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Abstract
Background and Aim: The aim of this study was to investigate the mediating role of executive functions in
the relationship between fine motor skills and reading skills in students with reading disorders.
Method: This research was descriptive-correlation and structural equation modeling. The research
population of the study included all students with reading disorders who referred to educational and
rehabilitation centers for special learning problems in the academic year of (2018-2019), in Ilam city which
a sample of 120 people was available by sampling method based on Morgan table and randomly selected.
The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function
Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the
Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation
modeling and AMOS-21 software.
Results: The results showed that fine motor skills have a significant effect on reading skills of students with
reading disorders both directly and through executive functions (P <0.05).
Conclusion: This study confirms the positive and significant relationship between fine motor skills and
reading skills and the inverse and significant relationship between fine motor skills and executive functions
as well as the inverse and significant relationship between executive functions and reading skills. Therefore,
the results of this study should be considered in the centers of special learning problems as well as preschool
centers in order to prevent and treat reading disorders by the instructors of the centers in their educational
and rehabilitation programs.
 

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Abstract
Background and Aim: The aim of this study was to investigate the mediating role of executive functions in
the relationship between fine motor skills and reading skills in students with reading disorders.
Method: This research was descriptive-correlation and structural equation modeling. The research
population of the study included all students with reading disorders who referred to educational and
rehabilitation centers for special learning problems in the academic year of (2018-2019), in Ilam city which
a sample of 120 people was available by sampling method based on Morgan table and randomly selected.
The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function
Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the
Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation
modeling and AMOS-21 software.
Results: The results showed that fine motor skills have a significant effect on reading skills of students with
reading disorders both directly and through executive functions (P <0.05).
Conclusion: This study confirms the positive and significant relationship between fine motor skills and
reading skills and the inverse and significant relationship between fine motor skills and executive functions
as well as the inverse and significant relationship between executive functions and reading skills. Therefore,
the results of this study should be considered in the centers of special learning problems as well as preschool
centers in order to prevent and treat reading disorders by the instructors of the centers in their educational
and rehabilitation programs.
 

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Abstract
Background and Purpose: Studies carried out in recent decades show that exercises have useful impact
on improving executive functions. Therefore, this study aims to investigate the roles of fitness and aerobic
exercises on problem-solving process of dyslexic and dyscalculia children.
Materials and methods: Using systematic review study and key terms including fitness and aerobic
exercises, physical activity and learning disability in information sources such as Google scholar, Springer,
science direct, Elsevier, scientific information database and Iran information and scientific document
institute during 2010 and 2020, 34 papers were done and 10 were reported at last.
Results: According to these findings, exercise causes brain growth motivation, increase in perception
function and helps children to concentrate. Moreover, it makes learning and success easier for children and
its regular intervention has a significant impact on learning and executive function. However, to investigate
exercise's role, work intensity, time and type of exercise on executive functions in children's brain tissues
more scientific searching is needed.
Conclusion: It seems that, fitness and aerobic exercises roles on executive functions increase are
important and considering the roles of these factors on preventing and possible treatment of executive
function-related learning problems cannot be neglected.
 

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Abstract
Background & Purpose: Children with emotional-behavioral disorders suffer from disorders in various
areas due to psychological trauma. Considering the relationship between executive functions and empathy
with parenting and interactive style, this study was conducted to investigate the effectiveness of parentchild
interaction therapy on executive actions and empathy of children with behavioral emotional disorders.
Method: The present study is an experimental with A-B-A design. The statistical population was male
children with emotional and behavioral disorders in Qazvin province in 2019 and the research sample
consisted of 3 male students studying in the first grade of primary school who were diagnosed with a disorder in
multidimensional assessment. They were selected by purposive sampling. Therapeutic sessions consisted
of 12 sessions of 1 hour per week based on an intervention program parent-child interaction. The research
instruments were Achenbach’s Child Behavior Inventory- Parent Form, the College Executive function
Questionnaire, and the Children’s Empathy Questionnaire, and Children’s Empathy Questionnaire. After
drawing the graph, the effectiveness of the independent variable on the dependent was investigated and
analyzed by the method of statistical visual analysis and with the help of the percentage of improvement and
the trend of changes.
Results: The results showed that the intervention in all 3 subjects reduced the deficit of executive actions
and improved empathy in the intervention and follow-up stages.
Conclusion: This treatment is effective in improving emotional-behavioral disorders as well as promoting
empathy and reducing the reducing of executive deficits in those disorders, so it can be used as a
complementary method for the main therapies in the field of education and rehabilitation
 

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Abstract
Introduction: Sensory integration training leads to increased concentration and attention. The aim of this
study was to evaluate the effectiveness of sensory-motor integration on improving executive attention
functions in students with learning disabilities.
Materials and Methods: The present study was a quasi-experimental study with a pretest and posttest
design with a control group. The statistical population of this study consisted of all students with learning
disabilities who referred to learning disabilities educational centers in Rafsanjan in the year 1998-99;
The research sample consisted of 30 people who were selected by available sampling method and were
randomly divided into two experimental groups (15 people) and control (15 people). The questionnaires
that were considered to collect information from the sample group were: Wechsler IQ Scale (1973) and
Parent Form Executive Performance Questionnaire (2000). Analysis of covariance using SPSS software
version 22 was used for statistical analysis of data.
Results: The results showed that in the post-test stage, the mean scores of executive functions in the
experimental group increased significantly compared to the control group (p <0.01).
Conclusion: It can be concluded that sensory-motor integration training is effective in increasing the
executive functions of students with learning disabilities.
 

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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: 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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Background: The "executive functions" as higher-level cortical functions with the supervisory and controlling role on the lower-level cognitive functions lead to human adaptive behaviors in the specific situations. These situations occur in the conditions in which automatic behavior may be insufficient. Executive function deficits in children may be presented with poor memory, problem-solving, learning, reasoning, information processing, communication, social interaction, reading comprehension, writing, doing homework, group play with peers, doing a project and etc. These have significant outcomes in children in terms of social, emotional and academic performance. This most complex behavior of the human is related to the most complex area of the brain i.e. the frontal lobes. The output of frontal lobes is behaviors that distinguish human and animal.

Conclusion: Then, recognizing neural substrates of executive functions have special significance. Having knowledge about executive functions is necessary for professionals of exceptional education and rehabilitation.  

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Abstract
Objective: Students with intellectual disability have less adaptation in the school and home environment
than normal students, and the behavioral problems of these students are more compared to normal students.
Also, these students have defects in executive functions such as attention, inhibition, and active memory,
which has a negative effect on their cognitive, behavioral, and academic performance. Therefore, the aim of
the current research was the effect of parenting training for mothers with children with intellectual disabilities
was on increasing executive functions (attention, inhibition and working memory) and reducing the behavioral
problems of these children.
method: The current research was conducted using a semi-experimental method with a pre-test and posttest
with a control group. The statistical population of the study included mothers of children with intellectual
disability in exceptional schools in Shiraz in 2021-2022. 20 qualified mothers were determined by the
purposeful sampling method. Rutter's behavioral problems scale (1967) and Gioia et al.'s (2000) behavioral
rating scale of executive functions were used as pre-test and post-test in this research, and using random
assignment, they were divided into two experimental and control groups (15 people for each group). they got.
The experimental group received 11 sessions of parenting training (attention, inhibition and active memory)
as a group, and the control group did not receive any intervention. SPSS 21 software was used for data
analysis and multivariate covariance analysis test was used for data analysis. Probability values less than
0.05 were considered statistically significant.
Results: The results of this research showed that parenting training increased the attention, inhibition and
active memory of these students (p<0.001). Also, parenting training reduced behavioral problems and
dimensions of aggression, depression and anxiety, social incompatibility, antisocial behaviors and lack of
attention of children with intellectual disabilities (p<0.001).
Conclusion: The results of the research showed that the behavioral problems of children with intellectual
disabilities in a group of mothers who received parenting training, compared to the group that did not receive
any training, were reduced and the executive functions of these children were also improved.
 

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Abstract
Background and purpose: Attention deficit/hyperactivity disorder (AD/HD) is a chronic neurodevelopmental
disorder. The purpose of this study was to investigate the effectiveness of mindfulness therapy in improving
executive functions and cognitive regulation of emotion in AD/HD students.
Method: the research was a semi-experimental pre-test-post-test type with a control group, and the
selection of subjects and assignment of subjects to two groups was done randomly. The statistical population
included elementary school boys (10 to 12 years old) of Bandar Anzali city with AD/HD disorder; 32 students
were selected through available sampling and through the SNAP-IV rating scale, 16 of whom were randomly
assigned to the experimental group and 16 to the control group. The research tool for measuring executive
functions was the Brief Executive Functions Questionnaire (BRIEF); and to measure the cognitive regulation
of emotion, the cognitive regulation of emotion questionnaire CERQ-P by Garnevsky and Kridge was used.
To analyze the data, multivariate analysis of covariance (Mancova) test and spss27 software were used.
Findings: The results indicated the confirmation of the effectiveness of mindfulness intervention on
behavior regulation skills and metacognitive skills of executive functions (p<0.05). Also, the effectiveness
of the intervention on four components of the cognitive regulation of emotion was confirmed (p<0.05); It
Included a significant increase in the amount of positive focus, positive evaluation and perspective-taking,
and also caused a significant decrease in the amount of catastrophizing.
Conclusion: The findings of the present study showed that mindfulness interventions have an effect on the
components of executive functions and cognitive regulation of emotion in AD/HD students.
 

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Abstract
Background and Purpose: Some neuropsychological theories have been offered to explain Autism
Spectrum Disorder (ASD), so the purpose of this article is to review and compare three theories: Weak
Central Coherence (WCC), Lack of Theory of Mind (ToM) and deficit of Executive Functions (EFs) and
strategies Suggested educational treatment related to each pattern is examined.
Method: The present article was compiled using an analytical-comparative review of neuropsychological
theories and their implications in the design of play therapy and play-based interventions for children with
autism.
Findings: The review and analysis of the most common neuropsychological theories explaining the
characteristics and problems of children with autism spectrum disorder shows that the WCC model is
suitable for some functions of savant syndrome and high-functioning autistic children, such as early reading
and confusion in abstraction and understanding. The principle of the subject and sensory reactions to the
crowd provides a suitable explanation, and the ToM model explains the deficiencies of autistic children
in explaining the deficiencies in communication and social cognition, the deficiencies in understanding
metaphors, and the difficulty in humor. The model of deficits in EFs also provides a reasonable explanation
for the problem of stereotypes, inflexibility, assimilation and planning problems of autistic children.
Conclusion: The mentioned triple models have implications for play therapy and play-based interventions
such as: step-by-step drawing, story-making with pictures, use of animation or short film, joint attention
stimulation with puppets, imitation paly, pantomime and emoticons, social stories, mind reading training,
demonstration and role playing, use of attention cards and process cards for the implementation of activities
It offers daily and strategic games.