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ghasemi K, kajbaf M B, qamarani A, torkan H. (2020). Effectiveness of domestic package of training executive functions specific for teachers on the signs of attention deficit and hyperactivity disorder (ADHD) of the children. Journal of Psychological Science. 19(90), 755-763.
URL: http://psychologicalscience.ir/article-1-378-en.html

Background: Research has been done on the symptoms of attention deficit hyperactivity disorder, but research that has examined the effectiveness of the native package of teacher-specific executive functions on the symptoms of attention deficit hyperactivity disorder has been neglected. Aims: the present study was conducted aiming to determine the effectiveness of domestic package of Executive functions specific for teachers on the signs of ADHD in primary school children. Method: the research method was quasi-experimental with pretest, posttest, follow-up and control group design. The statistical population of the present study included primary school children with ADHD in the city of Isfahan in academic year 2016-17. 30 primary school children with ADHD were selected through purposive sampling method and randomly replaced into experimental and control groups (each group of 15). The teachers in the experimental group received 8 training sessions of Executive functions (researcher-made). ADHD questionnaire parents form (Brook and Clinton, 2007) was used in the present study. The data from the study were analyzed through mixed ANOVA.
Results: the results showed that domestic package of training Executive functions specific for teachers has significantly led to the decrease of ADHD signs in the primary school children (p<0/001). Conclusions: according to the findings of the present study it can be concluded that the domestic package of training Executive functions specific for teachers focusing on the children’s cognitive and meta-cognitive processes can be used as an efficient treatment to decrease ADHD signs in primary school children.