the attention among children with ADHD. This study enrolled the Isfahan primary school students afflicted with ADH, during the educational years 2012-2013. Using the multi-stage cluster sampling method, 30 children with ADHD were assigned to experimental (n=15) and control (n=15) groups. The meta-cognitive knowledge training intervention was administered to the experimental group. The applied instruments were Conner’s questionnaire (parents form), together with a structured psychological interview. Obtained data were analyzed using the covariance statistical analysis method. Our findings strongly suggested the effectiveness of the meta-cognitive training in decreasing hyperactivity and improving the attention of ADHD children upon post-test and follow-up stages [F (1, 28)= 85.65, p<0001]. Since the meta-cognitive process in ADHD children does not take place by default, training the afflicted children with such knowledge may be quite an effective step to reduce the hyperactivity behavior and improve their attention when dealing with specific tasks.