One of the major defects in children with Attention Deficit/Hyperactivity Disorder, is psychological disturbance of executive functions. It is almost impossible to discuss the problems of children, regardless of attitudes, behavioral and parenting practices. However, psychologists and theorists emphasize the role of parents and parenting practices, the lack of research on child-rearing practices and child psychiatry is significant.Therefore, This study aimed to investigate the relationship between parenting styles and self-control executive functions Planning-Organization in children with Attention Deficit/ Hyperactivity Disorder was. The research design was correlational prediction (regression). The study population was the whole student population, which referred to the Atiyeh Psychiatric Clinic. The samples that were selected, including 50 primary school students (15 girls and 35 boys) Attention Deficit/ Hyperactivity Disorder were. In order to diagnose Attention Deficit/ Hyperactivity Disorder, after receiving the diagnosis according to the Diagnostic and Statistical Manual of Mental Disorders by a psychiatrist, parents of children questionnaires Child Behavior Checklist (CBCL) (Achenbach, 1991) completed and children to determine the type of Attention Deficit / Hyperactivity Disorder under review Integration Visual and Auditory Continuous Performance Test (IVA + PLUS) (Sandford & Turner, 2001) were used. Tools and other materials for children Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler,1974), Parenting Style and Dimensions Questionnaire (PSDQ) (Robinson, Mandleco, Olsen, & Hart, 2000), Cognitive Assessment System (CAS) (Naglieri & Das, 1997) and Self-control Rating Scale (SCRS) (Kendall & Wilcox, 1979), respectively. Hypotheses were tested using regression analysis. Results showed that mothers' parenting styles, Authoritarian style only meaningful contribution in the prediction variance explanation of its executive functions Planning Organization. As well as the mothers' parenting styles, only Permissive style meaningful contribution in the prediction self-control and its variance. Parenting styles predicted significant role in organizing and self-control variables do not have executive functions Planning. According to the study it can be concluded that children with Attention Deficit / Hyperactivity Disorder whose mothers had been more Authoritarian, better performance in executive functions were organized planning. As well as children with Attention Deficit / Hyperactivity Disorder that their mothers were more permissive, had more self-control.

Background: Given the changes in DSM and the consideration of dimensional variation, instead of category approach, the question arises as to whether transdiagnostic therapy is effective in the treatment of OCD? Aims: The purpose of this study was to investigate the effectiveness of transdiagnostic treatment on ambiguity tolerance, executive functions (accuracy and time) and memory in patients with obsessive-compulsive disorder (OCD). Method: 40 patients were selected by purposeful sampling method and randomly assigned to 2 groups of 20 subjects (transdiagnostic treatment group and control group). The tools used in the present study were: Yale Brown Obsessive Compulsory Inventory )Goodman, Price et al. 1989(, McLean ambiguity tolerance scale)McLain 2009), and Letter–Number Sequencing(Wechsler,1987) and Stroop test )Stroop,1935). Results: The results showed that transdiagnostic treatment significantly improved ambiguity tolerance, cognitive emotion regulation, executive functions (accuracy and time) and memory in patients with OCD (p<0/001). Conclusion: transdiagnostic approach in treatment by considering the dimensional approach and targeting of diagnostic structures can be effective in improving the symptoms of OCD.

Background: research showed having a child with autism disorder can have adverse effects on mother’s psychological condition, but can be compare them with those who have normal children. Aims: The present study aimed to compare cognitive (executive functions, mindfulness ability) and psychological (depression, anxiety, stress) functions between mothers with autistic child and mothers with normal child. Method: The present study was a causal-comparative study. Two groups involving 30 mothers with autistic children and 30 mothers with normal children were selected. Thirty mothers with autistic children were selected among the mothers of autistic children who referred to rehabilitation centers and autism center of the city of Tabriz for rehabilitation interventions for their children in autumn and winter 2018. Two groups completed Barkley (1997) deficits in executive functioning scale, Beer, Ward, & Moar (2013) Kentucky inventory of mindfulness skills, and Lovibond and Lovibond (1995) 42-item depression anxiety and stress scales. Results: Multivariate analysis of variance showed that the levels of deficits in executive functioning (p=0/007) as well as depression, anxiety, and stress (p=0/001) in mothers with autistic children were significantly higher than mothers with normal children. The mindfulness level in mothers with autistic children was significantly lower than mothers with normal children (p=0/012). Conclusions: the mothers of autistic children indicated more depression, anxiety, stress but lower mindfulness comparing with other group of mothers. 

Background: Several studies have investigated the relationship between executive functions of the brain with resilience in athletes, but there is controversy regarding research on the role of components of executive functions in brain through mediating the research gap resilience. Aims: To investigate the success of professional chess players influenced by the role of components of executive functions of the brain by investigating the mediating resilience. Method: The research design was descriptive correlational The statistical population of all professional chess players was Iranian rating by the relevant federation in 2017-2018. 545 individuals were selected as sample through available sampling method. Research tools include the Connor & Davidson Resilience Scale (1979–1991), the Continuous Audiovisual Performance Test (American Psychiatric Association, 2002), the London Shales Tower Test (1982), and the Chess Athletes Rating Score. Data analysis was performed using factor analysis and factor loadings. Results: The three components of planning and organizing, continuous attention and response control were significantly influenced by the variables of executive functions (P< 0/05). The five components of resilience also significantly affected the present variable of resilience (P< 0/05). Variables of executive functions and resilience had a direct, positive and significant effect on the success of chess players (P< 0/05). The overall structural effect of executive functions variable also had a significant indirect effect through resilience on executive functions (P< 0/05). Conclusions: By enhancing executive functions, the chances of success and mediation of chess players increased.

Background: Numerous studies have been conducted on executive functions, psychological neurological abilities, and attention deficit disorder in children with learning disabilities. However, research that has examined the effectiveness of teaching executive functions on neuropsychological abilities and attention deficit disorder in children with learning disabilities has been neglected. Aims: The objective of the present study was to investigate the effect of teaching Executive functions training on neuropsychological skills and attention control of the students with learning disability. Method: A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2018-19) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and attention control questionnaire (Derry berry & Reed, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 8 sessions in Two months. The data from the study were analyzed via Variances with repeated measurements. Results: The results showed that Executive functions training has significantly influenced neuropsychological skills and attention control of the students with learning disability (f= 123/82, f= 53/55, p<0/001). The degree of the effect of Executive functions training on neuropsychological skills and attention control of the students with learning disability was 81 and 66% respectively. Conclusions: According to the findings of this study Executive functions training can be applied as an efficient method to improve neuropsychological skills and Derry berry & Reed of the students with learning disability

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.

Background: Executive functions are a set of high-level cognitive processes that, by influencing low-level processes, enable individuals to direct their thoughts and actions. Despite the importance of measuring executive functions Many current tests of executive function are complex, have limited reliability and validity, and suffer from task impurity.
Aims: The purpose of this project was to develop a novel set of executive function test based on the integrated model of executive function.
Methods: The sample consisted of 115 students (18 girls and 97 boys) who were selected by cluster random sampling from 16 and 6 urban areas of Tehran (M=9.2 years; SD=1.7). central nervous system vital signs test was used to evaluate the validity of the test. Pearson correlation tests and exploratory and confirmatory factor analysis were used to analyze the data.
Results: The reliability of the main scores of the subtests was mainly calculated in a significant range (p<0.05). Also, the concurrent validity of the test using the correlation showed a significant correlation. The calculated coefficients for the snake and ladder, gift box, school bag, special route, mannequins, cards, apples, ball and rocket and hands are equal to 0.61, respectively, 0.53, 0.41, 0.79, 0.54, 0.38, 0.66, 0.60 and 0.39. Exploratory factor analysis identified three factors: updating, shifting, and inhibition. The results of confirmatory factor analysis also indicated a good fit of the mode.
Conclusion: The pictorial-computer test of executive functions has outstanding features for measuring students' executive functions.

Background: Various studies revealed the effectiveness of physical activity training programs on executive functions in the children with attention deficit-hyperactivity disorder (ADHD). Hence, examining the impact of the interventional strategies of physical and motor activities on executive functions in the children with ADHD has had some limitations.
Aims: This study aimed to develop a training package of Physical-Motor Activities and evaluate its impact on executive functions of children with ADHD.
Methods: The present study was applied in terms of purpose and the method of combined type (qualitative and quantitative) as the qualitative part of treatment plan and the quantitative part of quasi-experimental method with unbalanced control group design and follow-up session. Statistical population in the qualitative section is based on the theories of Barkley (2015) and includes experts in the field of child motor skills and research published in prestigious journals from 1390 to 1399 for Persian articles and from 2000 to 2020 for the English articles in the field of motor interventions for children with ADHD. The quantitative part included all boys with ADHD aged 7-12 years in the primary schools of the 16^th district of Tehran. For sampling among the schools in District 16, four schools were selected as available, and 30 children with ADHD were identified in those schools and then randomly assigned to two experimental and control groups (each group including 15 children). The instruments used in this study were Diagnostic Questionnaires of ADHD (APA 2013) and BRIEF for the executive functions (Gioia et al., 2000). The children in the experimental group participated in the training program in 24 sessions of 60 minutes. Data were analyzed using a mixed analysis of variance.
Results: In the qualitative part, research results showed that the training package had sufficient content validity in the opinion of experts. In the quantitative part, the results manifested that by controlling the pre-test, the training package of physical-motor activities caused a significant improvement in the components of attention, inhibition, and working memory (p <0.001) in the experimental group compared to control group. However, there was no change in the planning and organizing components of the experimental group compared to control group (p> 0.001).
Conclusion: Overall the result of the present study showed that physical-motor activities training program has positive effects on executive functions of children with ADHD.

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

Background: Specific learning disabilities are a set of heterogeneous disorders that are severely manifested in the learning and application of listening, speaking, reading, writing, and math skills and can have neurological roots. One of the therapies used in this field is neurofeedback, but a review of the history of neurofeedback and learning disabilities shows that there are many contradictions about the effects of neurofeedback on brain waves in children with special learning disabilities.
Aims: The aim of this study was to evaluate the effect of neurofeedback on the modulation of brain waves and basic executive functions in children aged 8 to 12 years with special learning disabilities.
Methods: This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all boys and girls with dyslexia and dysgraphia introduced to centers for learning disabilities in Kermanshah. Sampling Method of this study is convenience sampling. For this purpose 20 students aged 8 to 12 years were selected and randomly divided into two groups of 10 people. The experimental group received neurofeedback intervention for 20 sessions of 40 minutes. In order to record the brain waves, a two-channel neurofeedback device was used and to measure the active memory, change the attention and inhibit the response, Wechsler memory software(Khodadadi, Amani, 2014), Wisconsin(Khodadadi et al, 2014) and Stroop cards(Khodadadi et al, 2014) were used. In order to analyze the data, univariate analysis of covariance and multivariate analysis of variance were used.
Results: the present protocol can suppress the ratio of theta waves to alpha(η2= 0.821) and improve the executive functions of attention change(classes(η2= 0.320), in place(η2= 0.544)), response inhibition(Concordant Time(η2= 0.434), Inconcordant Time(η2= 0.536)) and active memory(Auditory memory Span (η2= 0.515), Visual memory Span(η2= 0.536) in children with dyslexia and dyslexia.
Conclusion: Neurofeedback through the conditioning is likely to lead to the formation of new synaptic connections, ultimately modulating brain waves and improving basic executive functions.

Background: Cold executive functions, working memory and cognitive flexibility are among the main cognitive functions that play a role in attention deficit/hyperactivity disorder. Cognitive rehabilitation has been proposed as an efficacy and non-pharmacological treatment method in improving and promoting cognitive functions in a wide range of mental and behavioral disorders, but until now, the efficacy of cognitive rehabilitation of inhibitory control on the cold executive functions of children with attention deficit/hyperactivity disorder has been less studied despite the importance and necessity of improving and strengthening these structures.
Aims: The purpose of this study was to investigating the efficacy of inhibitory control cognitive rehabilitation on cold executive functions such as working memory, cognitive flexibility in children with attention deficit/hyperactivity disorder.
Methods: The research design was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of the study included male and female students of 7-12 years of elementary school in Tehran in the academic year 2020-2021 who were suffering from attention deficit/hyperactivity disorder. The statistical sample included 30 students who were selected by purposeful sampling, they were randomly assigned to the experimental and control groups. The SNAP Questionnaire (SNAP-IV, Swanson, Nolan and Pelham, 1980), the Computerized Previous Multiple Stimulus Test (N-BACK, Kirchner, 1958) and the Wisconsin Computerized Test (WSCT, Grant & Berg, 1948) were used to collect information. For data analysis, mixed variance analysis method with repeated measurements and SPSS₂₄ software were used to analyze the data.
Results: The results showed that there is a difference in the performance of the experimental group and the control group in the components of active memory and cognitive flexibility (P<0.05).
Conclusion: According to the obtained findings, it seems that structured tasks aimed at strengthening interference inhibition and response to improve cold executive functions, Working memory and cognitive flexibility help students with attention deficit/hyperactivity disorder

Background: Chronic kidney disease is one of the widespread public health problems. This disease is associated with extensive cognitive deficits, among which visual attention, psychomotor speed and executive function can be mentioned. In most of the researches conducted in this field, the combined view in measuring executive functions and evaluating both types of objective and subjective executive functions has not been used, and this has hindered the acquisition of integrated knowledge in this field.
Aims: The aim of the present study was to compare objective and subjective executive functions between chronic kidney dialysis patients and normal people.
Methods: The design of present study is causal comparative type (ex post facto) design and the population of the present study includes all chronic kidney dialysis patients who went to Labbafinezhad Hospital and Clinic in Tehran for treatment in 1401 and 1402. Gpower software was used to determine the sample size, and 39 people were considered for each group, and these people were sampled in a purposeful manner and completed the research tool, which included the Cambridge Neuropsychological Test (Cambridge Cognition, 2012) and the deficits in executive functioning scale (Barkley, 2012), and the research data was statistically analyzed by Multivariate analysis of variance using SPSS 21 software.
Results: The results of multivariate analysis of variance showed that there is a significant difference between the two groups of chronic kidney dialysis patients and normal patients in terms of the objective executive functions of visual-spatial span, the number of spatial working memory errors, problems solved with minimum movement and average movements in hard problems. Also, there was a significant difference between the two groups in terms of subjective executive functions of self-organization/problem solving and self-control/inhibition (p<0.05).
Conclusion: According to the results of present study, it is suggested to pay special attention to the role of objective executive functions and some subjective executive function in the early identification of structural and functional brain damage in chronic kidney dialysis patients.

Background: Risky- taking behaviors in people with attention deficit/hyperactivity are due to their impulsivity. Therefore, investigating the effective variables in the occurrence of risky- taking behaviors in these individuals is an inevitable necessity.
Aims: The aim of this study was to investigate the structural relationship between executive functions and risky behavior in children with attention deficit/hyperactivity by mediating psychological maltreatment
Methods: The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by available sampling method. Psychological Maltreatment (Fidel, 1989), Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999) and Executive functions self-rating scale (Coolidge and Wynn, 2001) were used to collect the research data. To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS Version 27.
Results: The results of the structural model showed that 18% of variance of psychological maltreatment is explained by executive functions and 59% of variance of risky -taking behaviors is explained by psychological maltreatment and executive functions.
Conclusion: According to the results, it can be concluded that risky behaviors in children with ADHD are affected by executive functions and the role of psychological maltreatment in this relationship and the occurrence of risky behaviors requires psychological interventions

Background: Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance.
Aims: This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities.
Methods: This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software.
Results: The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05).
Conclusion: Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.

Background: Any high-risk behavior can cause serious and sometimes irreparable harm to the individual and family. High-risk behavior often occurs in an emotionally-charged context, and executive functions and emotion regulation play important roles in risk-related decision making. Therefore, identifying the factors that facilitate and sustain risky behaviors in different groups is an inevitable necessity.
Aims: The aim of this study was to investigate the structural relationship between executive functions and high-risk behaviors in prisoners considering the mediating role of emotion regulation strategies.
Methods: The present study is descriptive and correlational, conducted by structural equation modeling method. The statistical population of this study is all prisoners in Shiraz city. The sample consisted of 409 prisoners in Shiraz who were selected by purposive sampling. Data were collected using Cognitive Abilities Questionnaire (Nejati 2013), Emotion Regulation Strategies (Garnefski et al., 2001), and Youth Risk Behaviors Scale (Snow et al., 2019). To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS 27.
Results: The results of correlation coefficient showed that there is a negative relationship between executive functions and adaptive emotion regulation strategies with risky behaviors (P< 0.05). Also, there is a positive and significant relationship between maladaptive emotion regulation strategies and risky behaviors (P< 0.05). The findings indicate that the proposed model is fitted with the data. The results of the structural model showed that 19% of the variance of adaptive strategies and 25% of variance of maladaptive strategies is explained by executive functions and 45% of variance of risky behaviors is explained by executive functions and adaptive and maladaptive strategies of emotion regulation.
Conclusion: It can be concluded that risky behaviors are affected by cognitive and emotional functions and cognitive emotion regulation strategies have a mediating role in this regard, which requires psychological interventions. Our results suggest that treatment for high-risk behavior may be more effective with a nuanced approach that does not conflate high impulsivity necessarily with high-risk behavior tendencies.

Background: Academic anxiety in adolescents has been the subject of numerous research studies, and the effectiveness of various interventions and treatments has been examined so far. However, there has been no study to date that has specifically investigated the comparative effectiveness of enhancing executive functions and providing emotion regulation skills training in reducing academic anxiety among adolescent girls.
Aims: The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol.
Methods: The research employed a quasi-experimental design of pre-test and post-test with a non-equivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each.
Results: The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05).
Conclusion: The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning.

Background: Children with autism spectrum disorder have deficits in executive functions, especially visual-spatial working memory. In the meantime, the training of executive functions using augmented reality can improve visual-spatial active memory of these children, so far no such program has been designed using augmented reality.
Aims: The aim of the current research was to determine the effectiveness of the executive functions training program using augmented reality on visual-spatial working memory of children with high-functioning autism spectrum disorders.
Methods: In terms of purpose, the current research was part of applied research and in terms of method, it was a semi-experimental study with a pre-test and post-test design with a control group and One month follow up. In this research, the research sample with the purposeful sampling method of qualified children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. 30 people (15 people in the control group and 15 people in the experimental group) of children with autism spectrum disorder were evaluated using the working memory test set for children Pickering & Gathercole (2001). The data was analyzed by variance analysis with repeated measurements using SPSS software version 24.
Results: The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p< 0.001).
Conclusion: Therefore, according to the advantages of the executive functions training program using augmented reality, it is suggested that executive functions (cognitive flexibility, active memory and response inhibition) be taught using augmented reality in exceptional schools.

Background: Nowadays, playing online games has become an integral part of the entertainment of male teenagers, so much so that for some of them, it is impossible to separate their lives from these types of games, and addiction to these games leads to these games. Studies have shown that some cognitive abilities such as appropriate executive functions and self-efficacy beliefs can be a deterrent and shock absorber of behavioral addictions similar to addiction to online games.
Aims: This study aimed to investigate the relationship between executive functions and academic self-efficacy with online game addiction.
Methods: The method of the present study was descriptive and correlational. The statistical population of this study consisted of all high school adolescents in Tehran in the academic year 2023-2024. The sample consisted of 250 high school students in Tehran who were selected by multi-stage cluster sampling. Data were collected using the Internet Gaming Disorder Questionnaire (Pontes et al, 2014), the Cognitive Abilities Questionnaire (Nejati, 2013), and the Academic Self-Efficacy Questionnaire (Morgan-Jinks et al., 2004). The collected data were analyzed using SPSS.27 software using Pearson correlation coefficient and multivariate regression.
Results: The results of the Pearson correlation coefficient showed that there is a negative and significant relationship between academic self-efficacy and executive functions with online game addiction (P< 0.05). The results of multiple regression showed that 20% of the variance of online game addiction is explained by executive functions and academic self-efficacy.
Conclusion: Therefore, executive functions and academic self-efficacy have many practical implications in the fields of research, etiology, and treatment of addiction to online games.