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The purpose of this research is to compare time Perception in two groups of children having attention deficit disorder/hyperactivity and normal ones. In the current post hapening research, 26 boys having a combination of attention deficit disorder/hyperactivity and 19 normal boys from the city of Tehran participated. In this research the revised copy of Conners Teachers Classification Scale (Conners, 1997) was utilized. Also, Barkly Method (2001) was used in the assessment of time Perception between these two groups. To analyze the data the independent statistical test was used. The results indicated that children having attention deficit disorder/ are inferior to normal children in performance in all three determined time periods and the difference between the two groups was significant. The analysis of data using the independent T test shows the difference in time Perception between children having attention deficit disorder/hyperactivity and normal children to be significant. In other words, children suffering from attention deficit disorder/hyperactivity are less aware of time Perception and are not able to plan activities based on time Perception.

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Teaching parenting is one of the most effective intervention methods in attention deficit disorder/ hyperactivity by which parents learn how to treat their children so that they can become more effective parents and prevent behavioral problems from coming into existence or expansion. Positive parenting program is a group behavioral intervention program in Family intervention whose goal is prevention and treatment of severe behavioral, emotional and evolutionary problems through the expansion of awareness, parenting skills, parents' self esteem and also teaching how to solve problems. This program will also eliminate the unique special needs of parents and their children suffering from attention deficit disorder and hyperactivity (Sanders and Turner, Marqui-Dadz, 2002)

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Academic performance is the area where children suffering from attention deficit disorder and hyperactivity have the most difficulties. These children because of having weaknesses in performing their tasks and behavioral problems and the lack of attention and concentration in academics, doing homework, Following school's rules and regulations and getting along with classmates face major difficulties. These problems will have negative effect not only on their family interaction and educational performance, but also their self assessment and self confidence to the point that they get caught in a cycle of negative interactions. Most of these children have no intelligence problems and should be placed in conventional schools and the class's environment and academic programs should be adjusted based on their needs. Since children spend a lot of time at school, it is imperative that teachers and other schools' employees gain some knowledge about the peculiarities of this disorder, how to manage these children's behavior in the classroom and the methods of teaching them in order to help these children to take the most advantage in the academic setting. Because of the importance of this issue, the current research has been conducted for the purpose of presenting suitable educational approaches and methods for balancing the program with the class environment. This research is a review and its data have been gathered by using previous theoretical studies and conducted researches.

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Background: Attention deficit hyperactivity disorder is a neurological developmental disorder that affects many different aspects of life, some features of this disorder overlap with some other disorders including motor problems, usually it has been less studied. The objective of this study was to overview of researches in the field of motor problems in people with Attention deficit hyperactivity disorder. Method: Published articles from 2002 to 2013 in bibliographic and publisher databases including Pubmed, Springer link, Eric, Psycinfo, Scopus, Sage. In addition, the internet search engine Google about motor problems in ADHD children was reviewed in this article. These keywords were used for research: attention deficit hyperactivity disorder, motor problems and related words. Conclusion: Results of this study indicate that motor problems in children with attention deficit hyperactivity disorder are common. It can be referred to poor balance and posture, problems with gross and fine motor skills.

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Studies have shown that blind people perform better in certain hearing, touch, and chemical tasks. However, few studies in the similar study evaluated blind and visually impaired children as compared to ADHD children in various cognitive sensory states. This research was conducted to compare the meta-cognition of ADHD children, the blind and normal children of Ahwaz city. In this research, the causal-comparative method has been used. The statistical population of the study includes all children of Ahvaz in 2017, who was selected through a target and random sampling method as a statistical sample. The sample group includes 60 children (30 were normal and 15 were blind and 15 were ADHD). Research was carried out by referring to the medical centers, the exceptional children's school in Ahvaz, as well as the welfare of the city. In this study, we used children's meta-cognition questionnaire MCQ to measure and compare the variables. To analyze the data, Spss23 computer software was used. Descriptive findings including frequency, mean, standard deviation, and univariate analysis of variance have been studied. Findings showed that there was significant difference between meta-cognition among three groups. Meanwhile, the meta-cognition level of blind children as well as over-active children was not similar to that of normal children. In general, the effect of meta-cognition in perceiving an individual from his abilities with the continuation of psychopathology cannot be ignored. Therefore, efforts should be made to maximize the function of meta-cognition and its dimensions in advancing educational goals, mental health, and psychopathology of ordinary and special children

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Abstract
Background: The current study aims to investigate the effects of mindfulness on attention deficit/
hyperactivity disorder (AD/HD). Attention deficit/ hyperactivity disorder is a kind of neurodevelopmental
disorder which affects different aspects of life. Children with attention deficit/hyperactivity disorder have
problem with working memory, response inhibition, attention and social skills. This action allows the child to
review his or her behavior and alter accordingly.
Materials and Methods: Systematic review was used for the data analysis in the present study. The
methodology was also based on the collection, classification and summarization of the findings of research
articles related to mindfulness, attention deficit/ hyperactivity disorder and between 2010-2020, derived
from the foreign databases including Eric, Ebsco, Google Scholar, Scopus, Science Direct, and PubMed
using the keywords Mindfulness, Children, Attention Deficit/ Hyperactivity and other related words. In the
initial search, 98 articles were selected and then 12 articles were selected which were entitled Mindfulness
in Children with Attention Deficit/ Hyperactivity Disorder. Among them, 80 articles were deleted due to
inconsistency with the subject, 5 articles due to age and 1 article due to duplication in several databases,
and finally 12 articles were selected.
Results: The results showed that this treatment is appropriate in reducing the symptoms of AD/HD.
Mindfulness also improves the executive functions, attention, emotions, metacognition and self-regulation
of children with attention deficit hyperactivity disorder.
Conclusion: Based on the studies, it can be concluded that mindfulness is one of the complementary
therapies for attention deficit / hyperactivity disorder and will be able to improve areas where children with
attention deficit / hyperactivity disorder are deficient.
 

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Abstract
Background and purpose: Autism spectrum disorder and attention deficit/hyperactivity disorder are
part of neurodevelopmental disorders that are caused by abnormal brain development and affect specific
cognitive and social abilities. The present study was conducted with the aim of comparing self-compassion
and post-traumatic growth of mothers of children with autism spectrum disorder and attention deficit/
hyperactivity disorder.
Method: The design of the current research was of causal-comparative type. The statistical population
included all mothers with 7-9-year-old boys with autism spectrum disorder and attention deficit/
hyperactivity disorder who referred to the rehabilitation and counseling centers of Golestan province
in 2021. A sample of 50 people (25 people for the group of mothers with children with autism spectrum
disorder and 25 people for the group of mothers with children with attention deficit/hyperactivity disorder)
were purposefully selected from among the mothers. To collect data, Neff's self-compassion questionnaire
(2003) and Tedeschi and Calhoun's post-traumatic growth questionnaire (1996) were used. Data analysis
was done with SPSS-24 software and using independent t-test and multivariate analysis of variance.
Findings: Based on the results obtained from the data analysis in the current study, there is a significant
difference in self-compassion and post-traumatic growth in mothers of children with autism spectrum
disorder and attention deficit/hyperactivity disorder (P<0.05). Mothers of children with autism spectrum
disorder had less self-compassion and post-traumatic growth than mothers of children with attention
deficit/hyperactivity disorder (P<0.05).
Conclusion: Based on the findings of the present study, mothers with a child with autism spectrum disorder
have lower self-compassion and post-traumatic growth than mothers with a child with attention deficit/
hyperactivity disorder due to the therapeutic and time involvement with their vulnerable child.
 

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Growing Dyslexia is a heterogeneous symptom that comes as a result of phonetics flaw. And after times it is very related to other growing disorders. In fact growing Dyslexia is a severe disorder in reading which has turned into a puzzle in the educational and medical community. Often times, there are discussions and even differences of opinions about whether problems with the motor skills can cause problems in reading. Based on different theoretical approaches, these motor skills problems might cause brain paralysis. The main purpose of this study is to analyze motor skills damages in children who are suffering from Dyslexia. 58 children who were suffering from this disease were studied using wechsler intelligence tests, the international classification of diseases and Lincoln- Orseretsky motor development scale to examine the students' motor skills and attention abilities and it was determined that compared to normal children they are at a lower scale.

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Auditory Processing Disorder (APD) is a specific perceptual dysfunction that it is not due to peripheral hearing loss. It affects development of integrated processes of language (listening and speaking) and literacy (reading and writing). APD can coexist with other disorders such as Attention Deficit Hyperactivity Disorder (ADHD). In cases of co-morbidity, APD & ADHD must be diagnosed fully and accurately & a treatment program must be developed and implemented by a team of professionals to address all significant functional deficits.

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Attention-deficit hyperactivity disorder (ADHD), has harmful effect on education and relationship with parents, teachers and the others. The aim of this research was to study the simultaneous effects of intervention strategies in reduce the impulsive type of ADHD’s symptoms. The research is based Multiple baseline experimental single case study in sixteen weekly session using on a high school boy student with mental retardation. The data is collected with clinical interview using diagnostic criteria for attention-deficit hyperactivity disorder (DSM-IV TR), Conners teacher rating scale form (1969), parent form (1999). It is analyzed based on improvement percentage and reliable change index (RCI). Consequences showed that the effects of intervention strategies in reduction of impulsivity are meaningful in clinical aspects. Simultaneous effects of intervention strategies in reduction of impulsivity are efficient and effective.

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Background: Time Perception is an important performance that facilitates ability to anticipate future and efficiency of respond to happening events. The aim of this study is to compare the features of time perception in three subtypes of Attention Deficit/Hyperactivity Disorder (ADHD).

Method: The study was descriptive and causal-comparative. The study population includes all primary school children with attention deficit / hyperactivity disorder in girls' schools in 2016 in Sirjan. The sample consists of 69 children with attention deficit / hyperactivity disorder, which were selected by purposive sampling. To collect data, Achenbach conduct disorder questionnaire and three task estimates, the production of the time was used. The data were analyzed using descriptive statistics, ANOVA and Tukey test.

Result: The results showed that there is a significant difference between the three sub-types of Attention Deficit / Hyperactivity in the task of time estimation (p <0/003). The finding also showed that there is no significant difference between the three types of Attention Deficit / Hyperactivity Disorder in the task of production and reproduction time (p> 0/258).

Conclusion: Based on the findings, time perception is difference in sub-type of attention deficit/ hyperactivity disorders.

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Abstract
Background & Purpose: Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common
disorders in children that disrupts the overall adjustment of life. The aim of this study was to compare the
effectiveness of group play therapy and painting therapy on anxiety and self-esteem of students with
ADHD.
Method: The research was an applied research that was conducted by quasi-experimental method with a
pre-test -post-test design with a control group. The statistical population included students with ADHD in
educational Districts 1 and 2 of Sanandaj in the academic year of 2019-2020, who were divided into 3 groups
of 15 people. The subjects in the first group underwent group play therapy intervention, for a period of 10
sessions. The subjects of the second group also underwent 10 sessions of painting therapy intervention, while
the subjects of the control group did not receive any intervention. In this study, Self-esteem Questionnaire
(Coopersmith, 1967) and Spence Anxiety Questionnaire (1999) were used to collect data. Univariate
analysis of covariance was used to analyze the data.
Results: The results showed that group play therapy had a more effect on reducing anxiety in primary
school male students with ADHD than painting-therapy. The findings also showed that group play therapy
was effective in increasing self-esteem, but painting therapy was not effective.
Conclusion: According to the obtained results, group play therapy and painting therapy can be used as a
treatment method to reduce anxiety and increase self-esteem of primary students with ADHD.
 

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Background & Purpose: Stressful situations in the family environment and failure to cognitively regulate
emotion can play a role in causing attention deficit/hyperactivity disorder in adolescents. Therefore, paying
attention to these cases can prevent disorders such as attention deficit/ hyperactivity disorder. The aim
of this study was to investigate the relationship between family emotional climate and cognitive emotion
regulation with symptoms of attention deficit/hyperactivity disorder.
Materials & Methods: The research method was descriptive-correlational. The study population included
all secondary school students in Amol. The sample size was 200 people who were selected through random
sampling method. Research data were collected using the Emotional Relationships Scale of Family
Members (Hilburn, 1964), the Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001) and
Attention Deficit/Hyperactivity Disorder Scale. The collected data were analyzed by Pearson correlation
test and multiple regression (P>0/05).
Results: Findings showed that there is a significant negative relationship between family emotional climate
and positive emotion regulation strategies of with symptoms of attention deficit/hyperactivity disorder and
a negative and significant relationship between negative emotion regulation strategies of and symptoms of
attention deficit/hyperactivity disorder.
Conclusion: According to the results of the present study, findings indicate that the family emotional climate
and cognitive regulation of emotion play a role in the symptoms of attention deficit/hyperactivity disorder.
Therefore, in the treatment of children and adolescents with attention-deficit/hyperactivity disorder, the
family emotional climate can be considered and intervened. Also in the treatment of these children, teaching
cognitive regulation strategies should be considered by therapists.
 

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  The concept of attention deficit, motion control and perception disorders have been under clinical study for about 20 years in Scandinavia.

  The symptoms of attention deficit, motion control and perception disorders are diagnosed based on the simultaneous attention deficit disorder/ hyperactivity and growth disorder in children who are not having severe learning disorder or brain paralysis. In the worst case scenario, this disorder includes 1.5% of the total population of school children. Boys, in general, show most of the symptoms of this disorder and girls are usually not diagnosed. The problems and conditions of many Co morbidity such as behavior disorder, depression, anxiety and academic failure are some of the symptoms. Also, there is a strong correlation between autism disorders and the symptoms of attention deficit, motion control and perception.

  Family factors and endangering pre-natal conditions are very important in this disorder. Endangering social and emotional factors result in the increase of acute psychological abnormalities such as attention deficit, motion control and comprehension disorders. In a study, the social psychological disorders have been observed in adults who have not received treatment. There are effective and accessible interventions for many of these problems seen as attention deficit, motion control and comprehension disorders.

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Abstract
Background and Purpose: The aim of this study was to design and validate a complementary curriculum
model that is compatible with the brains of low attention and hyperactive students.
Materials and Methods: Mixed research is exploratory. The qualitative part used documentary analysis and
qualitative content and the quantitative part used survey research method. Qualitative statistical population,
documents, databases, experts in curriculum planning, psychology, brain and quantitative sciences, education
counseling and primary school teachers in Mashhad were selected by purposive sampling and multi-stage
clusters.To validate the model, a researcher-made questionnaire and a semi-structured interview were used,
which was saturated with 17 interviews. Data validity and reliability were confirmed by member review, content
validity and Cronbach’s alpha. The validity of the interviews was done with the strategy of controlling the interview
data with the data of valid scientific documents and the characteristics of the elements and components of the
desired curriculum were identified.
Results: In model validation, the agreement of experts was estimated to be 79.93%. Significance level was
considered more than 0.05.Therefore, the characteristics and brain needs of these students should be given
priority in the supplementary curriculum, elimination of time constraints, reduction of course units, assignments
and assessments, and teaching methods that require more activity and interaction should be presented in a
variety of attractive forma
Conclusion: To reduce the problems of Low attention and hyperactive students, special attention should be
paid to lesson planners to the role of brain-based complementary curriculum elements.Based on the results
of organizing the goals and content for the students in question, changes will be made, more emphasis will be
placed on some goals, and the content of skills training, assignments and assessments will be emphasized in
attractive and diverse formats such as software.
 

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Abstract
The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive
behavioral learning, and blended learning in mothers on the executive functions and emotion regulation
of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/
post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The
statistical population included all first-grade to third-grade male elementary school students with attention
deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects
in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in
the blended learning group, and 15 subjects in the control group) that were selected through convenience
sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation
questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000).
The data was analyzed using the tests of multivariable analysis of variance and covariance analysis
with repeated measures. The results indicated that there is a significant difference between the emotion
regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of
pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc
test of the blended learning method had a significant impact on the executive functions in comparison to two
mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact
in comparison to mindfulness learning.
 

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Abstract
Background and Purpose: Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have
difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety.
The aim of this study was to determine the executive functions on the level of child interactions with peers,
spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).
Method: Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling
and Psychological Services Clinic were randomly divided into two intervention and control groups and
underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments
used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the
Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and
immediately after the intervention. The comparison between the two groups was performed by multivariate
analysis of covariance
Results: Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children
with AD/HD were not significantly different, but the mean scores of the two groups at times immediately
after the intervention were significantly different, so the mean scores of social interactions, autism and
anxiety in children with AD/HD did not change significantly in the control group, but showed a significant
change in the intervention group.
Conclusion: Intervention of executive functions has been able to improve social interactions, spontaneity
and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety
of children with AD/HD is recommended.
 

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Background: Attention deficit / hyperactivity disorder is one of the most common disorders in children. Deficits that caused by this disorder will impact on students at home, school and society. The aim of this study was the comparison between involvement style and effective factors in parental involvement related to learning in students with and without ADHD.

Methods: Research method of present study was causal-comparative. Participants in this study were third-grade of primary school students that 100 (50 normal and 50 ADHD) of theme were selected as sample. Children Raven intelligence scales, family-school questionnaire, effective factors in parental intervention scale, Connor’s scale of parent and teacher forms were used as research tools. To analyze the data, independent t-test and ANOVA were used.

Results: The results showed that parents’ involvement styles of normal students were instrumental and students with ADHD were controlled. The results about gender showed that instrumental and controlling involvement in boys (normal and ADHD) is more than girls (normal and ADHD) (p< 0/01). About effective factors in parental involvement the results showed that except school invitation factor (p>0/05, t= 0/90), all factors average were different between (p< 0/01) parents of normal and ADHD children.

Conclusion: The findings of this study showed that parents of normal students in dealing with children most use instrumental method and parent of students with ADHD used controlling method. The results showed that parents applied both instrumental and controlling methods in relation to boys than to girls. Effective factors in parental involvement except school invited, average of all factors in parents of normal and ADHD students were different.

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Background: The purpose of this research is to identify executive skills (Sustained attention, working memory, and response inhibition) and the use of strategies to improve it in students with attention deficit hyperactivity disorder (ADHD); these executive functions have different roles and affect everyone's health and life for all people of any age, performance and functional well-being. This force is presented as a cognitive structure, has tasks such as problem solving, attention, reasoning, organizing, scheduling, memory, response inhibition, impulse control, game preservation, game change, as a result, defects and disruptions in this field disrupt the daily functioning.
Method: The research method is such that by referring to the national book of the country, previous research by researchers and related articles, we have gathered useful material in this regard.
Conclusion: Therefore, the results of the research show that using state of the art techniques and strategies, it can be used to improve and enhance executive functions, and this is a great help for students with attention deficit / hyperactivity disorder in educational life, Social and personal.
 

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Abstract
Background and purpose: To deal with the problems caused by attention deficit/hyperactivity disorder,
including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method.
Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of
anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.
Method: The present study was quasi-expremental and pretest-posttest design was used with control
group. The statistical population of the present study inclouded all boys with ADHD who were at the same time
with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic
year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved
in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children
anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8
sessions of one hour per week of parental training and the control group did not receive any training. Result
of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in
children with ADHD and decreased these problems.
Findings: The results of the research data showed that teaching positive parenting program to mothers
reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive
disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity
(p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is
effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing
instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).
Conclusion: Based on the obtained data, it can be said that teaching positive parenting program to mothers
was effective in improving the level of anxiety and improving emotional regulation in children with attention
deficit/hyperactivity disorder.