Effect of Cognitive Rehabilitation on Executive Function (Response Retention and Scheduling) in Children with Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder, usually exhibiting from childhood and if left untreated, continues throughout the lifespan. ADHD is believed to be the most common neurodevelopmental disorder in childhood. The symptoms often create impairments in one or more major areas of the person’s life that require levels of attention and concentration, such as learning, relationships, and work. The purpose of the present study was to investigate the effects of cognitive rehabilitation on executive functions (response retardation and planning) in children with ADHD.

The present study was a semi experimental study, designed with pre-test / post-test clinical trial and a control group. A total of 30 children with ADHD, aged 7-9 years old, who were referred to the clinic of the Ministiry of Educaion in Shiraz, educational sector 1, were diagnosed using the Raven Intelligence Test and matched via the CSI-4 Diagnostic Test. The children, selected via purposive sampling, were randomly divided into the experimental and control groups. Children in the experimental group were given 10 sessions of rehabilitation program each week, each session for one hour. Response inhibition was measured using Stroop and Planned with Bariff test.

Pre- and Post-test scores were significantly different in measures of executive functions (both response retention and planning) in children with ADHD (P <0/001).

Training on cognitive rehabilitation appears to be effective in improving the executive functions (response retention and planning) of children with ADHD and can be offered as an appropriate replacement against the effects of psycho stimulants medications