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The aim of this study was to compare the effectiveness of aerobic exercise training, mindfulness and a combination of mindfulness and exercise training on the executive functions of fourth-grade female students. The method was semi-experimental, utilizing a pretest–posttest design with a control group. Subsequently, 18 30-minute training sessions were developed and implemented on intervals of every two days. The data were obtained through the Free Research Executive Function Evaluation (FREE) test. SPSS22 was employed to conduct multivariate analysis of covariance (MANCOVA) on the data. The results indicated that the inhibition of students in all three programs—aerobic exercise training (Eta=0.18), mindfulness (Eta=0.26), and combined mindfulness and exercise training (Eta=0.76)—is significantly different from that of the control group (p

Introduction: The aim of this study was to investigate the effectiveness of joint attention training on basic social communication, anxiety and executive functions of children with autism. Methods: The research design was quasi-experimental and pre-test and post-test with control group. The statistical populations of children with autism spectrum were referred to the psychiatric and psychological centers in Urmia City during the year 2021-2022. 30 individuals (15 ones from the shared attention group and 15 from the control group) were selected as a statistical sample using the available and targeted method. Data via questionnaires of basic social communication (Zabov, 2010), anxiety (Spence, 1999), executive functions of the parents' brief form (Balster Gerard et al., 2000) were collected during the intervention therapy method of joint attention training (Vakilizad and Abedi, 2015) (12 sessions, 3 days a week, each session was an hour and a half, each session was divided into 3 parts of 25 minutes with a 5 minute break for the child). Then the data were analyzed with Software SPSS V. 16 and multivariate analysis of covariance test. Results: The results showed that joint attention training increased basic social communication and executive functions and reduced anxiety in children with autism spectrum. The differences between the investigated groups and the conducted tests were significant (P≤0.01). Conclusion: Interventional treatment methods such as joint attention training should be developed for the treatment of autistic patients, so that with the help of these methods, the individual and collective life of these patients can be improved.

The aim of the study was to predict social adequacy based on positive and negative symptoms with the mediating role of executive functions in patients with schizophrenic. The population included all schizophrenic patients in Isfahan who were hospitalized in Modares and Farabi hospitals and were not in the acute stage of the disease at the time of the research. 129 people, i.e. 66 women and 63 men, were selected based on the criteria for entering the study by purposive sampling. Felner's Social Adequacy Questionnaire (1990), Nejati Executive Workers Questionnaire (2013), and Andreessen's Positive and Negative Symptoms Scale (1984) were used. The resulting data were analyzed at two descriptive and inferential levels. Hypotheses were tested using structural equations and path analysis. The results showed that the prediction model of social adequacy based on positive and negative symptoms of schizophrenia with the mediating role of executive functions has a favorable fit and executive functions can play a mediating role in the relationship between variables of negative symptoms and social adequacy (P

Background: Identifying the theoretical frameworks and intervention components in socio-economically deprived communities to improve their performance in various aspects of development, can be effective. Therefore, there is a need to review more recent literature that reports the effectiveness of interventions for people living in a socio-economically deprived society. This study aimed to investigate the effect of teaching games for understanding approach on fundamental motor skills and executive functions in economically deprived children.Methods: This quasi-experimental research was an applied one in terms of purpose with a pre-test and post-test design. For this purpose, thirty 7 to 9-year-old children from the economically deprived areas of Kahnouj City were randomly assigned into two groups including the non-linear approach (the teaching games for understanding) and the linear approach. The research participants were trained for eight weeks. Before and after the eight weeks of training, the test of gross motor development-2 and the executive functions questionnaire scores were recorded.Results: The results of this research showed that the teaching games for understanding approach compared to the linear approach has a greater effect on the subscales of fundamental motor skills and executive functions of economically deprived children (P≤0.05).Conclusion: Engaging in cognitive activities in the teaching games for understanding approach improves fundamental motor skills and executive functions.

Background: Any high-risk behavior can cause serious and sometimes irreparable harm to the individual and family. High-risk behavior often occurs in an emotionally-charged context, and executive functions and emotion regulation play important roles in risk-related decision making. Therefore, identifying the factors that facilitate and sustain risky behaviors in different groups is an inevitable necessity. Aims: The aim of this study was to investigate the structural relationship between executive functions and high-risk behaviors in prisoners considering the mediating role of emotion regulation strategies. Methods: The present study is descriptive and correlational, conducted by structural equation modeling method. The statistical population of this study is all prisoners in Shiraz city. The sample consisted of 409 prisoners in Shiraz who were selected by purposive sampling. Data were collected using Cognitive Abilities Questionnaire (Nejati 2013), Emotion Regulation Strategies (Garnefski et al., 2001), and Youth Risk Behaviors Scale (Snow et al., 2019). To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS 27. Results: The results of correlation coefficient showed that there is a negative relationship between executive functions and adaptive emotion regulation strategies with risky behaviors (P< 0.05). Also, there is a positive and significant relationship between maladaptive emotion regulation strategies and risky behaviors (P< 0.05). The findings indicate that the proposed model is fitted with the data. The results of the structural model showed that 19% of the variance of adaptive strategies and 25% of variance of maladaptive strategies is explained by executive functions and 45% of variance of risky behaviors is explained by executive functions and adaptive and maladaptive strategies of emotion regulation. Conclusion: It can be concluded that risky behaviors are affected by cognitive and emotional functions and cognitive emotion regulation strategies have a mediating role in this regard, which requires psychological interventions. Our results suggest that treatment for high-risk behavior may be more effective with a nuanced approach that does not conflate high impulsivity necessarily with high-risk behavior tendencies.

The purpose of this research was to compare the effectiveness of cognitive rehabilitation training and sensory integration on executive function and memory of hyperactive students referring to educational and clinical centers in district 5 of Isfahan city. The current research was a semi-experimental study with a pre-test and post-test design with a control group with three stages of evaluation (pre-test, post-test and follow-up). The statistical community of all students referring to the educational and clinical centers of Isfahan city in the third quarter of 1400, 200 people who met the entry criteria, responded to the Connors parent questionnaire (hyperactivity). 45 people out of 60 people qualified to enter the study were selected as a sample and were randomly placed in three groups, and during three stages of evaluation, Connors Parent Questionnaire, Continuous Performance Test (CPT), Wisconsin Card Classification Test (WCST), Barat impulsivity scale and numeric span subscale of Wechsler IQ scale for children-revised form answered. The results of descriptive statistics and inferential statistics (multivariate covariance analysis, covariance analysis with repeated measures) with the help of spss-26 statistical software showed that the average age of the students participating in the research in the cognitive rehabilitation groups was 10.33, sensory integration 9.86 and control 10.46 years old. Also, the results showed that there is a difference between the effectiveness of cognitive rehabilitation training and sensory integration on executive functions and memory in three groups (cognitive rehabilitation training effectiveness, sensory integration and control group) in the post-test and follow-up of hyperactive students. . that there is a significant difference between both intervention groups and the control group, but there is no difference between the intervention groups (cognitive rehabilitation training and sensory integration) post-test and follow-up in terms of the effect on attention. As a result, students with hyperactivity/attention deficit often face problems with memory and executive functions. The treatment of sensory integration and cognitive rehabilitation by involving different senses, improving executive functions, memory and performing game-like activities causes coherence and organization in the central nervous system of the brain and controls and regulates sensory processing and behavior management. [ABSTRACT FROM AUTHOR]

AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p

Introduction: Autism Spectrum Disorders (ASDs) is a neurological disorder and can cause significant social, communication and behavioral challenges in the affected person. Aim: The purpose of this study was to compare the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism. Method: The research design was quasi-experimental with pre-test-post-test and control group. The statistical population was children with autism spectrum who referred to psychiatry and psychology centers in Urmia city in 2022. A statistical sample of 45 people was selected by a targeted method and then was randomly placed in three groups of 15 people (two experimental groups and one control group). The required data was collected using questionnaires of basic social communication (Zeboff, 2010), anxiety (Spence, 1999), executive functions (Ballister-Gerard et al., 2000) through two logotherapy intervention methods Owens and LeGoff (2007) 12 sessions of 45 minutes and through shared attention training (Vakilizad and Abedi, 2015) 12 sessions of 90 minutes and then was analyzed with SPSS version 28 software and Multivariate Analysis of Covariance Test. Results: The results showed that joint attention training and logotherapy strengthened basic social communication and executive functions and weakened anxiety in children with autism. However, there is no significant difference between the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism spectrum (P>0.01). Conclusion: Joint attention training and logotherapy lead to strengthening basic social communication and executive functions and weakening anxiety in children with autism spectrum. Therefore, these two programs can be suggested as a suitable intervention to control autistic disorders and improve the quality of life of autistic children.

Background: Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance. Aims: This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities. Methods: This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software. Results: The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05). Conclusion: Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.

AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P

Background: Any high-risk behavior can cause serious and sometimes irreparable harm to the individual and family. High-risk behavior often occurs in an emotionally-charged context, and executive functions and emotion regulation play important roles in risk-related decision making. Therefore, identifying the factors that facilitate and sustain risky behaviors in different groups is an inevitable necessity. Aims: The aim of this study was to investigate the structural relationship between executive functions and high-risk behaviors in prisoners considering the mediating role of emotion regulation strategies. Methods: The present study is descriptive and correlational, conducted by structural equation modeling method. The statistical population of this study is all prisoners in Shiraz city. The sample consisted of 409 prisoners in Shiraz who were selected by purposive sampling. Data were collected using Cognitive Abilities Questionnaire (Nejati 2013), Emotion Regulation Strategies (Garnefski et al., 2001), and Youth Risk Behaviors Scale (Snow et al., 2019). To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS 27. Results: The results of correlation coefficient showed that there is a negative relationship between executive functions and adaptive emotion regulation strategies with risky behaviors (P< 0.05). Also, there is a positive and significant relationship between maladaptive emotion regulation strategies and risky behaviors (P< 0.05). The findings indicate that the proposed model is fitted with the data. The results of the structural model showed that 19% of the variance of adaptive strategies and 25% of variance of maladaptive strategies is explained by executive functions and 45% of variance of risky behaviors is explained by executive functions and adaptive and maladaptive strategies of emotion regulation. Conclusion: It can be concluded that risky behaviors are affected by cognitive and emotional functions and cognitive emotion regulation strategies have a mediating role in this regard, which requires psychological interventions. Our results suggest that treatment for high-risk behavior may be more effective with a nuanced approach that does not conflate high impulsivity necessarily with high-risk behavior tendencies. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group. [ABSTRACT FROM AUTHOR]

Background: Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance. Aims: This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attentiondeficit reading disabilities. Methods: This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software. Results: The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05). Conclusion: Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities. [ABSTRACT FROM AUTHOR]

Objective: Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety. Methods: This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis. Results: Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions. Conclusions: Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed. [ABSTRACT FROM AUTHOR]

The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively

Background: Risky- taking behaviors in people with attention deficit/hyperactivity are due to their impulsivity. Therefore, investigating the effective variables in the occurrence of risky- taking behaviors in these individuals is an inevitable necessity. Aims: The aim of this study was to investigate the structural relationship between executive functions and risky behavior in children with attention deficit/hyperactivity by mediating psychological maltreatment Methods: The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by available sampling method. Psychological Maltreatment (Fidel, 1989), Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999) and Executive functions self-rating scale (Coolidge and Wynn, 2001) were used to collect the research data. To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS Version 27. Results: The results of the structural model showed that 18% of variance of psychological maltreatment is explained by executive functions and 59% of variance of risky -taking behaviors is explained by psychological maltreatment and executive functions. Conclusion: According to the results, it can be concluded that risky behaviors in children with ADHD are affected by executive functions and the role of psychological maltreatment in this relationship and the occurrence of risky behaviors requires psychological interventions

The objective of this meta-analysis was to compile the studies conducted on the efficacy of neuropsychological interventions with respect to executive functions. Full-text articles, dissertations, and research projects that were published in Iran between 2010 and 2020 in quarterly journals, scientific research journals, and scientific information databases affiliated with the University Jahad, the Computer Research Center for Islamic Sciences, and the Private site of Iran Magazines Bank constituted the study population. A total of 131 effect sizes were analyzed from the 126 derived studies after 71 were selected in accordance with the inclusion and exclusion criteria. Data were analyzed utilizing funnel plots, sensitivity analyses, fixed and random effects models, and heterogeneity analyses in conjunction with CMA2 software. The results indicated that neuropsychological interventions had a significant effect on executive functions, and according to Cohen’s criterion, the combined effect size for the random-effects model was substantial (ES = 1.22). The findings additionally indicated that, among the various classes examined, Attention Deficit Hyperactivity Disorder has the greatest effect size, and that, among executive functions, neuropsychological interventions exert the most significant influence on the working memory component. Consequently, it is recommended that clinicians and specialists employ neuropsychological interventions to enhance and improve the planning, attention, inhibition, and working memory capabilities of their clients.

Introduction: Autism Spectrum Disorders (ASDs) is a neurological disorder and can cause significant social, communication and behavioral challenges in the affected person. Aim: The purpose of this study was to compare the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism. Method: The research design was quasi-experimental with pre-test-post-test and control group. The statistical population was children with autism spectrum who referred to psychiatry and psychology centers in Urmia city in 2022. A statistical sample of 45 people was selected by a targeted method and then was randomly placed in three groups of 15 people (two experimental groups and one control group). The required data was collected using questionnaires of basic social communication (Zeboff, 2010), anxiety (Spence, 1999), executive functions (Ballister-Gerard et al., 2000) through two logotherapy intervention methods Owens and LeGoff (2007) 12 sessions of 45 minutes and through shared attention training (Vakilizad and Abedi, 2015) 12 sessions of 90 minutes and then was analyzed with SPSS version 28 software and Multivariate Analysis of Covariance Test. Results: The results showed that joint attention training and logotherapy strengthened basic social communication and executive functions and weakened anxiety in children with autism. However, there is no significant difference between the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism spectrum (P>0.01). Conclusion: Joint attention training and logotherapy lead to strengthening basic social communication and executive functions and weakening anxiety in children with autism spectrum. Therefore, these two programs can be suggested as a suitable intervention to control autistic disorders and improve the quality of life of autistic children. [ABSTRACT FROM AUTHOR]

Introduction One of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3- 5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitivebehavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder. Method The research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data. Result The results showed that the play therapy method based on a cognitivebehavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitivebehavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size. Conclusion According to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills. [ABSTRACT FROM AUTHOR]

Background: Risky- taking behaviors in people with attention deficit/hyperactivity are due to their impulsivity. Therefore, investigating the effective variables in the occurrence of risky- taking behaviors in these individuals is an inevitable necessity. Aims: The aim of this study was to investigate the structural relationship between executive functions and risky behavior in children with attention deficit/hyperactivity by mediating psychological maltreatment Methods: The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by available sampling method. Psychological Maltreatment (Fidel, 1989), Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999) and Executive functions self-rating scale (Coolidge and Wynn, 2001) were used to collect the research data. To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS Version 27. Results: The results of the structural model showed that 18% of variance of psychological maltreatment is explained by executive functions and 59% of variance of risky -taking behaviors is explained by psychological maltreatment and executive functions. Conclusion: According to the results, it can be concluded that risky behaviors in children with ADHD are affected by executive functions and the role of psychological maltreatment in this relationship and the occurrence of risky behaviors requires psychological interventions. [ABSTRACT FROM AUTHOR]

Introduction: Career counseling is one of the methods of discovering and crystallizing the abilities of human resources and employing the right people in the right place and time in the organization. The aim of the present study was to investigate the effectiveness of hope-based career path counseling on the empowerment and executive functions of employees. Method: The present research was carried out in a semi-experimental way and a pre-test-post-test design with a control group. The statistical population of the research included the employees of Amin University of Law Enforcement Sciences in 1402-1403. Among them, 40 people were randomly selected and randomly assigned to experimental and control groups. Data collection tools were Spritzer's Employee Empowerment Questionnaire (1995) and Root et al.'s (2005) adult executive function behavioral scale. The experimental group received hope-based career path counseling sessions for 6 sessions, and no intervention was implemented for the control group. In order to check the hypotheses of the research, analysis of covariance test was used with the help of SPSS26 software. Findings: The results showed that the average scores of career counseling based on the hope of increasing the ability of employees in the experimental group increased from 44.30 in the pre-test stage to 62.65 in the posttest. And the average of the executive functions of the experimental group employees has reached from 116.50 in the pre-test stage to 140.65 in the posttest stage. While this average was not significantly different in the control group, which indicates the effect of hope-based career counseling on increasing the ability and executive functions of employees. Conclusion: It is suggested to use the career path counseling method based on hope by conducting specialized courses and workshops to improve the ability and executive functions in organizations, counseling centers and universities. [ABSTRACT FROM AUTHOR]

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

The purpose of the present study was to investigate the relationship between students’ academic performance and their preparedness for e-learning, with executive functions serving as a mediator. Path analysis and descriptive-correlational methods comprised the research design during the COVID-19 pandemic. One hundred male students in grades 7-12 from five high schools in Tehran (districts 12, 4, 3, 1, 6) were selected using cluster random sampling to complete the online versions of the Watkins E-Learning Readiness (WER) questionnaire, Barkley Deficits in Executive Functioning Scale (BDEFS), and self-reported GPA to assess academic performance. Among these, 93 questionnaires were completely amenable to analysis. To examine the mediating function of executive functions, SPSS version 27 and LISREL software were utilized. A significant relationship exists between e-learning readiness and academic performance, and executive functions can mediate this relationship and predict a greater proportion of the variance in academic performance, according to the results of the analysis and examination of the relationships. Based on the results, it is possible to conclude that academic performance is anticipated to be higher among those with greater e-learning readiness and stronger executive functioning components. Therefore in addition to emphasizing e-learning proficiency, it is recommended that educational programs for e-learning progress incorporate components of executive functioning.

The purpose of this study was to investigate the development of a model of marital satisfaction based on executive functions with the mediation of empathy in working couples. The design of the current research is of a descriptive-correlation type. For this purpose, 500 working couples in Tehran were selected using stratified cluster sampling and responded to Barclay's Executive Functions Scale, Basic Empathy Scale, and Enrich Marital Satisfaction Questionnaire. Data analysis was done using structural equation modeling. Also, SPSS and AMOS software were used to classify, process, analyze data and check the research hypotheses. The evaluation of the hypothetical research model using fit indices showed that the hypothetical model fits the measurement model (CFI=0.98, NFI=0.94, RMSEA=0.02). The results of the research showed that the executive functions through the mediation of empathy have a significant effect on marital satisfaction at the level of P

Introduction: Research evidence indicates that the environment is an important factor in improving children's development. However, little research has been done in the rural children population regarding the effect of motor affordances on cognitive abilities. Therefore, this study aimed to investigate the relationship between the developmental environment affordances of rural children and their executive functions enhancement.Methods: The present research was an ex-post facto correlational study, which was conducted as field research with applied research purposes. The statistical population of this study was 8 to 10-year-old primary school children (Mean age = 9.10) of East Azerbaijan province from which 93 children were selected through random cluster sampling method as the study samples to participate in the study. To measure the motor development affordances in the home environment, the AGMDQ-1, and to measure the executive functions, BRIEF test were used.Results: Based on the results of the multiple linear regression test, a positive significant relationship was observed between motor affordances and inhibition (P=0.042) and between motor affordances and initiation (P=0.008) in 8 to 10-year-old children. Also based on the results, no significant relationship was observed between motor development affordances including stimulants, home environment and active toys, and other components of executive functions (P>0.05).Conclusion: Based on the results of the present research, children's living environment is an important factor in predicting the components of their executive functions. Accordingly, it is suggested that to improve executive functions during childhood, children should be in richer environments (in terms of the presence of affordances such as active toys).

Background and Objectives: Nowadays, disorder in the executive functions of children with autism is a controversial issue. Therefore, the present research aimed to examine the effectiveness of transcranial direct current stimulation (tDCS) and cognitive rehabilitation on the executive functions of children with autism. Materials and Methods: This semi-experimental research had a pre-test-post-test design. The statistical population of the study included all children aged 10-12 with autism disorder who referred to treatment centers and clinics in Shahin Dezh and Bukan cities, Iran, 2021-2022. A total of 30 children with autism were purposefully selected and randomly assigned into two groups (15 in the tDCS and 15 in the cognitive rehabilitation). The participants in the tDCS group underwent anodic tDCS on the head for 10 min, and participants in the cognitive rehabilitation group underwent 12 sessions of 40 min long computerized cognitive rehabilitation training. Research tools included Gilliam's Autism Diagnostic Scale, Wisconsin Card Sorting Test, Stroop Test, Numerical Memory Subtest of Wechsler Test, Andre-Ray Test, and Continuous Performance Test. Multivariate covariance analysis was performed to analyze the collected data using SPSS software (version 26). Results: The results showed that the tDCS method was more effective on executive functions (cognitive flexibility, response inhibition, working memory and sustained attention) compared to the cognitive rehabilitation method (P≥0.01). Conclusion: Based on the findings of the present research, both methods of tDCS and cognitive rehabilitation are helpful supplements for improving and strengthening executive functions in children with autism.

Background and Aims: Improving executive functions through play is one of the ways to improve learning in children with learning problems, whose definite effectiveness needs clinical investigation. The purpose of this study was to investigate the effectiveness of teaching children's executive functions through play combined with transdiagnostic interventions of mothers' emotional problems on anxiety, depression, and sleep quality of these children. Materials and Methods: This semi-experimental research was conducted with a pretest-posttest and follow-up (two months) design on 42 children aged 7 to 9 years in two experimental groups and one control group. Experiment groups received the training of executive functions in a game way. The mothers of the children in the 2nd experimental group were taught the integrated protocol of transdiagnostic interventions, while the mothers of the 1st experimental group did not receive training as they were considered the control group of mothers in the 2nd experimental group. The data were analyzed in SPSS version 25 software using the analysis of variance test with repeated measures (α=0.05). Results: Significant differences were observed between the intervention groups and the control group in the variable of sleep quality in the follow-up and post-test phase (P

Introduction: Recently, the use of new therapeutic approaches to improve the executive functions of children with developmental coordination disorder (DCD) has attracted the attention of researchers. The aim of this research is to investigate the effectiveness of paaryaad exercises on response inhibition, cognitive flexibility and time reproduction in 8-12-year-old children with DCD. Methods: The current research was a semi-experimental type with a pre-test-post-test design. The statistical population of the research was all the male students aged 8 to 12 years old in Maroodasht city schools in 2018, 30 of whom were randomly assigned to two experimental and control groups. The intervention included perceptual-motor paaryaad exercises for 20 thirty-minute sessions at the gym. Data were collected using GO/NOGO and Stroop software, and time reproduction. Data analysis was done using repeated measure analysis of variance and Wilcoxon test in SPSS 24 software. Results: The results of the research showed that the scores of the experimental group regarding the variables of cognitive flexibility and response inhibition increased and the scores of time reproduction decreased. However, the scores of the control group did not change in the studied variables. Moreover, the findings of the research showed that Paaryaad perceptual motor exercises have a significant effect on response inhibition and time reproduction (p<0/005), but did not have a significant effect on the cognitive flexibility component (p<0/005). Conclusion: Considering the effectiveness of Paaryaad exercises on response inhibition and time reproduction of children with DCD, it is suggested that these exercises be used as a suitable intervention method to improve some executive functions. [ABSTRACT FROM AUTHOR]

Abstract Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group. Extended Abstract Introduction Major depressive disorder is a widespread psychological disorder that affects public health worldwide (Vancappel et al, 2021). Studies have shown that depression is related to deficits in executive functions (Hawkey, 2017; Wagner et al, 2012), wich means people with major depressive disorder show more deficits in executive functions (LeMoult & Gotlib, 2019). Executive functions are a set of skills that enable individuals to plan and meet goals, self-regulate, and stay focused in face of distractions (Abdolmohammadi et al, 2019). Slow cognitive tempo is a relatively new clinical construct that refers to symptoms such as lethargy, daydreaming, sleepiness, mental confusion, and slow thinking and behavior (Becker, 2021; Bernad et al, 2016). However, research on Slow Cognitive Tempo (SCT) as a separate disorder from Attention Deficit/Hyperactivity Disorder (AD/HD) has not been well-established for people with depressive disorder. Therefore, the purpose of this study is to compare levels of executive functions and Slow Cognitive Tempo between two groups: those with depressive disorder and those without. Literature Review Researches have reported that individuals with depression who have more deficits in their executive functions tend to experience more resistance in the treatment process (López-Sola et al, 2020), leading to more challenging treatment outcomes. While some studies have showed a link between executive functions and depression, others have produced conflicting results. For example, Nakano et al (2008) and Pardo et al (2006) both found no significant difference between the executive functions of depressed and non-depressed individuals. Despite this ambiguity, research has shown a strong connection between major depressive disorder and slow cognitive rhythm disorder (Bernad et al, 2016), leading to the hypothesis that cognitive tempo disorder may be a distinct clinical construct worth investigating, particularly in the context of depression. However, Burns et al (2013) suggested through their research that cognitive tempo disorder and major depressive disorder are two unrelated disorders that should be treated separately. Overall, while there is evidence supporting the relationship between executive functions and depression, more consistent and robust research is needed to understand the extent of this connection. Methodology The present study adopted a descriptive causal-comparative method. A total of 100 participants with depression disorder who were clients of the health centers in Tabriz city were selected. The Executive Skills Questionnaire, Sluggish Cognitive Tempo Questionnaire, and Depression Screening Questionnaire (PHQ-9), were used to collect data. Results The results obtained from univariate analysis of variance show two groups with depressive disorder and healthy in terms of sub-components of functions, with depressive disorder and healthy in terms of sub-components of implementation functions (planning, time management, emotion regulation, organization and regulation of behavior) as well as slow cognitive tempo are significantly different from each other. Supplementary investigations show that the healthy group has fewer executive function defects than the group with depressive disorder, and the problem of slow cognitive tempo is more common in the depressed group than in the healthy group. Conclution The study suggests that individuals with depressive disorder scored lower than healthy controls all most components of executive functions. Additionally, the results indicated that individuals with depressive disorder experienced a higher level of slow cognitive tempo compared to healthy controls. Acknowledgments We extend our heartfelt gratitude to all individuals who participated in this study, as well as the health care providers and staff of the health centers of Tabriz who lent us their invaluable aid and support in conducting this research.

Abstract Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p

Background and Objective: Previous studies have advanced our understanding of the impact of executive functions on eating behavior. Given the considerable evidence of executive dysfunction among obese individuals and the bidirectional relationship between cognition and obesity, it is crucial to include educational components in interventions aimed at enhancing executive functions among obese populations. This study aimed to evaluate the effectiveness of cognitive hypnotherapy in improving executive functions among women with obesity. Methods: This clinical trial enrolled 30 obese women who were randomly assigned to either an intervention or control group (n=15). The mean ages of the experimental and control groups, respectively, were 40.80±6.02 and 38.47±7.50 years, while their BMIs (kg/m2) were 33.45±3.50 and 33.12±3.47, and hypnotizability scores were 39.67±5.98 and 37.40±7.09. The intervention group received 12 sessions of 2-hour cognitive hypnotherapy. Data collection instruments included the Stanford Hypnosis Susceptibility Scale (1962), Life Experiences, Interests and Values Checklist (1998), and Cognitive Ability Questionnaire (2013). Results: The results demonstrated that cognitive hypnotherapy significantly improved executive functions (F=7.02, P≤0.01), including inhibitory control and selective attention (F=2.83, P≤0.05), decision making (F=4.13, P≤0.05), planning (F=3.32, P≤0.05), and sustained attention (F=2.83, P≤0.05) in the intervention group. Conclusion: Given the relationship between cognitive abilities, eating behaviors, and obesity, and the effectiveness of cognitive hypnotherapy in enhancing executive functions, this approach can be used to enhance cognitive functions among individuals with obesity.

Introduction: Research evidence indicates that the environment is an important factor in improving children's development. However, little research has been done in the rural children population regarding the effect of motor affordances on cognitive abilities. Therefore, this study aimed to investigate the relationship between the developmental environment affordances of rural children and their executive functions enhancement. Methods: The present research was an ex-post facto correlational study, which was conducted as field research with applied research purposes. The statistical population of this study was 8 to 10-year-old primary school children (Mean age = 9.10) of East Azerbaijan province from which 93 children were selected through random cluster sampling method as the study samples to participate in the study. To measure the motor development affordances in the home environment, the AGMDQ-1, and to measure the executive functions, BRIEF test were used. Results: Based on the results of the multiple linear regression test, a positive significant relationship was observed between motor affordances and inhibition (P=0.042) and between motor affordances and initiation (P=0.008) in 8 to 10-yearold children. Also based on the results, no significant relationship was observed between motor development affordances including stimulants, home environment and active toys, and other components of executive functions (P>0.05). Conclusion: Based on the results of the present research, children's living environment is an important factor in predicting the components of their executive functions. Accordingly, it is suggested that to improve executive functions during childhood, children should be in richer environments (in terms of the presence of affordances such as active toys). [ABSTRACT FROM AUTHOR]

The purpose of this research was to the effectiveness of selfinstruction training on executive functions and cognitive inhibition of students with Special learning disorder. This was a quasiexperimental study with a pretest-posttest design with an experimental group and a control group. The statistical population of the study was 460 students with special learning disorders in Tabriz in the academic year 2020-21, of which 30 samples in two homogeneous groups of second grade male students with learning disabilities, by alternative sampling method. The instruments used in this study were the Colorado Willcutt et al (2011) Learning Disabilities Questionnaire, the Coolidge Neurological Questionnaire (2002), the Computers sample Stroop Test (1953). The experimental group received Meichenbaum (1970) selfinstruction training in 12 sessions of 90 minutes and during this period the control group did not receive any training. Data analysis using covariance analysis test of self-instruction training on improving executive functions and cognitive inhibition in all stages of sample Stroop test (P <0.01) According to the obtained results, it is clear that using the verbal self-teaching method to solve problems related to executive functions and cognitive inhibition is useful and effective, and this method can be used to improve the executive functions and cognitive inhibition of students with Learning disability. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary school boys studying in Qom city in 2021. From this community, 451 people who were diagnosed with conduct disorder using the Children Symptom inventory (SCI-4) and were willing to cooperate were selected using Convenience Sampling. To collect data, the questionnaire of parenting style, executive functions and Callous–unemotional traits was used. Pearson's correlation coefficient and path analysis tests were used to analyze the data. The results of the correlation matrix showed that there was a significant correlation between the research variables at the level of P>0.01 and P>0.05. Further, the results of the path analysis indicated the significance of the mediating role of executive functions in the relationship between parenting methods and Callous–unemotional traits. In general, the executive functions and parenting methods are two of the main factors for investigating Callous–unemotional traits.

this study was done to determine the effectiveness of executive function based parenting education program on cognitive flexibility and inhibitory control of preschool children. The research was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population consisted of approximately 8400 mothers with sons aged 4-6 years who had registered their children in the preschool centers of one of the twenty-two districts of Tehran in the academic year of 2021-2022. Cluster Multi-stage sampling was done and according to the entry and exit criteria of the study, 32 people were selected and randomly divided into two experimental and control groups of 16. To collect data, The Parenting Styles and Dimensions Questionnaire (PSDQ) (Robinson et al., 1995) and the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P)(Gioia et al., 2003) were used. The executive function based parenting package(Ghasemi et al., 1401) for the experimental group was implemented in eight 70-minute sessions. The obtained data were analyzed using descriptive statistics, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test using SPSS18. The results showed that there is a significant difference between the average score of the child's cognitive flexibility and inhibitory control in the pre-test stage with the post-test (p

The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged 12 to 18 years of East Azerbaijan province in the academic year of 1401-1401 in Iran. From this population, 1000 students were selected by multi-stage random sampling method, and their parents completed the two-factor questionnaire of adolescent executive dysfunction (TEXI) and also the behavior rating inventory of executive function, second edition. Finally, the questionnaire of 602 parents was analyzed. In order to check the reliability, the method of internal consistency, Cronbach's alpha, and the correlation coefficient between the questions and the total score were used, and to measure the validity, confirmatory factor analysis and criterion validity were used. The results of the research showed that the two-factor questionnaire of executive dysfunction has good reliability and validity. Also, the criterion validity of the questionnaire was confirmed (p

Objective Students’ academic success is crucial for families, educators, and the community. Specific learning disorder reduces students’ academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia. Materials & Methods This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures. Results The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program’s effectiveness lasted for a 5-week follow-up later. Conclusion Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills.

Background and Objective: Previous studies have advanced our understanding of the impact of executive functions on eating behavior. Given the considerable evidence of executive dysfunction among obese individuals and the bidirectional relationship between cognition and obesity, it is crucial to include educational components in interventions aimed at enhancing executive functions among obese populations. This study aimed to evaluate the effectiveness of cognitive hypnotherapy in improving executive functions among women with obesity. Methods: This clinical trial enrolled 30 obese women who were randomly assigned to either an intervention or control group (n=15). The mean ages of the experimental and control groups, respectively, were 40.80±6.02 and 38.47±7.50 years, while their BMIs (kg/m2) were 33.45±3.50 and 33.12±3.47, and hypnotizability scores were 39.67±5.98 and 37.40±7.09. The intervention group received 12 sessions of 2-hour cognitive hypnotherapy. Data collection instruments included the Stanford Hypnosis Susceptibility Scale (1962), Life Experiences, Interests and Values Checklist (1998), and Cognitive Ability Questionnaire (2013). Results: The results demonstrated that cognitive hypnotherapy significantly improved executive functions (F=7.02, P≤0.01), including inhibitory control and selective attention (F=2.83, P≤0.05), decision making (F=4.13, P≤0.05), planning (F=3.32, P≤0.05), and sustained attention (F=2.83, P≤0.05) in the intervention group. Conclusion: Given the relationship between cognitive abilities, eating behaviors, and obesity, and the effectiveness of cognitive hypnotherapy in enhancing executive functions, this approach can be used to enhance cognitive functions among individuals with obesity. [ABSTRACT FROM AUTHOR]

Background and Objectives: Nowadays, disorder in the executive functions of children with autism is a controversial issue. Therefore, the present research aimed to examine the effectiveness of transcranial direct current stimulation (tDCS) and cognitive rehabilitation on the executive functions of children with autism. Materials and Methods: This semi-experimental research had a pre-test-post-test design. The statistical population of the study included all children aged 10-12 with autism disorder who referred to treatment centers and clinics in Shahin Dezh and Bukan cities, Iran, 2021-2022. A total of 30 children with autism were purposefully selected and randomly assigned into two groups (15 in the tDCS and 15 in the cognitive rehabilitation). The participants in the tDCS group underwent anodic tDCS on the head for 10 min, and participants in the cognitive rehabilitation group underwent 12 sessions of 40 min long computerized cognitive rehabilitation training. Research tools included Gilliam's Autism Diagnostic Scale, Wisconsin Card Sorting Test, Stroop Test, Numerical Memory Subtest of Wechsler Test, Andre-Ray Test, and Continuous Performance Test. Multivariate covariance analysis was performed to analyze the collected data using SPSS software (version 26). Results: The results showed that the tDCS method was more effective on executive functions (cognitive flexibility, response inhibition, working memory and sustained attention) compared to the cognitive rehabilitation method (P>0.01). Conclusion: Based on the findings of the present research, both methods of tDCS and cognitive rehabilitation are helpful supplements for improving and strengthening executive functions in children with autism. [ABSTRACT FROM AUTHOR]

Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group. [ABSTRACT FROM AUTHOR]

Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, posttest, and follow-up stages were evaluated using various tests such as WISC4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effectiveness of computerized cognitive training on the performance of response inhibition and sustained attention of students with mathematical problems. The research method in terms of goal was practical and semi-experimental with a pretest-posttest design with a control group. The statistical population of the study was all students with mathematical disorders in Tehran who were studying in the academic year 2018-2019. The sample of this study included 24 elementary school students with mathematics problems who were randomly selected and divided into a control group (12 subjects) and an experimental group (12 subjects). Their intelligence and mathematical abilities were assessed using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Iran Key Math Diagnostic Test. The experimental group participated in 25 sessions of 50 to 60 minutes duration in the intervention program. For the development of response inhibition and maintenance of attention, the Continuous Performance Test (CPT) and the Stroop test, a subscale of the CNS Vital Sign (CNSVS) battery, were used. Data were analyzed with SPSS22 software and using analysis of covariance tests. The results of ANCOVA indicated that there was a statistically significant difference between the experimental group and the control group in terms of the concussion error of the Stroop test (p

This study aimed to determine the relationship between language and executive functions skills in cochlear implanted students with hearing impairment.The statistical population of the research consists of all students with cochlear implanted hearing impairment studying in regular and exceptional schools in Tehran, with an age range of 7 to 11 years. 58 subjects (30 girls and 28 boys) were selected and evaluated by available sampling method among students with cochlear implanted hearing impairment studying in regular schools (29 people) and exceptional schools (29 people) in the academic year 2018-2019. Executive functions and language skills were assessed with the BRIEF Questionnaire (BRIEF) and Test Of Language Development-Primary:3 (TOLD-P3) in respect. Data analysis using Pearson's correlation test shows a significant positive relationship at P ≥ 0.01 level between language skills with planning components (r=0.646), working memory (r=0.676), inhibition (r=0.617) and total executive functions (r=0.699) of students with cochlear implanted hearing impairment were analyzed with SPSS software version 26.Based on the investigations carried out in this research, it can be reported that language skills have a significant correlation with the components of executive functions. Considering the role of language and executive functions in behavior management, it is necessary to emphasize on an early intervention program to improve these skills in children with hearing impairment.

Background: Latest neuro-cognitive frameworks claimed that working memory and cognitive flexibility as the main feature of executive functions (EF), were affected by worry and intolerance of uncertainty. Considering that the role of cognitive functions in understanding and treating emotional disorders has received less attention of researchers, it seems to be a major research gap to focus on these novel aspects. Aims: The purpose of this study was to compare the working memory and cognitive flexibility in individuals with high/low levels of worry and intolerance of uncertainty. Methods: The method of this study was causal-comparative. A sample of 500 individuals were chosen availably and were screened with Pen-state worry questionnaire (PSWQ) (Meyer et al, 1990) and intolerance of uncertainty scale (IUS) (Freeston et al, 1994) and 50 individuals were selected by targeted sampling in high levels of worry and intolerance of uncertainty, as well as 50 other individuals in low levels. Finally, they undertook computerized Stroop (Ridely, 1935) and N-Back tests (Kirchner, 1958). Results: The multivariate analysis of variance results, indicated a significant difference between working memory with F=417/49 and cognitive flexibility with F= 30/27) P= 0.001(. Conclusion: The findings revealed that working memory and cognitive flexibility in individuals with high levels of worry and intolerance of uncertainty had a significant drop. Therefore, further considerations on this issue can be effective in treatment plans.

Background: Specific learning disabilities are a set of heterogeneous disorders that are severely manifested in the learning and application of listening, speaking, reading, writing, and math skills and can have neurological roots. One of the therapies used in this field is neurofeedback, but a review of the history of neurofeedback and learning disabilities shows that there are many contradictions about the effects of neurofeedback on brain waves in children with special learning disabilities. Aims: The aim of this study was to evaluate the effect of neurofeedback on the modulation of brain waves and basic executive functions in children aged 8 to 12 years with special learning disabilities. Methods: This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all boys and girls with dyslexia and dysgraphia introduced to centers for learning disabilities in Kermanshah. Sampling Method of this study is convenience sampling. For this purpose 20 students aged 8 to 12 years were selected and randomly divided into two groups of 10 people. The experimental group received neurofeedback intervention for 20 sessions of 40 minutes. In order to record the brain waves, a two-channel neurofeedback device was used and to measure the active memory, change the attention and inhibit the response, Wechsler memory software(Khodadadi, Amani, 2014), Wisconsin(Khodadadi et al, 2014) and Stroop cards(Khodadadi et al, 2014) were used. In order to analyze the data, univariate analysis of covariance and multivariate analysis of variance were used. Results: the present protocol can suppress the ratio of theta waves to alpha(η2= 0.821) and improve the executive functions of attention change(classes(η2= 0.320), in place(η2= 0.544)), response inhibition(Concordant Time(η2= 0.434), Inconcordant Time(η2= 0.536)) and active memory(Auditory memory Span (η2= 0.515), Visual memory Span(η2= 0.536) in children with dyslexia and dyslexia. Conclusion: Neurofeedback through the conditioning is likely to lead to the formation of new synaptic connections, ultimately modulating brain waves and improving basic executive functions.

Appropriate social behaviors and other adaptive skills are the basis for personal and social adjustment. This study explored hypothesized mediation of parental emotion socialization (supportive strategies) between executive functions and social skills of children with and without attention deficit/hyperactivity disorder. The present study had a correlational design. The statistical population of the study comprised all children aged 7-13 in Tehran with and without ADHD and the sample included 191 students (females: 44%, males: 56%) and their parents. Children with ADHD were selected via convenience sampling method and children without ADHD were chosen through random cluster sampling method. The research instruments included Conners’ Parents Rating Scale-Revised Short Form (CPRS-R: S), Gresham & Elliott’s Social Skills Rating System (SSRS), Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA), and Coping with Children’s Negative Emotions Scale (CCNES). Hierarchical regression was utilized to analyze the data. Results demonstrated that executive functions and parental emotion socialization could predict social skills in children with and without ADHD (p

The purpose of this research was to the effectiveness of self-instruction training on executive functions and cognitive inhibition of students with Special learning disorder. This was a quasi-experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population of the study was all students with special learning disorders in Tabriz in the academic year 1399-1400, of which 30 samples in two homogeneous groups of second grade male students with learning disabilities, by alternative sampling method. The instruments used in this study were the Colorado Willcutt et al (2011) Learning Disabilities Questionnaire, the Coolidge Neurological Questionnaire (2002), the Computers sample Stroop Test (1953). The experimental group received self-instruction training in 12 sessions of 90 minutes and during this period the control group did not receive any training. Data analysis using covariance analysis test of self-instruction training on improving executive functions and cognitive inhibition in all stages of sample Stroop test (P

Background & Aims: Neurodevelopmental disorders are disorders that begin during the developmental period, often before the child enters school, and are characterized by developmental deficits that impair personal, social, academic, or occupational functioning. Neurodevelopmental disorder is a term used to describe neurological and mental disorders starting in childhood. Neurodevelopmental disorder includes specific learning and language disorders, motor coordination disorders, intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, tic disorders and defiant-obstinacy disorder. Among the neuro-developmental disorders, autism spectrum disorder is considered a complex neuro-developmental disorder that usually has problems in communication and social interaction, limited interests and repetitive behaviors. Most of these children are also impaired in theory of mind, symbolic play, and imitation skills. According to the Center for Disease Control and Prevention, its prevalence has quadrupled in the last decade. Autism spectrum disorder is a lifelong condition that is generally stable and includes persistent impairments in language, deficits in social skills, and inability to perform daily activities. Social, behavioral, communication and language problems. Therefore, it is challenging for children with autism spectrum disorder to communicate socially with their parents and manage their behavior. Methods: The present research method was a semi-experimental research with a pretest and post-test design and a control group. The independent variable in this research was parenting education based on executive functions and the dependent variable was parenting stress and its subscales. The statistical population of the study included all parents (mothers) of children with neurodevelopmental disorders in Tehran, who were present in the medical clinics of Tehran and received specialized services. The sample of this research includes mothers of 15 children with autism spectrum disorder as the experimental group and mothers of 15 children with autism spectrum disorder as the control group were selected through purposive sampling and were randomly assigned to two experimental and control groups. The criteria for entering the study are: the presence of neuro-developmental disorders in children such as autism spectrum disorder, the age of children between 7 and 11 years, the absence of physical and mental illness of mothers, full consent of mothers to participate in the research and participation in all sessions by the researcher in considered The exclusion criteria were non-cooperation and non-participation of parents in more than two sessions. Results: For another assumption of univariate covariance analysis, Levine's test of homogeneity of variances was used to check the assumption of homogeneity of variances. In this research, the use of this test showed that the assumption of homogeneity of variances has been fulfilled for all variables because the variables of childhood and parent's territory have F-statistics equal to 3.48 and 2.43, respectively, with degrees of freedom of 28 and 1 at the significance level. Equal to 0.07 and 0.13, they have homogeneity of variances in groups. Whenever the value obtained for this test is greater than 0.05, the assumption based on the homogeneity of Levin's variances is confirmed. After confirming the presuppositions of univariate covariance analysis, the research hypotheses were checked. The data were analyzed by independent t-test. Data analysis showed that the experimental group compared to the control group, after participating in the training course, there was a statistically significant difference in test results. The results showed that parenting training based on executive functions had a positive effect on reducing the realm of childhood and the realm of parents with children with autism spectrum disorder Conclusion: The purpose of this research was to evaluate the effect of parenting education based on executive functions on reducing parental stress of parents with children with autism spectrum disorder. The results of the research indicated that parenting training based on executive functions was effective in reducing parental stress. In this research, the effect of parenting training based on executive functions on two subscales of parental stress, such as the domain of childhood and parents, has been investigated. Research on the effect of parenting training based on executive functions on other psychological variables of parents with children with special needs and normal has not been done. For researchers interested in parenting training based on executive functions in students with autism spectrum disorder, it is suggested to implement this training on fathers of students with autism spectrum disorder and compare it with the results of this research on mothers. Also, implement the effect of parenting training based on executive functions on other groups of neurodevelopmental disorders. Also, the results of this research should be followed up in the long term. In addition to these suggestions, the effect of parenting training based on executive functions on the anxiety and stress of mothers with children with neurodevelopmental disorders should be investigated in future researches. Also, as practical suggestions, it can be acknowledged that brochures in the field of parenting skills based on executive functions are prepared and made available to parents, especially mothers, so that in the long term, the positive effect of this training on the psychological problems of parents, especially mothers, can be seen. [ABSTRACT FROM AUTHOR]

Background and Aims: Improving executive functions through play is one of the ways to improve learning in children with learning problems, whose definite effectiveness needs clinical investigation. The purpose of this study was to investigate the effectiveness of teaching children's executive functions through play combined with transdiagnostic interventions of mothers' emotional problems on anxiety, depression, and sleep quality of these children. Materials and Methods: This semi-experimental research was conducted with a pretest-posttest and followup (two months) design on 42 children aged 7 to 9 years in two experimental groups and one control group. Experiment groups received the training of executive functions in a game way. The mothers of the children in the 2nd experimental group were taught the integrated protocol of transdiagnostic interventions, while the mothers of the 1st experimental group did not receive training as they were considered the control group of mothers in the 2nd experimental group. The data were analyzed in SPSS version 25 software using the analysis of variance test with repeated measures (α=0.05). Results: Significant differences were observed between the intervention groups and the control group in the variable of sleep quality in the follow-up and post-test phase (P<0.001), in the anxiety variables in the posttest phase (P=0.04) and follow-up (P=0.05), and in the variable of depression (P<0.001). It was found that the intervention improved the quality of children's sleep and boosted anxiety and depression indices in both intervention groups, and this effect was greater in the group of children and mothers (P<0.001) Conclusion: The training of executive functions in the form of play with the transdiagnostic interventions of mothers' emotional problems was effective on the psychological symptoms and sleep quality of children with learning disabilities, which can be a part of the training program for educators to solve these problems. [ABSTRACT FROM AUTHOR]