Attention-deficit/ hyperactivity disorder (ADHD) is a behavioral disorder that is common in childhood. Now this disorder is considered as a very important problem in mental health. Diagnosis of Attention-deficit/ hyperactivity disorder has increased dramatically since 1990. The prevalence of Attention-deficit/ hyperactivity disorder were reported approximately 7 to 10 percent of children in Iran. The groups of ADHD children have one or more symptoms include inattentiveness, hyperactivity and impulsiveness. Attention-deficit/ hyperactivity disorder can lead to many problems in the personal lives of the patient. These problems include personal and social problems. Also this disease in addition to the influence in a personal life of patient is significant effects in family life and community members of patient because children, that they are Attention-deficit/ hyperactivity disorder, expose at high risk of relationship abnormalities, academic problems, anxiety, depression, conduct disorder, antisocial personality, delinquency and substance abuse. If we don’t pay proper attention at appropriate treatment for children with Attention-deficit/ hyperactivity disorder, eventually society will be have many problems such as crime and addiction in the community. By considering the prevalence of Attention-deficit/ hyperactivity disorder in children and irreparable damage that it remains in their academic and personal performance, early detection and appropriate intervention can play a significant role in preventing it. For treatment of children, that they are suffering Attention-deficit/ hyperactivity disorder, many studies and researches were conducted. Based on these studies, the Standard treatment for hyperactivity disorder in children mostly relies on drugs and medications. Likewise special education and counseling is often used to treat these children.According to the importance of the title is raised, the question is raised whether children with Attention-deficit/ hyperactivity disorder need to different spaces in terms of form, color and other architectural elements? The aim of current study is to examine the effects of architectural space on the behavior of children with Attentiondeficit/ hyperactivity disorder. In other words, the purpose of this paper is helping in the treatment of Attention-deficit/ hyperactivity disorder in children with science of Architecture. In conclusion, the results show that architectural space can have appropriate effect in improving children's quality of life that they have Attention-deficit/ hyperactivity disorder. In order to do this research project, first, Attention-deficit/ hyperactivity disorder are defining. In the following, we considered the needs and characteristics of children with attention-deficit/ hyperactivity disorder then is examined environmental psychology on them. In addition, using interviews with Medical professionals and Psychiatric that they expert about the diseases and disorders in children with Attention-deficit/ hyperactivity disorder by snowball method, view treatment facilities for children with behavioral disorders and review related articles and books about this disorder are the methods used for the purpose of this study.The findings of this study show that the effects of various aspects of architecture space such as color and form on the behavior of children with attention-deficit/ hyperactivity disorder. According to the findings, placing children with ADHD in normal school accordance with their physical and mental conditions can help to treat and increase the amount of learning.

This study aimed to compare psychological well-being, resilience, and rumination in mothers of children with attention deficit hyperactivity disorder and normal. This study was applied in terms of purpose and comparative in terms of causal method. The statistical population of the present study included all mothers of children with Attention Deficit Hyperactivity Disorder and normal. A child with Attention Deficit Hyperactivity Disorder was selected from among the mothers referred to health centers in Arak. Both groups of mothers were selected from 30 people and a total of 60 people and the psychological well-being questionnaires of Reef (1989), Connor and Davidson (2003) resilience, and Hoaxma and Murrow (1991) rumination questionnaires were distributed among them and the collected data analyzed using multivariate analysis of variance. The results showed that between the two groups of mothers of normal children and mothers of children with attention deficit hyperactivity disorder, in all components of psychological well-being (in the degree of independence, the degree of mastery of the environment, the degree of personal growth, in the degree of positive relationship with Others differ in the degree of purposefulness in life and the degree of self-acceptance, resilience, and rumination.

The aim of the present study was to predict empathy based on the Component's executive functions in children with attention-deficit / hyperactivity disorder symptoms. The method of this study was descriptive and correlation. The statistical population included elementary school male students (ages 8 to 12 years) with attention-deficit/hyperactivity disorder symptoms in Tabriz in the academic year of 2019-2020, 120 children with attention-deficit/hyperactivity disorder symptoms were selected by cluster random sampling. Multi-stage was selected using the Child Behavior Rating Scale (Swanson, Nolan & Pelham,1980). Strop test (Raydli, 1995), continuous performance test (Razveld, et al, 1996), and children's cognitive and emotional empathy scale (Dadss, et al, 2008) were used to collect data. The results of path analysis showed that response inhibition and sustained attention have a significant role in predicting cognitive and emotional empathy (P<0.05). Based on these findings, it can be concluded that deficits in executive functions can lead to a lack of empathy in children with attention-deficit/hyperactivity disorder symptoms.

The aim of this study was to evaluate the effectiveness of music therapy on sustained attention and selective attention in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all children with attention deficit-hyperactivity disorder who referred to psychological centers in Gorgan in the 2020 year. 30 people were selected by convenience sampling method and randomly assigned to experimental and control groups. Measurement tools included the Stroop Color-Word Test (Mc Leod, 1996) and the Continuous Performance Test (Razold et al, 1956). The experimental group received 12 60-minute sessions of music therapy, but the control group did not receive any intervention. The results of univariate and multivariate analysis of covariance showed that music therapy is effective in improving sustained attention and selective attention in children with attention deficit-hyperactivity disorder. Therefore, it can be concluded that music therapy through rhythmic stimulation has led to an increase in sustained attention, selective attention, and auditory sensitivity in children with attention deficit- hyperactivity disorder.

The aim of this study was to determine the effect of teaching cognitive emotion regulation strategies on parenting stress and marital satisfaction in parents of children with attention deficit / hyperactivity disorder. The experimental research method was pretest-posttest with a control group and the statistical population included all parents with a child with attention deficit / hyperactivity disorder in Tehran. The statistical sample consisted of 30 people who were purposefully selected and randomly assigned to two experimental and control groups of 15 people. Both groups answered the questionnaires of parental stress and marital satisfaction on two occasions. The experimental group then received 8 sessions of training on cognitive emotion regulation strategies, but the control group did not receive any treatment. The obtained data were analyzed using univariate and multivariate analysis of covariance. The overall results showed that teaching cognitive emotion regulation strategies has an effect on parental stress and its dimensions, ie parental confusion, dysfunctional parent-child interaction, difficult child hobbies, and marital satisfaction of parents with attention deficit / hyperactivity disorder.According to the research findings, it can be concluded that teaching cognitive emotion regulation strategies reduces parental stress and improves marital satisfaction in parents of children with attention deficit / hyperactivity disorder.

Attention Deficit / Hyperactivity Disorder is one of the most common disorders in children and those with it have deficits in executive functions and concentration and learning. Therefore the aim of this study was to compare the effectiveness of parenting model based on executive function theory and Barkley’s program on executive functions and learning behaviors of children with attention deficit / hyperactivity disorder. The research method was quasi-experimental designs with pretest-posttest and two-month follow-up. A sample of 45 mothers with children with attention deficit / hyperactivity disorder in Isfahan in spring and summer of 2018 was selected based on inclusion and exclusion criteria in three groups (two experimental and one control group) and each group 15 persons were assigned. The College Neuropsychological Test (2002) and the Learning Behaviors Scale (2000) at pre-test, post-test, and follow-up were used to measure the dependent variables. The first experimental group underwent 12 sessions of parenting model based on performance theory and the second experimental group underwent 8 sessions of Barkley’s program and the control node received no treatment. Data were analyzed by repeated measures ANOVA and SPSS software. Parenting model based on theories of executive functions and Barkley’s program have positive effects on executive functions and learning behaviors of children with attention deficit / hyperactivity disorder (p<0.05). That is, parenting paradigms based on theories of executive functions and the Barkley’s program have significantly improved executive functions and learning behaviors of children with attention deficit / hyperactivity disorder. Therefore, the parenting model based on theories of executive functions and the Barclays program are applicable to improve the executive functions and learning behaviors of children with attention deficit / hyperactivity disorder along with other effective treatments.