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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’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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Aim and Background: Chronic use of opiates has been associated with a wide range of cognitive deficits, involving domains of attention, inhibitory control, planning, decision-making, and memory. Therefore, the main aim of this research was the comparison of executive functions in heroin dependents and patients on methadone therapy with a control group. Method and Materials: The retrospective research method was used in the current study. Purposeful sampling method was used in methadone and heroin groups, but control group participants were selected randomly. Statistical population in this study consisted of heroin dependents and methadone users, in Isfahan city in 2012, who had been referred to medial, rehabilitation centers, and psychiatric clinics. Finally, 75 patients were selected in three groups [methadone (n = 25), heroin (n = 25), and control groups (n = 25)] according to the criteria of drug abuse or dependence in DSM-IV-TR. Then, they were evaluated based on the Tower of London and Stroop neuropsychological Tests. Findings: Results of analysis of variance show that the control group had a better performance in the Tower of London and Stroop tests in comparison with heroin dependents and methadone users groups (P ≤ 0.05). However, there were no significant differences between heroin dependents and methadone users groups.   Conclusions: Heroin dependency and methadone use, probably, causes prefrontal cortex and executive dysfunctions, and neurological disturbances in frontostriatal systems. According to these findings, we can design professional cognitive rehabilitation programs to rehabilitate patients in their personal, occupational, and social life.

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Aim and Background: Executive functions are the most important factors that influence students’ mathematics disorders. With the technological advances in the field of education it is possible to use a computer training program to evaluate and treat this disorder. Method and Materials: In this quasi-experimental research we selected 10 female elementary students of learning disorder centers in Tehran with mathematics disorder, and 10 normal students. The two groups were matched in age and intelligence. We tested all of the students with Key Math and executive functions tests. Students with mathematics disorders received the working memory training for 20 sessions in 7 weeks. Samples of these researches were retested using executive functions test. In order to compare the executive functions in students with and without mathematic disorders Student’s t-test was used to analyse data. Findings:   There were differences between executive functions in students with and without mathematics disorder. Moreover, working memory training had a significant effect on the executive function of students with mathematics disorder. There were more significant difference in average in the math disorder group in comparison to the control group. In addition, there was a significant difference in effect of executive functions pre- and post-intervention, and in follow-up. Conclusions: The results of the current study showed that the working memory computer assisted program caused improvements in executive functions of students with mathematics disorders.

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Aim and Background: Cognitive malfunctions are of the basic characteristics of children with learning disabilities (LD ). The present study examined the effectiveness of a cognitive enabling program on the executive functions (working memory, comprehension, and attention) of 3 rd to 5 th grade primary school students with learning disabilities. Methods and Materials: Research design was quasi-experimental with pretest, posttest and a control group. Research population comprised all the 3 rd to 5 th grade students with learning disabilities in the public schools in Tehran city, Iran, in the academic year of 2015-2016. 20 students were selected using purposive sampling method and were randomly assigned to experimental and control groups. Experimental group had 10 cognitive enabling sessions, while control group continued with their academic routines. Continuous Performance Test (CPT), N-Back test, and Wechsler comprehension subscale were used as the pre- and posttests to assess attention, working memory, and comprehension for both the groups. Data was analyzed using descriptive and inferential (multivariate ANCOVA) statistics. Findings: Cognitive enabling program improved working memory and comprehension (P < 0.05), and attention level (P < 0.01) in experimental group; although it was more influential on students’ attention. Conclusions: It is concluded that design and use of such cognitive enabling interventions is beneficial for learning and academic enhancement of students with learning disabilities.

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Aim and Background : The cognitive damage caused by breast cancer can have detrimental effects on the quality of life, occupational and social performance of these patients. Therefore, the present study was conducted with the aim of evaluating the effectiveness of a cognitive rehabilitation on executive functions and self-care behaviors in patients with breast cancer. Materials and Methods : In an experimental study with pre-test, post-test and control group, 41 patients with breast cancer were selected by convenient sampling method and randomly assigned to the experimental and control groups. The experimental group underwent two months treatment and the scores of the Self-care behaviors questionnaire, Tower of London test (TOL) and Stroop Test (ST). were gathered in both groups before and after the intervention and in one month follow up period. The data were analyzed by the statistical test of mixed analysis of variance. Results : The results in the post-test and follow-up stages showed that there is a significant difference between the two experimental and control groups, in terms executive function (P <0.05 and self-care behaviors (P <0.05). This means that the experimental group who underwent the intervention program had a significant improvement in the post-test phase in the variables mentioned above, and the changes made during the follow-up phase were also stable. Conclusions : The results of this study indicate the effectiveness of a designed cognitive rehabilitation program on executive functions and self-care behaviors of patients with breast cancer; therefore, considering these findings and the mechanism, the effectiveness of this treatment method can have appropriate therapeutic effects on reducing cognitive and psychological problems and improving the quality of life of patients with brest cancer.

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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.

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Aim and Background: So far, several therapeutic approaches, both pharmacological and non-pharmacological, have been used for patients with Attention Deficit Hyperactivity Disorder and researchers are trying to determine the effectiveness of each of these approaches. Therefore, the aim of this study was to compare the effectiveness of drug therapy, neural feedback and integrated psychological interventions (parent education, play therapy and cognitive education) on behavioral problems of ADHD.
Methods and Materials: The research method was quasi-experimental and the pre-test-post-test-follow-up and control group design. The statistical population included all children aged 9 to 12 years in Hamedan. Sampling method was Purposive. The psychotherapy group received medication daily for 12 weeks. The neural feedback group received 24 sessions of 45 minutes twice a week. The group of integrated psychological interventions received training for 24 sessions. Participants were assessed using the Swanson, Nolan, and Pelham Fourth Edition Scale to assess the clinical signs of ADHD, the College Neuropsychological Test to measure executive function, and the Rutter form Behavioral Problems Self-Report Scale. Multivariate analysis of covariance and multivariate analysis of variance were used to analyze the data.
Findings: The results showed that combined psychological interventions were more effective in the behavioral problems variable and all its components compared to drug therapy and neurological feedback, which was also significant in the quarterly follow-up (p≤0.001).
Conclusions: It seems that integrated psychological interventions can be an effective and lasting treatment for behavioral problems in children with ADHD and can replace other therapeutic approaches such as medication and neurological feedback.

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Aim and Background: Today, children's aggression is one of the most common and one of the important reasons for their referral to psychotherapists. The aim of this study was to compare the effectiveness of story therapy and music therapy on the executive functions of aggressive female students.
Methods and Materials: In this quasi-experimental study, 45 aggressive students were randomly selected from among elementary school female students in Karaj in the academic year 2020-2021 and were randomly divided into two experimental groups and one control group. The research instruments included primary school children aggression questionnaires, Wisconsin test, continuous performance test and Stroop test. The experimental groups underwent story therapy in 11 sessions and music therapy in 8 sessions. Data were analyzed by multivariate analysis of covariance.
Findings: There was a significant difference between the effectiveness of story therapy and music therapy on executive functions (p <0.001) of aggressive female students. The mean scores of executive functions in the post-test of music therapy were significantly higher than the mean scores of the story therapy group and the control group (p <0.001).
Conclusions: Story therapy and music therapy have an effective role in improving the executive functions of aggressive female students. Also, music therapy has a greater effect on increasing performance indicators (cognitive flexibility, sustained attention and inhibition) of aggressive female students than story therapy. Therefore, it is suggested that these treatments be performed by specialists in these fields to help aggressive students in educational and therapeutic environments. The results of this research can have many educational implications.

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Aim and Background: Research has shown that energy depletion in children with ADHD can have good results on daily functioning. Therefore, the aim of this study was to the Effectiveness Floor Time Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with ADHD.
Methods and Materials: The method of the present study is a quasi-experimental type of pre-test-post-test-multi-group follow-up plans with a control group. Counseling centers in Arak, 24 subjects were selected by purposive sampling method and considering the criteria for entry and exit to the research and were randomly assigned to experimental and control groups, both research groups at the beginning of the intervention (Floor Time play therapy), Completion of the intervention and two months after the end of treatment were evaluated. Research instruments included the Child Emotion Management Skills Questionnaire Ziman et al. (2001), the Perceived Self-Control Questionnaire Humphrey Children (2000) and Children and Adolescents Executive Performance Scale Barclay (2012). Data were evaluated using repeated measures analysis of variance.
Findings: The results showed that Floor Time play therapy had a significant effect on emotion management, behavior control and executive functions (P≤0.001).
Conclusions: It seems that Floor Time play therapy can be considered as an effective intervention to improve executive functions, control behavior and emotion management in children with attention deficit hyperactivity disorder.

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Aim and Background: Studies have shown that academic anxiety is affected by various factors, so the purpose of this study is to investigate the relationship between academic anxiety and executive functions and academic engagement.
Methods and Materials: The method of the present study was descriptive-correlational and the statistical population of the present study is high school students in Hamadan, which was selected using a multi-stage cluster method and Cochran's table of 400 people. Were. The research instruments included the Ahvaz Anxiety Scale Questionnaire, the Pintroch Academic Conflict Scale Questionnaire and the Kolich Executive Function Questionnaire.
Findings: The results showed that there is a positive and significant relationship between academic anxiety with deficits in executive functions and a significant negative relationship between academic anxiety and academic involvement.
Conclusions: It seems that executive functions and academic engagement can be useful in predicting academic anxiety. In this regard, in order to increase the external credibility of the research, it is suggested that more research be done.

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Aim and Background: The present study was conducted to investigate the effectiveness of neuropsychological rehabilitation of executive functions on students' memory.
Materials and Methods: This research is semi-experimental using a computerized Wechsler working memory intelligence test prepared and compiled from the Farakhnai subscale of the Wechsler intelligence scale, which was used to measure working memory. The statistical sample consisted of 20 high school students who were randomly selected from high school boys in Varamin in the academic year of 1400-1999 in public high schools in mathematics, experimental and human subjects. The subjects were in two control groups (10 subjects) and the experiment (10 subjects) were randomly replaced.
Findings: Neuropsychological rehabilitation of executive functions is effective in improving students' auditory memory/forward repetition, auditory memory/reverse repetition, visual memory/forward repetition, visual memory/reverse repetition, auditory memory, visual memory, and auditory memory span. Visual memory of students is not effective. Also, there was a statistically significant increase in the average score of all dimensions of working memory from the time before the intervention to the follow-up period, and only in the visual dimension / reverse repetition of the average before the intervention (p≤0.001).  There was no significance between the two means (p≥0.001).
Conclusion: In general, the results show the effectiveness of neuropsychological rehabilitation of executive functions on students' memory