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.