Background: Background studies show that emotional regulation and mindfulness training have each led to improved cognitive flexibility and parent-child interaction; But it is not yet clear which of these interventions can be most effective over time.
Aims: The aim of this study was to compare the effectiveness of emotional regulation and mindfulness training on cognitive flexibility and parent-child interaction of mothers with children with mild mental retardation.
Methods: The research was quasi-experimental with pre-test, post-test design and follow-up with a control group. The statistical population of the study included all mothers with children with mild mental disabilities who referred to exceptional schools in Rasht in the academic year of 2019-2020. 36 people were selected by convenience sampling method and randomly divided into three groups of 12 people. The experimental groups were trained in emotional regulation (8 sessions of 90 minutes) and mindfulness (8 sessions of 90 minutes). Research instruments included the Cognitive Flexibility Questionnaire (Dennis and Vanderwall, 2010) and the Parent-Child Relationship Scale (Pianta, 1994). Data analysis was performed using repeated measures ANOVA.
Results: Emotional regulation and mindfulness training were effective in improving cognitive flexibility and parent-child interaction and their components in the post-test and follow-up stages; Also, in the follow-up stage, no significant difference was observed between the two interventions in these variables (P< 0.01).
Conclusion: According to the results, it can be said that training in emotional regulation and mindfulness by promoting emotional reconstruction, reducing negative self-referential processing and increasing the ability to perform purposeful behaviors, awareness of current experiences and returning attention to cognitive system and more efficient information processing, finally, improved cognitive flexibility and parent-child interaction of mothers with children with mild mental retardation.

Background: Most children with ADHD have impairments in both the cool (cognitive) and hot (emotional, motivational) aspects of executive functions; however, the interventions focused more on the cool aspect of these actions.
Aims: The present study aimed to investigate the efficacy of training of hot and cool executive functions at both parent and child levels on executive functions children with attention deficit hyperactivity disorder.
Methods: This research was a quasi-experimental study with pretest-posttest control groupBackground: Most children with ADHD have impairments in both the cool (cognitive) and hot (emotional, motivational) aspects of executive functions; however, the interventions focused more on the cool aspect of these actions.
Aims: The present study aimed to investigate the effectiveness of training of hot and cool executive functions at both parent and child levels on executive functions in children with attention deficit hyperactivity disorder.
Methods: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with attention deficit hyperactivity disorder in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 children with attention deficit / hyperactivity disorder from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the hot and cool executive functions intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale (1999), executive functions questionnaire (Gioia et al., 2000). data were analyzed using analysis of covariance.
Results: The findings showed that training of hot and cool Executive functions at both parent and child levels improved all components of executive functions in children with attention deficit hyperactivity disorder (P<0/01).
Conclusion: Based on the findings of this study, it can be concluded that multidimensional interventions are effective at different levels of the child and parents simultaneously and also focusing on all types of executive actions in the treatment of ADHD can be very effective. design. The statistical population of the present study consisted of all 9 to 12-year-old children with attention deficit hyperactivity disorder in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 children with attention deficit / hyperactivity disorder from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the hot and cool executive functions intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale (1999), executive functions questionnaire (Gioia et al., 2000). data were analyzed using analysis of covariance.
Results: The findings showed that training of hot and cool Executive functions at both parent and child levels improved all components of executive functions in children with attention deficit hyperactivity disorder (P<0/01).
Conclusion: Based on the findings of this study, it can be concluded that multidimensional interventions are effective at different levels of the child and parents simultaneously and also focusing on all types of executive actions in the treatment of ADHD can be very effective