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Normal 0 false false false EN-US X-NONE FA MicrosoftInternetExplorer4 st1:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Arial; mso-bidi-theme-font:minor-bidi;} Background and aim: ADHD is considered as the most prevalent disorder during childhood and adolescence. For the purposes of diagnosis and treatment various methods including play therapy one applied. This research has been conducted with the aim of studying the effectiveness of  play therapy on severity of  symptoms of Attention Deficit/ Hyperactivity Disorder (ADHD) among primary school male students aged 9-11. Materials and Methods: By considering a experimental design two psychological and counseling clinics in Isfahan were selected. From the population of all clients in the two clinics who were diagnosed as ADHD-C by the psychiatrists, 30 were selected randomly and assigned into the experimental and control groups (15 subjects each). At the pre- and post - test stages, before and after 8 sessions which took 30-45 minutes every two days play therapy with emphasis on increasing attention and decreasing hyperactivity, CSI-4 and MFFT questionnaires were applied to both groups. Furthermore, in order to diagnose any change after the therapy, a follow-up study was conducted after a month. The data were analyzed by SPSS14 software, using ANCOVA. Findings: The play therapy decreased the amount of ADHD, hyperactivity, attention deficit, and response errors symptoms significantly, but increased response time significantly (all at p Conclusion: Considering the significant differences between the experimental and control groups as well as the fallow - up, play therapy may  be applied as an effective method of treatment for children and adolescence with ADHD preferably, a combination of this and other relevant methods may be used for the treatment of those with ADHD. As the ADHD symptoms were decreased significantly after the intervention, the effect of play therapy was confirmed.

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Aim and Background: The purpose of this study was to compare executive function and sustained attention in students with obsessive&ndash;compulsive, high schizotypal and overlapping symptoms and a control group. Methods and Materials: The present study assessed undergraduate students of Tabriz University by ex post facto method. Randomized multi-stage cluster sampling was used to select 1570 students. The subjects completed Schizotypal Personality Questionnaire and the Obsessive-Compulsive Inventory-Revised. Then, during the screening phase, 140 students (in groups of 35) were selected. They completed Wisconsin Card Sorting Test, Continuous Performance Test and Stroop color-word test. Data was analyzed using descriptive statistics and ANOVA test. Findings: The results of this study showed a significant difference in executive function and sustained attention between high schizotypy and overlapping groups and the control group (P < 0.05). Except for commission errors in CPT, other differences observed between obsessive-compulsive and control groups in executive function and sustained attention except were insignificant (P > 0.05). Conclusions: The difference between the overlapping group and obsessive-compulsive and high schizotypy groups in terms of executive function and sustained attention pattern may indicate the unique clinical characteristics of the overlapping group.

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Aim and Background: The purpose of this study is Identification of Persian obsessive relative words and comparing attentional bias in patients with obsessive &ndash; compulsive disorder (OCD) with matched healthy individuals. Methods and Materials: In this Ex Post Facto study 46 patients with obsessive-compulsive disorder and 46 healthy individual with range of 19 to 40 years old were selected by convenient sampling. Firstly 265 words are selected based on OCD literature and then words are rated by OCD patient with a Likert scale based on level of threatening. Then 40 words with highest grade are selected for emotional Stroop test. Reaction time and true and false response in emotional stroop test were analyzed through Student t-test. Findings: Finding shows significance difference between two groups in reaction time. Correct response is more in healthy groups that patient. Conclusions: Results of this study showed deficit in attentional functions towards OCD related words in patient with OCD. Identification of OCD related Persian words provides possibility of more controlled research and can be underlie the development of efficient and diagnostic neurological tests for obsessive-compulsive disorder.

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Aim and Background: Meta-cognition is one of the high cognitive processes of brain which has positive relationship with other cognitive capacities and can be considered as a predisposing factor in most of psychopathologies. the aim of present study was to examine the relationship between meta-cognition with anxiety and depression in mothers of children with attention deficit and hyperactivity disorder (ADHD) compared with mothers of normal children. Materials and Method: this is a descriptive-analytic cross sectional study. The populations of this study were the mothers of 7-12 years old children who lived in Isfahan in 2011. 50 mothers of children with ADHD and 50 mothers of normal children were chosen through purposive sampling and were assessed by means of Wells and Cartwright meta-cognitive beliefs Questionnaire, Spielberger Anxiety Questionnaire, and Beck depression inventory- II. &nbsp; Findings: data analysis showed that there is a significant difference in anxiety and depression between two groups of mothers with ADHD children and mothers of normal children when the age is controlled and the first group had more depression symptoms. The mean of meta- cognition scores in these two groups was not significantly different. Anxiety was correlated with depression and meta- cognition in both groups(p= 0.01). Conclusion: Psychological health of mothers of children with ADHD is less than mothers of normal children, and taking a systemic approach in solving problems of such families can be useful.

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Aim and Background: The present study aimed to investigate the efficacy of executive functions training (response inhibition) on the attention of preschool children with developmental coordination disorder in Isfahan city, Iran. Methods and Materials: The study population consisted of all the preschool children (5-6 years old) with developmental coordination disorder. Purposive sampling method was used. The subjects were three preschool children who had a diagnosis of developmental coordination disorder symptoms. Data collection tools included: (NEPSY neuropsychology test) neuropsychology test, Conner&rsquo;s parent rating scale, Wechsler intelligence scale for children, basic motor ability tests and clinical interview. A single-subject method with multiple baseline design (MBD) research methodology was used too. The intervention started right after the baseline condition and 10 individual sessions of response inhibition executive functions training was given to them afterwards. Findings: The results of the data chart analysis based on descriptive statistics and visual analysis indices revealed that the intervention was effective on the three participants (respectively PND 100%, 90% and 70% for test number one, two and three). Conclusions: The results of the present study showed that by response inhibition executive functions training, the rate of attention deficit can be reduced and the rate of academic performance can be improved.

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Abstract Aim and Background: The aim of the present study was to investigate the prevalence of ADHD symptoms and its association with sluggish cognitive tempo (SCT) among freshmen of Ferdowsi University of Mashhad. Methods and Materials: The statistical population of this descriptive cross-sectional study, was all freshmen (3272 students) of Ferdowsi university of Mashhad by Census method completed the Barkley Adult ADHD Rating Scale (BAARS). The data were analysed using Z scores, chi-square, and Pearson correlation test. Findings: The results showed that the prevalence of attention deficit, hyperactivity and impulsivity were 192 (5.9 percent), 281 (8.6 percent), and 189 (5.8 percent), respectively. In other words, according to total scores of BAARS, 217 (6.6 percent) of all university freshmen (100 females and 117 males) suffering from ADHD. In addition, comparing to hyperactivity and impulsivity the results of correlation analysis showed that there was a higher correlation between attention deficit and sluggish cognitive tempo (r=0.73). Conclusions: The high prevalence of ADHD symptoms among students, showed that the necessity of prevention and treatment programs for this disorder.

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Aim and Background: Sustained attention can be evaluated through paper and pencil tasks. The purpose of the present study was to design a sustained attention test and evaluate its validity and reliability. Methods and Materials: The present cross-sectional study was conducted on 230 elementary school students with the mean age of 9.09 &plusmn; 1.46 years (7-11 years). The Continuous Performance Test (CPT) and Persian Attention Registration Test (PART) were conducted on the subjects. The PART was repeated in 151 students after 4 to 6 weeks. The Pearson test was performed for the assesment of test-retest reliability and concurrent validity between the two performances of the test and between CPT and PART results, repectively. Findings: Errors of omission and commission had significant positive correlation in both measures. Errors of omission and commission and the total time of test with Pearson coefficients of0.886, 0.610, and 0.478, repectively, had a significant positive correlation in the two tests (P < 0.001). Conclusions: PART is a valid and reliable test for the evaluation of sustained attention.

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Aim and Background: Sensory integration improves children&#039;s ability to process and organize sensory information. The outcome of the brain&rsquo;s ability to organize sensory information is improved performance and life skills, emotional growth, and general development. The aim of the current research was to investigate the efficacy of sensory integration on neuropsychological skills of children with attention deficit hyperactivity disorder (ADHD). Methods and Materials: This experimental study was conducted through pretest and posttest and with a control group on 20 elementary school students in Isfahan, Iran, with ADHD. The participants were selected using random cluster sampling method, and then assigned randomly to experimental and control groups. The data collection tools consisted of Conner&rsquo;s Parent and Teacher Rating Scales and Conner&rsquo;s Neuropsychology Questionnaire. The collected data were analyzed in SPSS using covariance analysis. Findings: A significant difference was observed in the posttest stage between the control and experimental groups in terms of neuropsychological skills (P < 0.001). Conclusions: It can be concluded that sensory integration training affects children&#039;s neuropsychological skills, and thus, can be used in rehabilitation and education of children with ADHD. The use of this training method in preschools is recommended in order to prevent the incidence of ADHD.

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Aim and Background: The purpose of this research was to investigate the effectiveness of executive functions training on the enhancement of attention, working memory, and inhibition in third-grade pupils with borderline intellectual functioning. Methods and Materials: The present research was a quasi-experimental study with pretest, posttest, follow-up, and control group. The educational package included 10 educational computer games and 10 pencil-paper games. In order to investigate the effectiveness of the training package, 34 third-grade pupils with borderline intellectual functioning were selected from elementary schools through combined sampling method and were randomly divided into two experimental (n = 18) and control (n = 16) groups. The experimental group received 20 sessions (70 minutes each) of training. The data collected through Raven's Progressive Matrices (RPM), d2, Stroop test, Cornoldy Working Memory Test, and Digit Span test were analyzed using repeated measures ANOVA. Findings: The results showed that executive function training significantly improved attention and working memory of students with borderline intellectual functioning. This training had the greatest impact on verbal and visual working memory, reduced errors, and increased concentration performance in the d2 test. It only had a significant effect on reaction time in the Stroop test. In addition, it was not effective on increasing total efficiency in the d2 test that is indicative of subjects’ speed. Conclusions: The results of this study confirmed the overall effectiveness of executive functions training on enhancement of attention, working memory, and inhibition in students with borderline intellectual functioning.

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Aim and Background: Attention-deficit hyperactivity disorder (ADHD) can affect learning in children. Consideration of individual differences is an important factor in the education of children with ADHD. Gardner’s theory of multiple intelligences is based on this principle. This study aimed to determine the effect of Inspiration software (a computer game) on changes in multiple intelligences in children with ADHD in  Isfahan, Iran. Methods and Materials: This quasi-experimental study was conducted with pretest-posttest and a control group. The statistic population consisted of children of 6 to 13 years of age with ADHD. A total of 64 children (32 subjects in each group) were selected through convenience sampling method and were randomly divided into two groups of experimental and control. The research tool was the Multiple Intelligences Scale. The data were analyzed using ANCOVA. Findings: The results of paired t-test showed a significant difference between the intervention and control groups in terms of multiple intelligences scores of patients with ADHD in the posttest (P ≤ 0.05). The use of Inspiration software caused an increase in the multiple intelligences score of the experimental group compared to the control group in the posttest. Conclusions: This study showed that Inspiration softeware can increase the multiple intelligences score of patients with ADHD, and thus, the use of this method in conjunction with other therapy methods is recommended.

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Aim and Background: Attention deficit-hyperactivity disorder (ADHD) is the most common behavioral problem that causes hyperactivity, attention deficits, academic failure, and emotional and behavioral problems in preschool and elementary school. The aim of this study was to determine the effectiveness of parent-based cognitive-behavioral therapy (CBT) on overweight and self-esteem in 6- to 11-year-old obese children with attention deficit-hyperactivity disorder in Isfahan City, Iran. Methods and Materials: This quasi-experimental study was done on 40 children aged 6 to 11 years with attention deficit-hyperactivity disorder and overweight or obesity (above the 85th percentile in weight for age, height, and sex diagram) referred to Isfahan child and adolescent psychiatric clinic of Ali Asghar hospital in 2015. For 20 subjects only attention deficit-hyperactivity disorder treatment was applied and they received no other intervention; but the others in experimental group participated in cognitive behavioral therapy sessions. Analysis tools were Coppersmith Self-Esteem Scale and the body mass index. Data were analyzed using analysis of variance with repeated measures. Findings: Cognitive-behavioral therapy by teaching parents had a significant effect on overweight in obese children with attention deficit-hyperactivity disorder at post-test and follow-up. It had a significant effect on self-esteem among the obese children with attention deficit hyperactivity disorder at post-test, too (P < 0.001). Conclusions: Parents-focused cognitive-behavioral therapy can be considered as a complementary treatment for reducing psychological symptoms and body mass index and also increasing self-esteem in obese children with attention deficit-hyperactivity disorder.

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Aim and Background: Deficiency in balance functions of individuals with attention deficit hyperactivity disorder (ADHD) have been highlighted in the body of literature. There is also a close relationship between physical activities and alleviation in behavioral disorders. The aim of this study was to investigate the effects of endurance training along with methylphenidate consumption on balance in rats with ADHD. Methods and Materials: The present study was a laboratory research. The samples were 35 Wistar rats (weight: 181.66 ± 8.69 g) which were randomly categorized into 5 groups (each group = 7 rats). To induce ADHD in the rats, they were injected 10 mg/kg of L-NAME for 8 weeks and 6 days per week based on the weight of the rats. The groups included 1 control group and 4 groups of ADHD (MPH consumption, endurance training, MPH consumption and endurance training, and ADHD). Open field, balance beam, and 5-band treadmill tests were used as research tools. Balance test was taken after 4 weeks of training. The medication group received 1 mg oral methylphenidate per kg weight of rats daily. The rats received training at a rate of 2 to 20 m/minute for 5 days a week for 28 days. The duration of the training in each session in the first week and the familiarization time was 2 meters/minute and overtime per week was 20 meters/minute. Data were analyzed using ANOVA. Findings: Analysis of data showed that there is no significant difference between the pretest and posttest in the control group (P = 0.17) and the ADHD group (P = 0.17). However, there was a significant difference between pretest and posttest in the ADHD + training, ADHD + methylphenidate, and ADHD + methylphenidate + exercise groups (P = 0.001). Furthermore, Tukey's post hoc test results showed that the control group's balance was better than all other groups (P < 0.001). The balance of all groups except the control group was better than ADHD group (P <0.001). There was no significant difference between ADHD + endurance exercises group and ADHD + methylphenidate group, and ADHD + methylphenidate and ADHD + endurance training + methylphenidate consumption groups in terms of balance (P < 0.001). Conclusions: It seems that it can be concluded that 30 minutes of endurance training per day can be a suitable alternative for methylphenidate among rats with ADHD.

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Aim and Background: While Parents affect other members of the family, children also have effects on their parents with their own personal, behavioral and growth characteristics reciprocally. The behavioral disorder of one of the children, such as attention deficit hyperactivity disorder (ADHD), is usually conceived as a stressful element which can affect all aspects of family, including the relationship between mothers and their spouses. The aim of this study was to survey of stress management group training effectiveness, using acceptance and commitment therapy (ACT) method, on the relationship between mothers of ADHD children and their spouses. Methods and Materials: The research method was quasi-experimental, pre-test, post-test and 9-month follow-up with control group. The population of the research was included all mothers of children with ADHD in Esfahan who referred to clinics and psychologists offices in 2013. Thirty mothers which had highest score of stress in relationship with spouse from parenting stress index (PSI) were selected and assigned into two groups of test and control. Eight 90-minute sessions of acceptance and commitment stress management training was performed for the test group, while the control group had no intervention. PSI subscale of relationship with spouse from parent characteristics was used in order to review the hypothesis of the study, which was completed before and after intervention by mothers. Data were analyzed by covariance statistical methods using SPSS software. Findings: There was a considerable difference between scores of pre-test and post-test of the test group in comparison with control group (P = 0.001), reflecting the improvement of relationship with spouses in mothers. Conclusions: ACT-based stress management group training could improve the relationship between the mothers of ADHD children and their spouses.

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Aim and Background: The deficits of executive functions, as higher cognitive functions, are of the main criteria of attention deficit hyperactivity disorder (ADHD). The disorder tends to disrupt in behavior learning and academic performance. This study aimed to investigate the effectiveness of the curriculum of executive functions based on the Anderson’s executive control model on learning behaviors and academic performance among the students with attention deficit hyperactivity disorder. Methods and Materials: This was a semi-experimental study with pre-posttest design with two experimental and control groups. The target population of this research was the total of students with attention deficit hyperactivity disorder among all sixth grade elementary schools in district 15 of Tehran City, Iran. 30 students were selected using random sampling, and divided into two groups of experimental and control. The experimental group received ten working sessions of curriculum of executive functions based on the Anderson’s model. The used tools were Conners Teacher Questionnaire, Dortaj Academic Performance Questionnaire, and McDermott Learning Behaviors Scale (LBS). Data were analyzed using multivariate analysis of covariance method. Findings: The curriculum of executive functions based on the Anderson’s model effectively increased self-efficacy, emotional effects, planning, and lack of control of the outcomes of educational performance (P < 0.001 for all). In addition, it significantly increased motivation of competency, attitude toward learning, persistence/attention, and the flexibility strategy of learning behaviors (P < 0.001 for all). Conclusions: The curriculum of executive functions based on the Anderson’s executive control model has an impact on improving the learning behaviors and academic performance among the students with attention deficit hyperactivity disorder.

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Aim and Background: Today different doses of drugs are used in the treatment of Attention Deficit Hyperactivity Disorder (ADHD). Non-medical treatments such as physical activity have recently been considered. The purpose of this study was to investigate the effects of endurance training along with methylphenidate consumption on Behavioral symptoms in male rats with ADHD.

Methods and Materials: A laboratory research method was used. The subjects were 40 Wistar rats (mean and standard deviation of 181.78 ± 8.39 g) and aged 8-12 weeks. A 5-member group (mean and standard deviation of 182.6 ± 51.6 g) were randomly selected for sampling and blood sampling, and 35 rats (mean and standard deviation of 181.66 ± 8.09 g) to 5 Group 7 (control group and 4 groups of attention deficit hyperactivity disorder: methylphenidate use, endurance training, methylphenidate use and endurance training, without methylphenidate and no endurance training). 10 mg L-NAME for 8 weeks and 6 days per week for each rat was injected sub peritoneally for the attention deficit-hyperactivity disorder in rats. Angiotensin converting enzyme (ACE) and nitrite oxide (NO) were used to detect hypertension in rats after L-NAME injection. The open field test for over-active detection, and 5-band treadmill for endurance training of rats were used. The balance test was taken before and after 4 weeks of training. The drug group received 2 mg of methylphenidate daily per kg of body weight orally. The rats ran for 28 days each day (5 days a week) for 28 days. The practice load for training groups included running at speeds of 2 to 8 m / min for 30 minutes. Descriptive statistics were used to determine mean, mean, standard deviation, drawing tables and charts. For normalization of the distribution of dependent variables from the Kolmogorov-Smirnov and one-way variance for intra-group variation.

Findings: The results showed that the number of stands in the control group was higher than in all other groups and the number of traveled squares was less (p<0.001). The number of stands in the ADHD group was lower than in all other groups and the number of traveled squares was higher (p<0.001). There was no significant difference between the number of stands and the number of traveled squares in the ADHD group + Endurance exercises with ADHD + methylphenidate and also the ADHD group + methylphenidate + endurance training (p<0.001).

Conclusions: It seems that endurance training and methylphenidate consumption affect the behavioral patterns of the animal model of ADHD and it can be recommended that physical activity be used as an effective method to replace the use of methylphenidate.

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Aim and Background: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorder that causes educational, social and family problems. The main aim of present study was to compare the efficacy of neurofeedback and neurofeedback along with Barkly parental training on visual attention dimensions and comprehension of children with ADHD.

Methods and Materials: This study was an experimental study with two experiment and one sham control groups in three stages of pre- post and ten weeks follow up tests. The population included all elementary ADHD boys in Isfahan city in academic year 2017-2018. Among those who attended in education and training clinic, forty-two were selected along with their mothers by purposive sampling. There were assigned in two experiment and one control groups randomly. All the participants were assessed in three stages by continues visual and auditory performance test (IVA). Data were analyzed by repeated measure ANOVA analysis.

Findings: The results showed that there were no significant difference between two experiment groups in visual vigilance (p≤0.96), focus (p≤0.76), speed (p≤0.87) and visual comprehension (p≤0.42) in post-test and follow up stages; but in compare to control group visual attention dimensions and comprehension increased significantly in both experiment groups.

Conclusions: Neurofeedback training and neurofeedback along with Barkly parental training equally increase visual attention dimension and comprehension in ADHD children.

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Aim and Background: Attention deficit hyperactivity disorder (ADHD) is one of the problems that afflict a large number of students and may lead to various educational, social, and behavioral impairments. The purpose of this study was to compare the effectiveness of neurofeedback, Ritalin and their combination in academic achievement and symptoms of ADHD children in Mashhad. Methods and Materials: This study was a quasi-experimental study with pre-test, post-test and follow-up designs. The statistical population of this study was all patients with attention deficit hyperactivity disorder in Mashhad in 2016 who referred to psychological and counseling services in Mashhad. Forty-five individuals were selected through convenience sampling and were divided into three groups: combination neurofeedback treatment with Ritalin (15 patients), neurofeedback treatment (15 patients) and Ritalin treatment (15 patients). All three groups were assessed in the pre-test phase by Conners test (parent form) and academic record. Next, the first group received neurofeedback treatment with Ritalin for fifteen weeks. The second group received neurofeedback for forty-five 45-minute therapeutic sessions and the third group was treated with Ritalin alone for fifteen weeks. Data were analyzed using covariance analysis by SPSS-20 software. Findings: The results of the analysis of covariance showed that the combined neurofeedback treatment with Ritalin is more effective than either of these alone. The effectiveness of neurofeedback alone was more than that of Ritalin alone and its stability was also significant (p <0.05). Conclusions: Neurofeedback combined treatment with Ritalin can be more effective in improving behavioral and educational problems in children with attention deficit hyperactivity disorder than any of the other methods independently.

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Aim and Background: Some studies have looked at the effects of drugs such as methylphenidate on sexual parameters, testicular development, sperm motility and spermatogenesis, and the negative effects of these drugs have been shown on this variable. Therefore, the purpose of this study was the comparison of two approach of exercise training and therapeutic on some structural changes in testicular tissue in rats with Attention Deficit-Hyperactivity Disorder (ADHD).

Methods and Materials: A Laboratory research method was used. The research design was a post-test type with experimental and control group. 40 male Wistar rats (4-6 weeks) were divided into two control groups (7 heads for comparison with L-NAME injection group) and the L-NAME injection in the first stage. In the second stage, the L-NAME injection group at the age of 8 to 12 weeks (mean and standard deviation of 184.23± 7.83 g) was divided into 5 groups (for blood sampling and angiogenesis and nitrite oxide converting enzyme evaluation before Intervention group) and 4 groups of 7 ADHD groups without medication and no endurance training (compared with intervention groups), and intervention groups including ADHD+ endurance training, ADHD+ methylphenidate, ADHD+ endurance training+ methylphenidate intake. ADHD+ Methylphenidate and ADHD+ Endurance Exercise+ Methylphenidate 2 mg daily methylphenidate was given daily for 5 days per week orally. The open field test for overactive detection, and 5-band treadmill for endurance exercises in rats were used. The practice load for training groups after 5 days of introduction in the first week was 20 m/min, the second and third weeks were 25 m/min, the fifth was 30 m/min, and the sixth and seventh weeks were 35 m/min.

Findings: The results showed that there was no significant difference between the diameter of the seminiferous and spermatogenic tubules and the lidik cells in the control group compared to the ADHD+ endurance training group, but between the control group and the other groups (ADHD without exercise and without methylphenidate, ADHD+ methylphenidate consumption, ADHD+ methylphenidate consumption+ endurance training) had a significant difference (P≤.001). Also, there was a significant difference between the sertoli cells of the control group and ADHD without exercise and without methylphenidate (P ≤.001), but compared with other groups (ADHD+ endurance training, ADHD+ methylphenidate consumption+ endurance training, ADHD+ methylphenidate consumption), there was no significant difference (P≥.05).

Conclusions: It seems that Endurance exercises can to replace the use of methylphenidate in relation to structural changes in the testicular tissue in the animal model of ADHD.

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Aim and Background: Attention Deficit / Hyperactivity Disorder causes significant impairment in social, educational, occupational and motor abilities. The aim of this study was to evaluate the effectiveness of motor skills training on executive functions in children with attention deficit / hyperactivity disorder.
Methods and Materials: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of this study included all male sixth grade elementary school students in Kerman in the academic year 2009-2010; The study 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). Subjects in two stages of pre-test and post-test were Swanson and Nolan Pelham (1980) Attention Deficit Hyperactivity Disorder Questionnaires, Wechsler IQ (2002) Numerical Memory and Similarities Subcommittee, and Andrehori Complex Imaging Test. (1942) responded. The experimental group received motor skills training as a group during 18 sessions of 45 minutes, while the control group did not receive any training. Data were analyzed using descriptive statistics and univariate and multivariate analysis of covariance and SPSS software version 25.
Findings: The results of comparison of the experimental group with the control group showed that the executive functions of working memory and programming-organizing of the experimental group were significantly increased compared to the control group. And the effectiveness of motor skills training on executive functions in the post-test neighborhood was confirmed (p <0.01). The magnitude of this effect on the executive function of working memory was 0.64 and planning-organizing was 0.69(p <.01).
Conclusions: In general, the results showed the effect of motor skills training on executive functions in children with attention deficit/hyperactivity disorder. And this method can be used to treat these children.