جستجوی مقالات مرتبط با کلیدواژه « اختلال نقص توجه » در نشریات گروه « روانشناسی »

Attention deficit/ hyperactivity disorder is one of the most common neurodevelopmental disorders. The purpose of this study was to compare the effectiveness of Transcranial Direct Current Brain Stimulation (tDCS) and computer-based cognitive rehabilitation on improving cognitive emotion regulation in children with attention deficit/ hyperactivity disorder.

The current research design was experiment with pre-test-post-test and control group. The statistical population included children with attention deficit/ hyperactivity disorder in Ardabil city who referred to the psychiatric center of Fatemi Hospital in Ardabil city in 2023. From this population, 60 children with attention deficit/ hyperactivity disorder were selected by purposeful sampling and randomly replaced in three groups: experiment 1, experiment 2, and control (20 people in each group). Data were collected using Connors Parent Rating Scale (1978), Raven's Progressive Matrices Test (2000) and cognitive emotion regulation scale (2002). The subjects of the first experimental group received Transcranial Direct Current Brain Stimulation (tDCS) for 10 sessions and twice a week for 20 minutes. The second experimental group also received Captain Log's computerized cognitive rehabilitation intervention for 10 sessions and twice a week for 45 minutes. The control group did not receive any intervention. Data analysis was done with SPSS version 25 software and with covariance analysis and Bonferroni's post hoc test.

The results showed that there is a significant difference between the groups in emotion regulation (P<0.05). The experimental groups of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation had higher emotion regulation compared to the control group. Also, by controlling the effect of the pre-test in the two experimental groups, there is no significant difference between the two methods of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation (P<0.05).

According to the results, it can be said that the intervention of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation were effective in improving the cognitive regulation of emotion in children with attention deficit/ hyperactivity disorder. Therefore, both interventions can be used to improve the cognitive regulation of emotions in children with attention deficit/ hyperactivity disorder.

The present study was conducted to determine the effectiveness of exercises based on multisensory strengthening of cognitive control on reducing memory and attention problems in children with attention-deficit/hyperactivity disorder. The semi-experimental research method was done with a pre-test-post-test and control group. The statistical population of the study was children with attention-deficit/hyperactivity disorder in Tehran in 2023. The sample size of 30 children from Paya Rehabilitation Center was selected by the available sampling method and they were placed in two experimental and control groups, and the experimental group was exposed to activities based on multisensory strengthening of cognitive control, and the control group was subjected to There was no intervention program. The tools used in this research were the Wechsler Children's Intelligence Scale (2013) and the SNAP-Swanson Nolan and Pelham (1980) version four (SNAP-IV) rating scale. The data analysis method was multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of attention and memory in the two experimental and control groups at a significance level of 0.01. It can be concluded that exercises based on the multisensory strengthening of cognitive control had an acceptable effect in improving working memory problems and the accuracy and attention of children with attention-deficit/hyperactivity disorder.

This research aims to investigate the family functions and parental stress of mothers with children with attention deficit/hyperactivity disorder by comparing their characteristics with a group of mothers who do not have such children. For this purpose, using causal descriptive method - after an event (after an event) from the community of mothers who referred to the rehabilitation counseling center in Rasht city in the first three months of 1402, 60 people (30 mothers with a child with heart failure disorder/ hyperactivity and 30 mothers without children with attention deficit/hyperactivity disorder) were selected as a sample. The two groups are matched in terms of mother's age, mother's education, mother's occupation and child's gender. The mothers responded to the family functioning questionnaires (Epstein, Baldwin and Bishop, 1950) and Abidin's parental stress (1991) and the results were analyzed using t-test to compare two independent groups in SPSS22 software. The results have shown that family functions (t=33.05, 0.01) and parental stress (t=29.54, 0.01) of mothers with children with attention deficit/hyperactivity disorder mean more than family functions and parental stress (Child's domain, parent's domain and total tension) of mothers without children with attention deficit/hyperactivity disorder.

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.

Due to the existence of some characteristics of students with intellectual disabilities (ID) and the non-applicability of some diagnostic criteria to the symptoms of attention-deficit/hyperactivity disorder (ADHD) in these people, the diagnosis of ADHD in students with ID may not be considered or its prevalence may be estimated much lower than the actual rate. The purpose of the present study was to investigate the prevalence of symptoms of ADHD in students with ID and its relationship with mother’s compassion fatigue. The present research method was descriptive-analytical. The research sample consisted of 105 students with intellectual disabilities. To collect data, the child behavior checklist (Achenbach & Rescorla, 2001) and the compassion fatigue questionnaire (Abdollahzadeh Rafi et al., 2022) were used. The results showed that 58.1% of students with ID show signs of ADHD at the clinical level. Also, compassion fatigue had a positive relationship with the increase in the severity of symptoms of ADHD in students with ID (p<0.05). The high prevalence of ADHD symptoms in students with ID reminds us of the need to address this problem. Also, to reduce the symptoms of ADHD in students with ID, it is necessary to consider the compassion fatigue of their mothers.

This research was conducted with the aim of determining the effectiveness of teaching emotional intelligence skills on burnout and academic self-regulation of students with attention deficit disorder. The current research was a semi-experimental type with a pre-test-post-test design with a control group. The research population included the fifth-grade female students of district 1 of Tehran in the academic year 1400-1401, using available sampling method, 45 students with attention deficit disorder were selected from the study population and randomly divided into two groups. The experiment (15 people trained in emotional intelligence skills) and (15 people trained in emotional intelligence skills) and a control group were replaced. The experimental group received training in emotional intelligence skills in 9 sessions and no intervention was done for the control group. To collect data. Berso's academic burnout questionnaires and Bouffard, Vezio and La Rochelle questionnaires were used for academic self-regulation. The data were analyzed using the covariance analysis method. The findings showed that the burnout and academic self-regulation scores of students with disabilities The attention of the experimental group compared to the students with attention deficit disorder of the control group has significantly improved after the test. Therefore, the teaching of emotional intelligence skills is effective on the enthusiasm, burnout and academic self-regulation of students with attention deficit disorder. So, It can be concluded that emotional intelligence skills training can be used to increase academic self-regulation and reduce academic burnout of students with attention deficit disorder. Also, the application of emotional intelligence skills is effective in improving academic emotions and self-regulation processes of learning in students with attention deficit disorder.

Sleep problems in children with attention deficit/hyperactivity disorder are a significant challenge for parents and teachers. The purpose of this study was to compare the effectiveness of parent training based on the Conjoint Behavioral Counselling (CBC) model and the application of parent-child relationship training based on games (CPRT) on the sleep quality in students with attention deficit/hyperactivity disorder. 

The research method was a semi-experimental type with a pre-test-post-test design with a control group. For this purpose, a semi-structured interview was taken from the volunteer parents of students referred to the Roozbeh Mandegar Tehran counseling center with the aim of having physical health, not receiving treatment, not taking medication by the child, and not receiving counseling in the field of parenting from other counseling centers. In order to diagnose attention deficit/hyperactivity disorder, CSI4 children's symptoms questionnaire was used. The Pittsburgh Sleep Quality Index (PSQI) questionnaire was also administered. Among those whose children had attention deficit/hyperactivity disorder and also had poor sleep quality, 45 people were selected to participate in the research and were randomly divided into groups of 15 people as two experimental groups and one control group. The experimental groups were trained every week for 1 hour for 10 weeks, while the control group did not receive any training. For data analysis, statistical test of mixed analysis of variance and SPSS-23 software were used.  

The results showed that the quality of sleep has increased in both groups, but there was a significant difference in the comparison of the effectiveness of the two groups (p<0.05) and the CBC pattern was more effective, and in the four-month follow-up, it was found that CPRT is more durable.

The findings of this research showed that both methods can be used to increase the sleep quality of students with ADHD.

The purpose of this study was to compare the effectiveness of joint behavioral counseling model and treatment based on parent-child relationship on externalizing symptoms in students with attention deficit/hyperactivity disorder.

The research method was a quasi-experimental type with a pre-test-post-test design with a control group. If the diagnosis of attention deficit/hyperactivity disorder was given, Achenbach System of Empirically Based Assessment (ASEBA) and Children’s Behaviour Checklist (CBCL) were administered to diagnose externalizing problems. Among those who had externalizing symptoms in the Achenbach questionnaire, 45 people were selected to participate in the research and were randomly divided into three groups of 15 people. The experimental groups were trained for one hour per week for 10 weeks, while the control group did not receive any training. The mixed analysis of variance statistical test was used to analyze the data.

The findings showed that there is no significant difference between the mean externalization score of CPRT and CBC experimental groups (p < 0.05), but this difference is significant between the CPRT and CBC experimental group and the control group (p < 0.05).

It can be concluded that both methods of joint behavioral counseling model and treatment based on parent-child relationship have been effective on externalizing symptoms in students with attention deficit/hyperactivity disorder

The present study was conducted with the aim of investigating the effect of inhibitory control cognitive rehabilitation on hot executive functions: risky decision making and time perception in children with attention deficit/hyperactivity disorder. The research design was semi-experimental with a pre-test, post-test and follow-up with a control group. The statistical population includes male and female students between 7 and 12 years old in elementary schools of Tehran in the academic year 2020-2021 who were suffering from attention deficit/ hyperactiv ity disorder. Among them, 30 students were selected by purposeful sampling method and randomly placed in the experimental and control groups. The SNAP-IV Questionnaire, the Computerized Task Risk Analogue Balloon (BART) and the Time Reproduction Computer Task were used to collect information. For data analysis, using SPSS24 software, variance analysis method with repeated measurements was used. The results showed that there is difference in the perfor-mance of the experimen tal group and the control group in the components of: risky decision making and time perception for long-term intervals (P<0.05). However, compared to the control group, no significant difference was shown between the time reproduction component for short-term intervals in the experimental group. According to the results structured games aimed at enhancing interference inhibition and responding can improve hot executive functions, risky decision making and time perception (long-term intervals) in students with attention-deficit/hyperactivity disorder.

Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage of the mind and choose only a limited number of them from different stimuli. Research shows that attention deficit disorder is one of the main educational problems.

The statistical population was all the children with attention deficit disorder who were referred to a counseling center, in Shiraz in 2019. The statistical sample consisted of 36 children between 8 to 11 years old, who were selected from the counseling center using a targeted sampling method. Then they were assigned into three groups of control (12 persons) and an experimental group (12 samples). In the experimental group, the anode electrode was placed on the FP1 region, and the cathode electrode was placed on the right shoulder blade and fastened to the head with a clamp. In each session, transcranial direct current stimulation was applied at an intensity of 1 mA for 30 minutes for each subject. Research tools were the Demographic Characteristics Questionnaire, Stroop Effect Test, and Electroencephalograph recorder. 10 transcranial Direct Current Stimulation sessions for each subject in the experimental group were done over three weeks. During the interventions, the control group was under the passage of time. In the post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis. 

The results of the pre-test and post-test comparison showed that the effect of transcranial Direct Current Stimulation (tDCS) was significant in the experimental group. Therefore, it seems that transcranial Direct Current Stimulation affects the attention and electroencephalographic pattern of children with attention deficit disorder. As a result, transcranial Direct Current Stimulation can be used to treat children with attention deficit disorder. Since the level of students' attention to the subject of the lesson is one of the main factors of education and learning, therefore, according to the results of the mentioned studies and the present research, it can be concluded that Transcranial Direct Current Stimulation increases the excitability of the children's brain.

Transcranial Direct Current Stimulation is effective in improving selective attention and reducing the theta/beta ratio in the CZ region of children with attention deficit disorder. Therefore, it is suggested that extracranial Transcranial Direct Current Stimulation in the fp1 region be used as an adjunct to accelerate the treatment of children with ADD

This study’s objective was to evaluate the efficacy of emotion-oriented couple therapy on cognitive emotion regulation and marital adjustment in parents of children with attention deficit/hyperactivity disorder. In this study, a single-case A-B-A design was utilized. In 2020, couples in Isfahan with children aged 7 to 11 years old and Attention Deficit/Hyperactivity Disorder comprised the statistical population of this investigation. Cognitive Emotion Regulation Questionnaire (CERQ), Revised Marital Adjustment Scale (RDAS), and the fourth edition of the Swanson, Nolan and Pelham Scale (Parent Form) (SNAP-IV) were utilized in this study. Three couples were selected using purposive sampling and participated in eight sessions of emotion-focused couple therapy. The effect of the treatment was determined by calculating the percentage of non-overlapping data (POD) and the percentage of overlapping data (PND) using visual analysis and SPSS-20 statistical software. The results showed that emotion-oriented couple therapy had a positive and statistically significant effect on cognitive regulation of emotion and marital adjustment of parents with children with attention deficit/hyperactivity disorder (PND= 66/67% to 100%), and that the treatment’s effects persisted during follow-up. Based on the findings of the current study, emotion-focused couple therapy can be used as an effective intervention to improve adjustment and emotion regulation in couples with children who have attention deficit/hyperactivity disorder.

The purpose of this research was to investigate the prevalence of attention deficit/hyperactivity disorder in 12th grade students in the academic year of 2016-2017 in Ardabil city.

The current research method was descriptive-cross-sectional in the form of random cluster sampling and the sample size included 443 people (237 boys and 206 girls). The data collection tool was the Adult Attention Deficit/Hyperactivity Disorder (ASRS) self-report scale. Data were analyzed with spss 22 and X2 test.

The results showed that the prevalence of mixed type of disorder was 75.6% in boys and 31.6% in girls, attention deficit type was 3.79% in boys and 4.39% in girls, and hyperactive-impulsive type was 53.2% in boys and 91.91% in girls. It was 2 percent. Also, data analysis showed that there is no significant relationship between the prevalence of mixed type, hyperactive-impulsive and inattention with parents' education, birth order and economic status in both genders (P<0.05).

According to these results, it seems that early identification of these people and their referral to clinical specialists can prevent the severity of symptoms.

The present study was conducted with the aim of determining the effectiveness of a Mindfulness-based Social-emotional Learning Program on emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in children. The current research was semi-experimental with a pretest-posttest design and a control group. The statistical population of the research included all students aged 11 to 14 who were referred to the child counseling centers of Khoy City in 2021-2022. The statistical sample consisted of 30 children who were selected by purposive sampling and were replaced in two experimental and control groups. The data collection tools included Children's Illness Symptoms Questionnaire (CSI-4) Sprafkin et al. (1984) and Emotional Regulation Checklist (ERC) Shields & Cicchetti (1997). In this study, the participants of the experimental group received the mindfulness-based social-emotional learning program During 15 sessions of 60 minutes. Data analysis was done using multivariate covariance analysis. Data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the post-test mean of emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in the two experimental and control groups. According to the findings, it can be suggested that the Mindfulness-based Social-emotional Learning Program is an effective treatment for improving emotional functions and symptoms of attention-deficit/hyperactivity disorder in children.

This study aimed to comparison of the effect of Transcranial Direct Current Stimulation (tDCS) and Transcranial Random Noise Stimulation (tRNS) combined with cognitive training on working memory performance of people with attention deficit/hyperactivity disorder. For this purpose, 45 children with attention deficit hyperactivity disorder in zahedan city were purposefully selected as the research sample. Subjects were divided into three groups: tDCS, tRNS and placebo group. Subjects in the experimental groups received 5 sessions of electrical stimulation (tDCS and tRNS) with an interval of 24 hours between each session; placebo group also received fake stimulation (non-effective). At the same time, all subjects also received cognitive rehabilitation of working memory. All subjects were evaluated before and after the stimulation and one week after the stimulation using the N-back task and the Wechsler Digit span test. The data were analyzed using repeated measures analysis of variance. The results showed that in the tDCS group, there was a significant difference in most working memory components from the pre-test stage to the follow-up (p<0.001). In the tRNS group, a significant difference was found in the component of direct digit span and reverse digit span in the research stages. In the comparison between the two experimental groups, the effectiveness of the tDCS group was higher than that of the tRNS group. Also, no significant difference was found in most of the components between the tRNS and placebo groups (p>0.05). Overall, the results of this study show that tDCS was more effective than tRNS in working memory and this method can be used together with other treatments to improve the working memory of children with attention deficit/hyperactivity disorder.

This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.

The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control group. The statistical population of this study included all mothers of children aged 7 to 11 years with attention-deficit/hyperactivity disorder in Tehran in 2021-2022. The sample size included 45 students who were selected from the statistical population by the available sampling method (n=15). For the first experimental group, a positive parenting training program was implemented and for the second experimental group, a distress tolerance training program was implemented while the control group did not receive any training. The research instrument included the Psychological Well-Being Scale (Reef, 1989). The results showed that both interventions had an effect on improving the psychological well-being of mothers with children with Attention-Deficit/ Hyperactivity Disorder. (P<0.001). Evidence shows that positive parenting programs and distress tolerance skills are effective in increasing mothers' psychological well-being and the difference between positive parenting groups and distress tolerance skills is not significant (P <0.05). Overall, it can be concluded that a positive parenting program and distress tolerance skills can lead to the improvement of the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder.

The present study was conducted to investigate the effectiveness of mindfulness based therapy on the parenting burnout and self-compassion in the Mothers of children with attention deficit/hyperactivity disorder. The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population included secondary high school students with addiction tendency in the academic year 2019-20. 30 Mother of Children with Attention Deficit/Hyperactivity Disorder were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 13 mother). The experimental group received ten seventy-five-minute sessions of Mindfulness based therapy during two months. The applied questionnaires in this study included the parenting burnout (Roskam, Brianda, Mikolajczak, 2018) and self-compassion questionnaire (Neff, 2003). The data were analyzed through repeated measurement ANOVA and Bonferroni follow-up test. The results showed that the Mindfulness based therapy had significant effect on the Parenting burnout and self-compassion of the Mothers of children with attention deficit/hyperactivity disorder (p<0.001) and succeeded in decrease parenting burnout and increasing self-compassion in these mothers. According to the findings of the present study it can be concluded that the Mindfulness based therapy can be used as an efficient method to decrease parenting burnout and increasing self-compassion in the Mothers of children with attention deficit/hyperactivity disorder through employing techniques such as teaching self-awareness, the manner of anger control, stress management, problem solving, and normal decision making.

The aim of this study was to compare the effectiveness of remote Attention and Memory Cognitive Rehabilitation on executive functions and behavioral symptoms in children with attention-deficit/hyperactivity disorder with and without special learning disorder. The method of this study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of all children aged 8 to 12 years with attention-deficit/hyperactivity disorder with and without learning disorders in counseling centers in Tehran in 1400. In this research, 15 children with attention-deficit/hyperactivity disorder with a learning disorder and 15 children without a learning disorder were selected by purposive sampling method. The experiment group received Cognitive Rehabilitation of memory and attention (Najati, 2021) during 10 sessions of 60 to 75 minutes. In order to collect data, the (Coolidge, 2002-CNT) Neurocognitive Test and Social Skills Rating Scale (1990-SSRS) were used. Findings showed that remote attention and memory cognitive Rehabilitation on executive functions (P < 0.001)and behavioral symptoms (P < 0.001) were higher in children with attention deficit disorder without learning disorder compared to children with attention deficit disorder with a learning disorder. The results of the present study showed that cognitive rehabilitation leads to the improvement of executive functions and reduction of behavioral problems in children with attention-deficit/hyperactivity disorder and learning disorder.

The goal of this research was to determine and compare the effectiveness of PARISA and PARS cognitive rehabilitation packages in improving working memory and attention retention in children with attention deficit / hyperactivity disorder. The research was conducted in the form of a Semi-experimental design with pre-test and post-test. A total of 33 students aged 9 to 12 years, third to fifth grade, with Attention Deficit/Hyperactivity Disorder, were selected by the targeted sampling Method and placed in three peer groups. Rehabilitation interventions were performed in 14 sessions of 45 minutes, with PARISA in group 1 and PARS cognitive rehabilitation package on group2.The control group did not receive any intervention. After 45 days, follow-up test was performed. N back test and continuous performance test were used to measure the variables. Data analysis with multivariate analysis of Covariance and Bonferoni post hoc test showed that both PARISA and PARS cognitive rehabilitation packages were effective in improving working memory and attention retention. The data also showed that both rehabilitation packages have the same effect on the components of working memory and attention retention. But, PARISA rehabilitation package has been effective on the working memory response time.

The goal of this study was to compare the effectiveness of parisa and pars cognitive rehabilitation programs on the inhibitory control of students with attention deficit/hyperactivity disorder. The research method was a semi-experimental type of pre-test, post-test with a control group and follow-up period of 45days. 33male students aged 9to12 years, with attention deficit/hyperactivity disorder were selected purposive sampling method and placed in three groups of 11peers (2experimental and 1control). In each experimental group one of the cognitive rehabilitation programs of Parisa or Pars was implemented in 14sessions of 45minutes, and the control group did not receive any intervention. Data for the inhibitory control variable were collected by Stroop and go-no go tests in three stages. The results of multivariate, univariate of covariance analysis and Bonferroni's post hoc test of the data showed that both programs were effective in improving inhibitory control and most of its components. The results of the follow-up test showed that the effectiveness of the rehabilitation programs was stable in most of the variables. Therefore, according to the results, it is suggested to use two programs in improving the inhibition control, considering the computer and internet facilities.