Purpose of current study was to investigate the effect of neurofeedback therapy on sustaining attention in children with attention deficit- hyperactivity disorder. In this study, 36 children (21 boys and 15 girls) were selected. For pretest and post-test, integrated visual and auditory continuous performance test was used. After 40 sessions of strengthening the sensory-motor rhythm 12-15 Hz and suppressing 1-8 Hz as well as 22-32 Hz frequency bands, the results of dependent t-test showed significant difference in sustaining attention (p<0.000) whereas there was no significant difference between girls and boys. On the whole, integrated visual and auditory continuous performance test was an effective way to measure sustaining attention in children attention deficit-hyperactivity disorder. Also, neurofeedback therapy as a non-medical intervention improved the continuous performances especially sustaining attention.

Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental and behavioral disorder. Dysfunction in executive functions is core symptom of ADHD. The aim of this study is to compare the sustained attention in children with ADHD and typical children. The research design of this study was ex post facto. The participants were 71 children with ADHD and 78 normal children selected by convenience sampling method. The sustained attention performance were assessed by attention registration. Data in this study were analyzed by independent t-test and factorial analysis of variance. Findings indicate that significant differences between the ADHD group and normal group in sustained attention (p>0/0001). According to study results children with ADHD in sustained attention had weaker performance than normal.

Attention deficit and hyperactivity disorder is one of the most prevalent neurodevelopmental psychiatric disorders with defects in executive functions as its general feature. The present study was conducted to explore the effects of motor-based cognitive rehabilitation on improvement of working memory in children with attention deficit and hyperactivity disorder. The present quasi-experimental study followed a randomized clinical trial design (pretest-posttest with control group). A total of 30 children, aged between 7-12,who had referred to different clinics in Tehran and were diagnosed by a psychiatrist with attention deficit and hyperactivity disorder, were selected using convenience sampling, and then were randomly divided into control and experimental groups. The working memory was  evaluated via recording  N-Back test. independent t-test and mixed ANOVA were run in SPSS (v. 20) to analyze the data. The results of the present study demonstrated that working memory of the experimental group improved after the intervention (P<0/01). In other words, the little difference observed in the pretest between the control and experimental groups in working memory was not significant; however, the scores obtained in the post-test were observed to be significantly higher in the experimental group as compared with those in the control group. The results of the statistical analyses shows that gesture-based cognitive rehabilitation therapy improved working memory in children with Attention Deficit and Hyperactivity Disorder.

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: Attention-deficit/hyperactivity disorder is one of the most prevalent neural-behavioral disorders attracting the attention of psychologists and psychiatrics from long ago. The present research addresses the issue that what is the effect of working memory training on behavioral symptoms of ADHD disorder. Aims: The aim of research is to study the effectiveness of working memory training on recovery of behavioral symptom of ADHD children in the format of a semi-experimental design from pretest-posttest type with the presence of control group; the intended sample included 40 volunteer students with ADHD which were placed randomly.Method:Research tools included clinical interview, Khodadadi Working Memory Training Software (2014), Conners’Parent Questionnaire-Revised (1999), Swanson SNAP-IV Rating Scale (1980). ADHD was diagnosed by clinical interview and SNAP-IV. In order to control the intelligence of subjects Riven children intelligence test (1938) was used. Test group attended in 10 working memory training sessions, while control group were not exposed to any intervention. Both groups’ subjects in both pretest-posttest completed Conners questionnaire and SNAP-IV. Results. Results obtained from multivariate covariance analysis indicated that working memory training has significantly reduced their impulsivity/ hyperactivity and increase in attention of experimental group, compared to control group in posttest phase(p<0/001).Conclusion: working memory training can be considered as a complementary therapeutic approach on recovery from behavioral symptoms (attention-deficit and impulsivity) of children with attention-deficit/hyperactivity.

Background: Deficit attention deficit hyperactivity disorder (ADHD) is defined as a pattern of severe attention deficit hyperactivity disorder or continuous neglect with more repetition than children with the same growth rate. Aim: The aim of this study was to determine the effectiveness of cognitive-motor learning training on social adjustment, motor skills and ADHD / ADHD in preschool children aged 5 and 6 years with this disorder. Method: The present study is a semi-experimental pre-test-posttest with control group. The statistical population of this study included all children of preschool centers in 2^nd district of Tehran province. Of these, 90 people were randomly selected and randomly assigned to experimental and control group. Data were obtained using Social Development Scale (Winelland, 1965), Brauninx-Oseretsky Motion Excellence Scale short-form (1978), and the Conners-Wald Formula Child Behavioral Scale (Ritman et al., 1998). Data analysis was performed using Multivariate Covariance Analysis. Results: The findings showed that cognitive-motor learning improved social compatibility (P<0/0001), motor skill (P<0/0001) and total reduction of attention deficit / hyperactivity disorder syndrome (P<0/0001) In these children. Conclusion: It can be concluded that the training of perceptual motor games on the improvement of social adjustment, the skill of motor skill and reduction of total ADHD, and the empowerment of children with attention deficit hyperactivity disorder (ADHD). 

Background: Many studies have pointed to the impairments of emotion regulation in attention deficit/ hyperactivity disorder (ADHD), but the main problem is whether emotion dysregulation in this disorder can be affected by the theory of mind and metacognition? Aims: The present study aimed to predict emotion dysregulation based on the theory of mind and metacognition in male students with ADHD. Method: The current study was a descriptive-correlational design. The statistical population of the study was all male students of the sixth grade of elementary school (2567 people) in the cities of Bostanabad and Sarab in the academic year 2017-2018. The study sample included 90 students with ADHD selected through multistage cluster random sampling. The data were collected using Conners’ teacher rating scale (1998), Gross and John (2003) emotion regulation questionnaire, Sperling et al. (2002) children's metacognition scale, and Qomrani et al. (2006) theory of mind test. Results: The results of multiple regression showed that metacognition and the theory of mind together significantly predicted 34% of the variance in cognitive reappraisal and 42% of the variance in emotional suppression (p<0/05). Conclusions: According to the results of the study, metacognition and the theory of mind have important roles in the emotion dysregulation of children with ADHD.

Background: Attention deficit / hyperactivity disorder (ADHD) has adverse effects on children's social cognition. But the key question is whether there is a difference in social cognition (levels of theory of mind and empathy) between children with ADHD and normal children. Aims: To compare the levels of theory of mind and empathy in two groups of children with ADHD and normal children. Method: The study was a causal-comparative study. The statistical population included all 6 to 8 year old children with ADHD and normal children in Tabriz. Fifty children with disabilities and 50 normal children were selected through purposive sampling. The tools include the Hutchinson et al. (2008) theory of mind questionnaire and the Cognitive and Emotional Empathy Scale of Children: Dadas et al. (2008). The results were analyzed by multivariate analysis of variance. Results: The results showed that the components of theory of mind and empathy were significantly lower in children with ADHD than normal children (p<0/0001). Conclusions: It can be concluded that levels of theory of mind and empathy are higher in normal children than children with ADHD.

Background: There is attention deficit hyperactivity disorder, neurofeedback and drug therapy in children with attention deficit hyperactivity disorder. But can working memory training affect these children's attention? Aims: The efficacy of working memory training was to increase the attention of children with attention deficit / hyperactivity disorder. Method: This study was a quasi-experimental with pre-test and post-test design with control group. The statistical population consisted of all male students in the third grade of primary school who referred to the belief center. Forty third grade male students were voluntarily recruited from the faith center as a sample. They were randomly divided into two equal groups of experimental and control (20 persons). Data were analyzed using t-student tests. Research tools are: Clinical Interview: (Lazak, 2004). SNAP-IV Grading Scale, Swanson (1980) Conners Parent Questionnaire (Revised Form) (1999) Working Memory Training Software (Khodadadi, 2014). Results: Working memory training significantly increased the attention of children with attention deficit / hyperactivity disorder (P<0/001). Conclusions: Working memory training increased the attention of children with attention deficit disorder. 

 Background: Numerous studies have examined the effectiveness of storytelling based on daily executive actions and the study of cognitive emotion regulation. However, research that has examined the effectiveness of storytelling based on daily executive actions on improving cognitive emotional regulation in children with attention deficit / hyperactivity disorder has been neglected. Aims: To determine the effectiveness of storytelling therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit / hyperactivity disorder. Method: The research was semi-experimental with pre-test-post-test design and control group. The statistical population included 11-9 year old children with Attention Deficit / Hyperactivity Disorder with the support of Hazrat Ali Asghar (AS) Day Clinic in Rey in 2018. Were appointed. Research data collection tools include: Conners-Children's Parental Behavioral Problem Scale (Gwyneth, Connors and Allerich, 1973), Structured Clinical Interview (Researcher Made, 2018), Children's Cognitive-Form of Cognitive Formulation Questionnaire (Garnefsky et al. (2007) and Interventions of Moradian et al.'s story therapy intervention (2014). Data were analyzed using Levine test and analysis of covariance. Results: Storytelling based on daily executive actions on improving cognitive emotion regulation in children with attention deficit disorder / Hyperactivity had a significant effect (p< 0/01). Hbrdhay less maladaptive and adaptive cognitive emotion regulation strategies gained more. Conclusions: Children with ADHD who participated in story therapy sessions had fewer maladaptive strategies and more adaptive emotional cognitive regulatory strategies.

Background: Many studies have looked at the adverse effects of attention deficit / hyperactivity disorder and especially its comorbidity with other disorders. However, the findings of these disorders are contradictory and on the other hand, there is a research gap in the field of compound subgroups and also there is no study in this field considering the Iranian culture. Aims: The purpose of the present study was to investigate comparison of the internalizing and externalizing behavior problems in inattentive and combined subtypes of attention deficit / hyperactivity disorder. Method: The present study was of causal-comparative type. The statistical population of the present study included children with attention deficit / hyperactivity disorder who referred to Atieh Clinic in Tehran in 2016, of which 118 children included 28 girls and 30 boys in the inattentive subgroup and 30 girls and 30 boys in combined subgroup, were selected in available way. Under the compound group were selected in an accessible manner. Subjects were examined with Continuous Performance Test (1956), and Child Behavior Checklist (1991). Data were analyzed using two-way analysis of variance. Results: The results showed that the internalizing behavior problems and externalizing behavior problems are mostly overlooked in the subgroup of inattentive and the combined, respectively. Also, the internalizing behavior problems in girls were higher than that of boys. Conclusions: Based on the findings of this study, it seems that in each subgroup of attention deficit / hyperactivity disorder and in girls and boys, the behavioral problems of internalization and externalization are different and therefore need to be addressed. They have special interventions.

Background: This disorder is a neurodevelopmental disorder related to childhood that can be extended to adolescence and adulthood; but most of the studies were conducted with the concentration of different therapies in childhood and the importance of this disorder in adulthood is ignored. Aims: the aim of this study was to investigate the effect of tDCS on improving the emotional and cognitive symptoms of adults ADHD. Method: This study was an experimental study with pre-test and post-test. The statistical population included all people with ADHD in Isfahan who referred to one of the major centers equipped with neurotherapy (120 people). The sample also included 40 of these individuals (2 groups, 20 people) who met the research criteria. The intervention sessions consisted of 15 sessions with the treatment protocol of F3 and F4. Participants completed the Adult ADHD self-report scale (2003), STROOP test (1935), Wisconsin sorting cart test (1984), tower of London test (1982), continues performance test (1956), difficulty in emotion regulation scale (2004) and Eysenck Impulsivity Questionnaire (1977). After conducting the research process, covariance method was used for data analysis by SPSS₂₁ software. Results: The results showed that tDCS experimental group significantly improved the scores of emotion regulation, impulsivity, Stroop scores, tower of London, Wisconsin, attention and concentration, and the component of inattention in ADHD scale due to the independent variable(p< 0/005). No significant difference was observed in the hyperactivity component. Conclusions: it can be concluded that tDCS can be use as a single treatment or also a complementary therapy along other treatment for ADHD patients

Background: Many studies have reported impaired empathy in children with Attention Deficit Hyperactivity Disorder. But the main issue(question) is whether Between Dimensions of empathy of children with sluggish cognitive Tempo (which are similar in terms of attention problems to attention deficit hyperactivity disorder, For this reason, Children with sluggish cognitive Tempo are mistakenly labeled attention deficit hyperactivity disorder) there is difference with children with attention deficit hyperactivity disorder. Aims: Comparison of Dimensions of Empathy in children with Attention Deficit/ hyperactivity disorder and Sluggish Cognitive Tempo. Method: The research was descriptive and causal-comparative. The statistical population included Elementary school boys (7 to 12 years old) in Tabriz in the 2019 academic year, of which 100 boys (50 with attention deficit hyperactivity disorder and 50 with sluggish cognitive Tempo) as a sample by multistage cluster sampling model and They were selected using the SNAP-IV rating scale (Swanson, Nolan and Pelham, 1980) and the SCT scale (Penny, Watchbach, Klein, Curcum and Skis, 2009). In order to measure empathy, children's cognitive and emotional empathy scale (Dads et al., 2008) was used. The results were analyzed by multivariate analysis of variance in SPSS20 software. Results: The results showed that there was a significant difference between children with attention deficit hyperactivity disorder and children with sluggish cognitive Tempo (F=15/10, P<0/05). Conclusions: It can be concluded that children with sluggish cognitive Tempo have poorer(weaker) performance in cognitive and emotional empathy than children with attention deficit hyperactivity disorder

Background: Numerous studies have addressed the impact of cognitive-behavioral therapy and treatment based on acceptance and commitment to depression. However, there is a research gap between comparing the effectiveness of cognitive-behavioral therapy and treatment based on acceptance and commitment to depression and increased sexual activity behavior of patients with sexual addiction. Aims: The aim of the present study is to compare the effectiveness of cognitive-behavioral therapy and acceptance-based therapy. Depression and hyperactive sexual behavior of patients with sexual addiction. Method: The present study was a quasi-experimental study with a pretest-posttest-follow-up design with a control group The statistical population of this study was men over 18 years of age with sexual addiction living in Tehran in 2019. Thirty patients were selected as a sample by snowball method and were randomly assigned to two experimental groups and one control group (10 patients). The tools of the present study are: Behavioral Cognitive Therapy Sessions (Location, 2014), Acceptance and Commitment Therapy Sessions (Crossbow, 2011), Beck Depression Questionnaire (Beck et al., 1961) and Sexual Increase Sexual Questionnaire (Reid et al., 2011). ). Data analysis was performed by mixed variance analysis methods with repeated measurement, multivariate analysis of variance, Bonfroni test and Toki test. Results: Cognitive-behavioral therapy and treatment based on acceptance and commitment were effective in reducing depression and increased sexual activity in these patients (P< 0/05). there was no significant difference between the two treatment methods. Conclusions: Patients who participated in cognitive-behavioral and acceptance therapy sessions based on acceptance and commitment had fewer depressive symptoms and increased sexual activity

Background: Weakness in listening skill and abilities, with or without the characteristics of Auditory Processing Disorder, is one of the issues of children with ADHD, which could partially appear in listening, speaking, reading, writing and spelling words. This weakness could lead to anxiety, and negatively impact these children's connections at home, and especially in the classroom. Not to mention, that this weakness could, also, project externally, and appear as rule-breaking and aggressive behaviors (Externalizing Behavior). Aims: The aim of this study is to investigate the effectiveness of listening skills training on behavioral problems in children with attention-deficit/hyperactivity disorder together with Specific learning disorder. Method: The research design was a pretest-posttest experiment with a control group. In order to conduct this research, 30 people from the statistical population of the study children with ADHD with together with Specific learning disorder in District 4 of Tehran) in the 98-99 academic year were selected by multi stage cluster method (simple random access). The children were, then, assigned to control and experiment groups. The instruments used in this study included the Achenbach inventory and the Learning Disabilities Questionnaire. The obtained data was analyzed by univariate analysis of covariance. Results: The results showed, that listening skill tasks had a significant effect on reducing behavioral problems. The effect of listening skills training on behavioral problems was 45/5%. Conclusions: Based on the findings of this study, cognitive rehabilitation and especially hearing skills training can be used as an effective method to reduce behavioral problems in children with ADHD and learning disabilities.

Background: Adaptive behaviors, low academic performance and behavioral problems cause problems in the lives of children and their parents. The problem is that the effectiveness of emotional self-regulation and Barkley's parenting strategies on various variables has been confirmed, but the effect of these two on social competence, academic performance and behavioral problems in students with learning disabilities has been comorbidity with attention deficit / hyperactivity disorder. Aims: To compare the effectiveness of training Emotional Self-Regulation Strategies and Barkley's Parenting on Improving Social Competence, Academic Performance and Reducing Behavioral Problems of Students with Learning Disabilities with comorbidity Attention Deficit / Hyperactivity Disorder. Method: The present research method is quasi-experimental pretest, posttest design with two groups experiment. The statistical population included all students in the fourth, fifth and sixth grades of state centers for learning disabilities in District 4 Education of Tehran in the academic year of 1398-99. 30 students and 15 parents were selected as the sample by available sampling method and randomly divided into two experimental groups And a group of control (15 people in each group). Research instruments include: Connerss Child behavior Degree Scale- Teacher Form (1990), Zhou & Jei Scale (2012), Learning Disability Assessment Scale - Second Edition McCarney & Arthaud ​​(2007), Experience-Based Child Behavior Checklist Achenbach & Rescola (2001) 8 sessions 60-Minute Emotion Regulation Training Program (Allen, 2009) and Barkley's Parenting (2013). Data analysis using univariate analysis of variance and By spss.₂₄ software was performed. Results: Barkley's parenting education program had an effect on social competence (p< 0.0001) and behavioral problems (p< 0.001) and emotion self-regulatory strategies on academic performance (p< 0.001). Conclusions: Barkley's Parenting Education and Emotional Self-Regulation Strategies can be used as effective methods to improve social competence and academic performance and reduce behavioral problems in children with Learning Disabilities with comorbidity Attention Deficit Hyperactivity Disorder.

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: In the recent years, there were several studies concerning the neurological soft signs (NSS) in attention deficit / hyperactivity disorder (ADHD); however, there were no study addressing either the possible relationship between these signs in children with ADHD and their mothers, or in proposing possible approaches in alleviating the ADHD signs, in the country.
Aims: The aim of this study was investigating the relationship between neurological soft signs and neuropsychological problems in male children with ADHD, and furthermore proposing approaches in alleviating the ADHD symptoms.
Methods: This was a mixed methods research, in which, in the first phase (Quantitative) descriptive and correlational method was used, and in the second phase (Qulitative) according to the findings, the thematic network (Attride and Stirling) was utilized in designing some activities for alleviating the signs of both mothers and children. The statistical population was comprised of all of the male primary students in Isfahan city, who were referred to five therapeutic centers in 2016. From 170 referred students One hundred were randomly selected, and then both the students and their mothers were asked to complete Cambridge neuropsychological questionnaire (1995. Data analysis was performed using Pearson correlation test and multiple linear regression analysis.
Results: Following the analysis of data, the results of correlation and regression calculation, showed a significant correlation between neurological soft signs in children and their mothers, (r= 0.23). Furthermore, ther found positive correlations between total score of NSS in children with motor coordination in mothers (r= 0.71); total score of NSS in mothers with motor coordination (r= 0.68) and response control (r= 0.77) in children; and finally the correlation of subtest between mothers anf children were significant as well. In the qualitative phase, the basic themes (NSS in mothers and children), integrative themes (motor coordination, sensory integration and response control) and global themes (designed activities) were specified throough using themathic network, and then therapeutic program was compiled and validated for them.
Conclusion: Significant relationship of NSS and ADHD signs between mothers and children suggested that there might be a neuropsychologic substrate for the signs, and accordingly the on-time diagnosis and implementing suitable therapeutic methods are necessary for both children and mothers.