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The purpose of this research was to investigate the effectiveness of executive functions training program on sleep quality and moral judgment of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all 9-12-year-old boys with attention deficit/hyperactivity disorder in Urmia city in 2022. The sample size includes 30 subjects from the statistical population were selected by available sampling method and they were placed in two control and experimental groups. The research tools included the Child Sleep Habits Questionnaire and the moral judgment Test. The results showed that the training program of executive functions had a significant effect on improving sleep quality and moral judgment in the post-test and follow-up stages. The findings of this research provide useful information related to the executive functions program, and counselors and psychologists can use this intervention to improve sleep quality and moral judgment in children with attention deficit/hyperactivity disorder.

Abstract The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems. Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems. Extended Abstract Introduction Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems. Research Question Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems? Literature Review Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data. Methodology The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2. Results The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data. Table 1. All fit indices of BRIEF-2 confirmatory factor analysis. Fitness indices Values RMSEA 0.098 NFI 0.96 NNFI 0.95 CFI 0.97 GFI 0.94 AGFI 0.89 Fig. 1. Estimation of standardized coefficients Discussion The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019). One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems. Conclusion The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems. Acknowledgments The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.

Introduction: All the basic theories of committed relationships refer to the availability of attractive alternatives as a negative factor that undermines the commitment and survival of the relationshipObjective: The present study aimed to compare adaptive motivation and cognitive activism within individuals with and without the temptation to engage in a relationship with an attractive alternative. Methods: The study population consisted of the married men and women in Mashhad among which 200 individuals were selected as the study participants via convenient sampling procedure who responded to the temptation and likelihood of infidelity questionnaires. Out of 200 participants, 40 individuals were selected via purposive sampling (10 males and 10 females with high rate of temptation as well as 10 females and 10 males with low rate of temptation) who were required to respond to other research questionnaires of the study. Findings: A significant difference was detected between the two study groups (high temptation to infidelity vs. low temptation to infidelity).There was a significant difference in the average scores of adaptive motivation (p

The aim of the present study is to compare the effectiveness of a parenting model based on executive function theory and the Barkley program on self-control in children with attention-deficit/hyperactivity disorder. This study is an applied and randomized clinical trial. The study population is mothers with children with attention-deficit/hyperactivity disorder in Isfahan in the spring and summer of 2018, of whom 45 subjects were purposively selected based on entry and baseline criteria and randomly divided into three groups (two experimental groups and one control group). Fifteen subjects were assigned to each group. The Self-Control Assessment Scale (SCRS) was used to measure the dependent variable at different stages of the study. The first experimental group received 12 sessions of the achievement theory- based parenting model, the second experimental group received 8 sessions of the Barkley program, and the control group received no treatment. Data were analyzed by repeated measures ANOVA and SPSS-26 software. The parenting model based on the theories of executive functions and the Barkley program had positive effects on self-control of children with attention-deficit/hyperactivity disorder (p

Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child’s development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and exergames interventions to improve and strengthen executive functions in high-functioning autistic children.

Background: many tools have ever been constructed to determine dimensions of the executive functions. But there was no tool which could provide basic executive functions and learning-educational fields for identifying the disturbance and delay of the children and adolescents' executive functions and learning performance. Aims: this study aimed at reviewing the psychometric indices of the Persian versions of executive functioning and the performance and learning of )Castellano, Kronenberger and Pisoni,2018) scale to identify the disturbance and delay on performance and learning functions. Method: the design of present study was descriptive - correlation; factor analysis. The statistical population consisted of all 7-17-year-old children and adolescents, among which 456 individuals were selected through random sampling method. In order to collect data, the Behavior Rating Inventory of Executive Function scale of Gioia et al. (2000), shortened CHAOS (Conduct- Hyperactive- Attention Problem- Oppositional Symptom) scale of Levy et al. (2013), Learning, Executive, and Attention Functioning scale (LEAF) of Castellano et al. (2012), Golden's Stroop Color and Word Rest (1978), and neuro-psychological tools including Yamaguchi and Proctor (2012) test of assignment progress and Woodcock's (2001) Tests of Achievement were used. Results: analytic results of confirmative factor indicate the desirable practice of the model with the data. Results of Cronbach's alpha coefficient (0.90) showed the internal consistency of the scale. Furthermore, the correlation between executive function scale, attention performance and learning and associated micro scales behavior rating inventory of executive function, conduct- hyperactive- attention problem- oppositional symptom, and neuro-psychological signals indicates great internal and structural validity among the behavioral checklists. Conclusions: The results of the study demonstrated that the scale of executive functions, attention performance and learning are reliable and valid tools to be applied in experimental research, and even clinical atmosphere to identify individuals who face deficiencies or delay on performance functions and educational problems.

This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on executive function of children with attention-deficit/ hyperactivity disorder. Statistical population of this research included boys with ADHD, aged 8-11. Years. 27 eligible participants were selected from Avand development center and were randomly assigned and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with Corsi-Block-Tapping test, GO/No-Go test and Tower of London (TOL) test. R Statistical software were used for data analysis. The resulting data were analyzed using ANCOVA and MANCOVA. The results showed that working memory and response inhibition in the experimental group were significantly improved in comparison to the control group, in assessing planning, there were significant differences between groups in TOL score that measured correct solved problems. But there were no differences in TOL scores that measure performance of planning time and planning speed (P >0.05).. These results suggest that Nintendo Wii game playing might be a simple and cost effective way for improving executive function of ADHD children.

The purpose of this research was to examine the effectiveness of self-Regulation training in adolescents with ADHD for improvement of their executive function and ADHD symptoms. The statistical population was all male adolescents with ADHD in a school in Tehran (2019). The present study was a clinical experiment. For this purpose, 32 high school students in one of the Tehran schools were selected using the random sampling method. For measurement, the Barkley Deficits in Executive Functioning Scale—Children and Adolescents (BDEFS-CA), and the Conners' Teacher Rating Scale (CTRS) were used. Following the pre-test, the participants in the experimental group received self-regulation training. Two months later, the follow-up test was performed. Finally, data were analyzed using covariance analyses. The results of statistical analyses indicated that in the post-test all variables including mind organization, ability to targeting, problem-solving, and self-motivation improved; also, ADHD symptoms decreased. In the two-month follow-up, the ability of problem-solving did not significantly increase. The targeting ability, both in the post-test and in the follow-up, despite of increase, was not meaningful due to the low size effect of. The results indicated that intervention can have positive effects on executive function and reduce ADHD symptoms, but to be more effective, the training needed to be longer and accompanied by practice.

Executive function deficits are common in children with attention deficit hyperactivity disorder (ADHD). This research aims to assess effects of remedial rehabilitation on executive functions in preschool children with ADHD symptoms. In the current random clinical trial study pretest, posttest and follow-up design with control group were used. Statistical society includes all preschool ADHD children who referred to counselling centers in Tehran between 2016 -2017. Assessments include ADHD symptom checklist-4 (Gadow & Sprafkin, 1998) and Behavioral rating of executive function-preschool (Gioia,epsy& squith, 2002) questionnaires. After initial assessment by ADHD questionnaire, Thirty two children, who significantly had symptoms, selected by accessible sampling and randomly divided in to experimental group (N=15) and control group (N=17). Intervention group received ARAM computerized cognitive rehabilitation program for 12 sessions in 20 minute, while control group received no treatment. Both groups examined in posttest and follow-up. Data analyzed by repeated measure variance analysis. Result showed remediation rehabilitation significantly improves executive function and ADHD symptoms. We can conclude the remedial rehabilitation by computerized tasks improved cognitive abilities and reduced ADHD symptoms in preschool children.

Aims: Academic vitality can play an effective role in students' academic performance; therefore, the aim of this study was to determine the effectiveness of executive function training on students' academic vitality and academic performance. Materials & Methods: The quasi-experimental research method was pretest-posttest with a control group with a follow-up period. From the statistical population that included all seventh-grade male students in Birjand in the academic year 2019-2020, 40 people were selected by available sampling method and randomly assigned to experimental and control groups (20 people in each group); they answered "academic vitality" and "academic performance" questionnaires. The experimental group participated in 16 sessions of 90 minutes of executive-functional training, but the control group did not receive any training. Data analysis was performed using SPSS software version 24 and analysis of variance with repeated measures between groups. Findings: Executive function training was effective in improving students' academic vitality and academic performance (p

The purpose of this study was to effect of theory of mind training on executive function in male students with learning disabilities. Study method was mid experimental with random design divided into two groups, with pre-test and post-test. The statistical population of this research included all male students with learning disabilities in Shiraz city. The sample size was 30 male students with learning disabilities and then randomly placed in two experimental and control groups (15 students in each group). The experimental group was trained in 24 sessions of 45 minutes in Solitude. To collet data, neurological guestionnaire of coolidge ( 2002) was used. Data analysis by using covariance analysis showed that mean score of executive function and its subscale (decision making-planning, organization, inhibition) in the experiment group were significantly increased (p

The purpose of this study was to compare the effect of executive function and social-emotional training on performance of continuous attention (the correct answer to image and numbers, reaction time about images and reaction time about numbers) among the girl students with learning disability in 3-5 grades at district 5 in Tehran. The method of this research was quasi-experimental and pre- test and post- test with control group design. For identifying students with mathematical learning disability was used Diagnostic and Statistical Manual of Mental Disorders- 5, Raven test, and Iran Key math diagnostic test. Identified students were randomly assigned to two experimental groups and one control group (n= 7, in each group). They did performance of continuous attention test in pre-test and post-test. The first and second experimental groups received executive function and social-emotional training respectively, and control group did not receive any treatment. The data were analyzed with MANCOVA. Results showed that social-emotional training leads to improve performance of continuous attention (in the correct answer to images and numbers, and reaction time about numbers). Effectiveness of executive function training on performance of continuous attention is not significant, and there is not significant difference between the effects of executive function training and social - emotional training on the performance of continuous attention. In general, it can be concluded that sociol-emotional learning is a good way to increase performance of continuous attention in students with mathematical learning disorders.

This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. The sample consisted of 60 students (30 normal students and 30 students with learning disabilities) who were selected by random sampling. Students with learning disabilities selected and matched with students normal on the basis of age, gender and grade. false belief test, Trail making test, digit span are used for data collection. For the analysis of test data multivariate analysis of variance (MANOVA) was used. The results showed that among students with and without learning disabilities in primary and secondary levels, there were significant differences in theory of mind. (p

The present study aimed at investigating the effectiveness of computer-based cognitive rehabilitation intervention on executive function and working memory performance in children with math disorder. Sample comprised of 30 students with math disorder selected via convenience sampling from elementary schools of districts 1, 3 and 5 of Tehran. The students were randomly divided into two groups (15 students in the control group and 15 students in the experimental group). In the process of research 5 students of the control group and 3 students of the experimental group dropped out. Finally the sample size decreased to 12 students in the experimental group and 10 in the control group. The experimental group participated in a computerized cognitive intervention called Brain Ware Safari for twenty five 45-to-60-minute sessions held in six weeks. Iran Key Math Diagnostic Test and Raven intelligence test were used for the evaluation of math skills and intelligence of the sample. CNS Vital Sign (CNSVS) was used in pre-test and post-test for the evaluation of executive function and working memory of the experimental and control group. The data were analyzed using the univariate covariance tests. Results indicated that computerized cognitive training could improve the executive functioning and working memory of the experimental group.

The purpose of the present study is to evaluate the effectiveness of neurological movement, rhythmic and melodic intervention on executive function of people with Multiple Sclerosis (MS). 20 women) age 20- 30 years) who are members of the Iranian MS Association, with relapsing-remitting course and low Extended Disability Status (EDSS

Introduction: Cognitive rehabilitation has an effect on the improvement of symptoms of dyscalculia disorder such as executive function and quantitative reasoning and affects other children's functions. Aim: The purpose of the present study was to investigate the effectiveness of cognitive-computer software on the executive function and quantitative reasoning of 7-12-year-old children with dyscalculia. Method: It was a semi-experimental research design of pre-test-post-test and follow-up with a control group. The statistical population included all children with dyscalculia in Isfahan city in 2022-2023. 45 children with dyscalculia disorder were selected by purposeful sampling and placed in two control and experimental groups.. For the experimental group, Captain Log (2020) cognitive-computer training program was implemented in 10 sessions of 60 minutes; But the control group did not receive any intervention. The research tools included the fifth version of Wechsler's intelligence scale (Wechsler, 2014), continuous performance computer test (Rosold, 1956), Wisconsin card sorting test (Grant and Berg, 1948), Tower of London test (Challice, 1982). The data obtained from the research were analyzed with SPSS software version 26 and using the analysis of variance test with repeated measurements. Results: The results showed that Captain Log computer cognitive software had a significant effect on executive function (attention, error elimination and correct answer, problem solving and cognitive flexibility) (p0.05). Conclusion: Based on the findings of the research, it can be concluded that the cognitive rehabilitation of Captain Log's cognitive-computer program can be used as an efficient method to improve the cognitive ability of 7-12-year-old children with dyscalculia.

In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.

The purpose of this study is to compare the effectiveness of cognitive-behavioral play therapy and parent-child interaction therapy on executive functions in children with oppositional defiant disorder. The method of this study is quasi-experimental with a pre-test-post-test design and a control group and the study is applied in terms of objective. The statistical population of the study includes girls with oppositional defiant disorder studying in first to third grade in Tonekabon City during the 2019-2020 school year. A two-stage sampling procedure was used to select 39 samples through screening, which were divided into three cognitive-behavioral play therapy and parent-child interaction therapy and control groups through homogenization and randomization. The present research instruments include the Child Symptom Inventory (CSI), the Behavior Rating Inventory of Executive Function (BRIEF), the cognitive-behavioral play therapy package, and the parent-child interaction therapy package. The data of the study were analyzed using the covariance analysis method and SPSS-24 software. The results showed that there was a significant difference between the effectiveness of cognitive-behavioral play therapy and parent-child interaction therapy on behavioral regulation with an Eta coefficient of 0.765 and metacognitive skills with an Eta coefficient of 0.779 in children with oppositional defiant disorder (P=0.001). Both therapies seem to be effective in improving the executive functions of children with oppositional defiant disorder, but cognitive-behavioral play therapy was more effective.

The purpose of this study was to identify factors that explain cultural differences in cognitive functions and to examine the characteristics of these factors in Iranian culture. This research is basic in its objectives and was conducted using a qualitative research method and the technique of document analysis. The official website of PsychNet, PubMed, Elsevier, Noormags, Ensani Portal and SID were used to search for articles. After searching for keywords, the statistical population of this study included the first 100 articles from each of these databases and a total of 600 articles published between 2000 and 2020. A total of 67 manuscripts met the criteria to be included in the analysis. Documentary analysis was conducted using the method of Altheide & Schneider (2013). The results indicated 35 cultural characteristics that could be considered to explain cultural differences in cognitive function. These 35 primary characteristics were divided into 3 categories: 1. linguistic characteristics such as speech rate and phonological similarity; 2. family and educational characteristics such as parental framework and parenting styles; 3. values and norms such as social orientation and self-concept. In each of the above categories, Iranian society had its own exclusive characteristics, and the subjects influenced Iranian children's cognitive functions differently from other cultures. This study may have many implications for cognitive training and future research.

Introduction: Slow learners have cognitive impairments in attention and memory that effect on learning and problem solving. Aim: The present study aimed to evaluate the effectiveness of cognitive rehabilitation based on executive functions on cognitive functions in slow learners. Method: This study was a quasi-experimental study with a pre-test-post-test design with a control group. In this study, the statistical population of all students of late elementary schools who were studying in 2019, among them 30 people were selected from the available schools of Kashan city. The experimental group received 12 sessions of cognitive rehabilitation intervention for 1 hour per week for 3 months. Both groups were evaluated before and after the intervention with working memory test and behavioral rating inventory of executive function (BRIEF). Analysis of Multivariate variance was used for analysis. Results: The results showed that training package of cognitive rehabilitation could be effective in improving cognitive functions of slow learner student. This improvement in cognitive performance of slow learners student was observed in the components (Initiation, working memory, strategic planning, organizing and monitoring). (P

Attention Deficit / Hyperactivity Disorder (ADHD) is associated with problems such as failure in executive dysfunctions. The aim of this study was to evaluate the effectiveness of child mindfulness therapy on the main symptoms and executive dysfunctions of children with ADHD. The research method was quasi-experimental with pre-test, post-test, and follow-up design with the control group. The population of this study consisted of all girls aged 6 to 12 years with ADHD in Mashhad. In this study, 38 girls with ADHD were Selected from normal schools though multi-stage cluster sampling and were randomly assigned to experimental (n = 19) and control (n = 19) groups. Data were collected using the SNAP rating scale (Swanson et al., 1980) and the Deficits in Executive Functioning Scale-Children and Adolescents (Barclay, 2012). For the experimental group, the child's mindfulness therapy was performed in eight sessions and the control group did not receive any intervention during the study. The results showed that training the child mindfulness reduced ADHD scores and executive dysfunctions in post-test and follow-up (p

This study aims to evaluate the effectiveness of cognitive rehabilitation based on executive functions on behavioral function in slow learners. The statistical population consists of all slow students of elementary schools studying in 2019. Among them, 30 individuals were selected from the available schools of Kashan town. This sample was divided into two groups. The experimental group received 12 sessions of cognitive rehabilitation intervention for 1 hour per week for three months. Both groups were assessed before and after the intervention using Working Memory Test Battery-Children (WMTB-C) for children, and Achenbach System of Empirically Based Assessment (ASEBA) questionnaire for parents. The data was analyzed by using analysis of covariance and SPSS software. Findings revealed that Beta cognitive rehabilitation intervention focusing on executive functions (active memory, continuous attention and management) had a significant effect on behavioral function of slow learners. According to the results of this study, cognitive rehabilitation package can be used to increase active memory of slow learners in schools and improve academic status and recognition of these students.

Introduction: Internet addiction can be explained by various factors, including executive functions as multifunctional neuropsychological structures. Aim: The purpose of this study is to predict internet addiction through executive functions among students of Allameh Tabataba'i University. Method: The present study is a correlational study and its statistical population consists of students of Allameh Tabataba’i University who have studied in the second semester of the 2019 academic year. The statistical sample of the study included 206 Undergraduate Student who were selected by available sampling in this study. In order to measure Internet addiction, the Young Internet Addiction Questionnaire was used and to evaluate the executive functions Go/No Go Task, N-Back Task and Wisconsin Card Classification Task (WCST) were used. Correlation and regression analysis were used to analyze the data. Data were analyzed using SPSS 25 statistical software. Results: The results of the analyzed data show that there was no relationship between working memory components (N-Back Test Series n2) and Internet addiction (P

Introduction: Defective executive functions impair behavioral and emotional control in schizophrenia patients, and identification of its correlates can help design treatment protocols. Aim: The present study aimed to investigate the relationship between visuospatial functions and executive functions of female patients with schizophrenia admitted to a psychiatric hospital. Method: In this descriptive correlational study, the statistical population consisted of female patients with schizophrenia admitted to Najaf-Abad Modarres Psychiatric Hospital from September 23, to December 21, 2019, to receive medical treatment. To conduct this study, 50 individuals were selected using the purposive sampling technique based on inclusion criteria. The subjects were subjected to mini-mental state examination (MMSE) and clock drawing test (CDT). Data were analyzed using SPSS-24 by Pearson correlation and stepwise regression methods. Results: Results indicated significant positive relationships between visuospatial functions in the first (r=0.414, p

Introduction: Autism spectrum disorder is a neurodevelopmental disorder that its etiology has not been determined definitively. The studies that have been conducted on the characteristics of relatives of people with ASD have shown that relatives of people with ASD have a subthreshold of this disorder symptom. Aim: The present study was aimed to compare executive functions among parents of children with and without autism spectrum disorder. The statistical population included the parents of children with and without autism spectrum disorder in Sanandaj city. Method: The sample consisted of 30 parents of children with autism spectrum disorders (11 males and 19 females) and 30 parents of children without autism spectrum disorders (10 males and 20 females) that selected and matched by available sampling. In order to gather data, cognitive abilities questionnaire (Nejati, 2012) was used and data were analyzed by MANOVA. Results: The results indicated that differences in mean of inhibitory control and selective attention (P

Introduction: Postpartum depression is one of the main problems in women's general health, which has a significant effect on the health of mother and child. Aim: The general purpose of this study was to compare the executive functions of problem solving and working memory in women with postpartum depression and women without postpartum depression. Method: The mothers that referred to Tabriz health centers in 1396, were those who came there 30-40 days after their delivery time. 35 people, who were selected by available sampling method and screened by responding to the postpartum depression questionnaire, were placed in two sample groups; 16 mothers with postpartum depression and 19 healthy mothers matching in terms of age and education. The measuring tools included: Computerized test of the Hanoi Tower for problem-solving and N-Back note test for measuring working memory. Data were analyzed using multivariate analysis of variance (MANOVA). Results: The results showed that in executive functions of problem solving and working memory both groups did weaker. It can be said that postpartum depression can create different conditions in terms of cognitive-neurological functions in individuals. Conclusion: Identifying and understanding these factors can lead to a variety of therapies, in addition to helping them better understanding the disorder.

Age-related cognitive changes are inevitable in old ages, but the influence of variables such as education, fluid intelligence, and social components challenge the exact understanding of these changes and no clear picture on normal cognitive changes relative to age could be made. Therefore, the present study aimed to investigate developmental changes in cognitive components (including STM, WM, inhibition, updating, executive performance, and visual-spatial skills) by controlling the mentioned variables after age 60. Samples included people over 55 living in Tehran among whom 201 participants were selected using a purposive sampling method (48 samples aging 55 to 60, 47 samples aging 60 to 65, 52 samples aging 65 to 70, and 54 over 70). All participants finished high school and showed equal operation in intelligence and social participation tests. Forward Digit Span, Backward Digit Span, Kim Karad visual memory test, Stroop, Wisconsin sorting Cards, spatial orientation tasks, and a researcher-developed questionnaire on social activity and relationships were used to collect data. Results showed meaningful differences in all cognitive tasks among elderly groups (60-65, 65-70, and over). Results reported that, after 60, the given cognitive variables decreased in accordance with age, so that as the age increased cognitive performance decreased in all cognitive tasks of the elderly. Based on these results, a clear image was taken about normal changes of cognition in aging and a cognitive rehabilitation package for older people is suggested.

developmental coordination disorder can interfere with motor coordination in children and Poor motor coordination also causes psychological problems in these children. The aim of this study is to investigate the possible effects of selected resistance training on sensory-motor in 8 to 12 year-old children with developmental coordination disorder in Tehran. The research design was a pre-post test with control group. For this purpose, 30 children 8 to 12 years old (10.98 ± 1.02) with a developmental coordination disorder were selected Available form using the developmental coordination disorder Questionnaire and Raven intelligence test and they were randomly divided into control and experimental groups of 15 subjects. The Connors neuropsychological Questionnaire was used to evaluate the dependent variables. The experimental group then received the resistance training program for eight weeks (three sessions per week, 45 minutes each session). The control group did not receive any intervention. Statistical analysis was performed using Multivariate analysis of covariance test at a significance level of 0.05. The findings showed the effect of selective resistance exercises for the experimental group in all variables (P≤0.05). According to the findings of this study, the effect of resistance training on improving motor sensory function in children with developmental coordination disorder, it is recommended that schools and rehabilitation centers take advantage of these exercises.

Executive functions are self-regulated functions and show the ability to inhibition, self-changing, planning, organization, using the working memory, solving problems and targeting for homework and school activities. This study compares the executive functions of inhibition and problem solving in adolescents with and without substance abuse. In this causal-comparative study, 15 adolescents with substance abuse and 15 normal adolescents were selected which matched each other with the same age, sex and education. The research tools were Wisconsin Card, was used for assessing the inhibition executive functions, and Heppner and Petersen Questionnaires for problem solving. The results showed that there were statistically significant differences between groups between average score of inhibition executive functions and solving problem (except trend– avoid component). There were not statistically significant differences in the average score of inhibition executive functions and solving problem according to age, sex and education. It is concluded that the drug addicts are weaker than those without substance abuse based on the inhibition executive function and problem solving. These findings can be used for the prevention program.

Introduction: Prospective memory is an important precursor for independent living adolescents and can dependent on other executive functions. Purpose: To this end, this study aims to investigate the role of executive functions (working memory and inhibition) in predicting the event- based and time-based prospective memory of the adolescents. Methods: This study was conducted in the form of a correlation pattern. The study population consists of high school students in Azarshahr city in the academic year 1393-94. In this study, 150 students (male=67 and female=83) with a mean age of 16.5 year were selected by multistage cluster sampling. Prospective memory testing, working memory and continuous performance testing was used in order to collect data. Then, data were analyzed by Pearson correlations and multi-variable regression. Results: The results showed that the executive functions (working memory and inhibition) with a correlation coefficient of about 0/52 could define 0/27 percentage changes of event- based prospective memory and with a correlation coefficient 0/37 could only define 0/13 percentage changes related to time-based prospective memory. Meanwhile, only working memory and standard deviation of reaction time of visual continuous performance testing could predict event- based prospective memory positively. Furthermore, only working memory could predict time-based prospective memory. Conclusion: As a result, we can say that working memory operates as an underlying mechanism in the improvement of prospective memory.

Developmental coordination disorder (DCD) is used to describe children who have problems in coordination without any neurological cause.Poor coordination, causing problems in the children's cognitive characteristics. The purpose of this research was to the effects of a regular exercise activity period on some neuropsychological characteristics of the boys between the age of 10 to 12 in shiraz city that suffer from developmental coordination disorder. The research method is semi-experimental and pre-post test with control group. For this purpose, 36 children between the age of 10 to 12 were selected in available and targeted manner by using DCD questionnaire and Raven intelligence test and were set into two test and control group randomly. Furthermore, Connors neuropsychological questionnaire was used to evaluation of Dependent variables. Examination group got the intervention motor program for eight weeks (three session a week, 60 minutes in every session). Statistical analysis was performed with the help of SPSS 22 software using multi- variable covariance analysis in significance level of 0.05.Result showed that there are significant difference between two group in all executive functions variable (F=492.238,P≤0.001). and sensorimotor (F= 282.482 , P 0.001). It can be conducted that selected training plan can be effective on improvement of neuropsychological characteristics in Developmental Coordination Disorder children.

The purpose of the present study was to investigate the efficacy of problem solving training in reducing behavioral problems and improving executive functions and problem solving skills in interpersonal relations of slow learner students in fourth and fifth grades. Sample comprised of 21 students (11 girls and 9 boys). Program was taught two sessions per week for three months. To evaluate the training program, we used Alternative Solution Skills and the Tower of London tests. Five problematic behaviors of these students were observed in the classrooms; complaining, arguing, bullying and intimidating, aggression, and not being able to take turn, in three steps of baseline, intervention and follow-up were observed in class. Results using T test procedure indicated that intervention program was significantly effective in increasing scores on “relevant solutions”, “relevant category” and “problem solving”. Also the results of a repeated measure statistical method for behavioral problems revealed significant differences among means in three steps: baseline, intervention, and follow-up for complaining, arguing, and not being able to take turn. Therefore, the training program has been effective in reducing such behaviors. On the other hand, the results did not show statistically significant differences in the means of bullying, intimidating, and aggression.

Introduction: This study investigated the role of thought suppression, meta- cognitive factors, and negative emotions in predicting of substance dependency disorder. Method: Subjects were 70 patients with substance dependence disorder and 70 normal individuals (total 140). Substance dependants were selected of outpatient treatment centers and the normal sample was selected of the general population too. Sampling methods in both samples were convenience sampling. All people were assessed by MCQ-30, White Bear Suppression Inventory, and Beck’s Anxiety and Depression Questionnaires. For data analysis, discriminant analysis were used. Results: Negative meta-cognitive beliefs about worry, depression, and thought suppression were the most significant predictors of substance dependence disorder. Conclusion: Through meta-cognitive beliefs, thought suppression and negative emotion (especially depression), substance dependency disorder can be predicted. Based on this model can be used to take a substance dependency disorder prevention approach and psychotherapy approach (based on cognitive and meta-cognitive therapies). In addition, the findings of this research can be applied in clinical and counseling environments to help substance dependant clients.

Abstract The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems. Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems. Extended Abstract Introduction Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems. Research Question Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems? Literature Review Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data. Methodology The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2. Results The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data. Table 1. All fit indices of BRIEF-2 confirmatory factor analysis. Fitness indices Values RMSEA 0.098 NFI 0.96 NNFI 0.95 CFI 0.97 GFI 0.94 AGFI 0.89 Fig. 1. Estimation of standardized coefficients Discussion The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019). One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems. Conclusion The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems. Acknowledgments The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.

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

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

Background: Executive functions are a set of high-level cognitive processes that, by influencing low-level processes, enable individuals to direct their thoughts and actions. Despite the importance of measuring executive functions Many current tests of executive function are complex, have limited reliability and validity, and suffer from task impurity. Aims: The purpose of this project was to develop a novel set of executive function test based on the integrated model of executive function. Methods: The sample consisted of 115 students (18 girls and 97 boys) who were selected by cluster random sampling from 16 and 6 urban areas of Tehran (M=9.2 years; SD=1.7). central nervous system vital signs test was used to evaluate the validity of the test. Pearson correlation tests and exploratory and confirmatory factor analysis were used to analyze the data. Results: The reliability of the main scores of the subtests was mainly calculated in a significant range (p

The purpose of this study was to examine the impact of emotion-focused therapy on executive functions in individuals who have experienced sexual trauma. The target population was all sexually assaulted individuals who visited the Iran Trauma Institute in Mashhad in 2021. The research method was practical in nature, and the data collection was quantitative and experimental. Three of the ten individuals selected as samples were women, as determined by the entry criteria. Childhood trauma questionnaires (CTQ), Emotional visual working memory capacity (EVWMC) were implemented in this investigation. Visual analysis of the graphs depicting the changes in the research variables and the effect size of each variable on the clients, as well as the percentage of improvement and the percentage of reduction in their score changes, were employed to conduct the data analysis using the appropriate formulas in the SPSS-26 software. The effect sizes of emotion-focused therapy of trauma (EFTT) on the working memory capacity of individuals with sexual trauma were relatively high in all three participants during both the intervention and follow-up periods. The results indicated that EFTT enhanced the executive function of working memory capacity in sexually traumatized individuals from a clinical perspective, thereby preventing sexual revictimization.

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.

Financial wellbeing is a topic of interest in various disciplines, especially economics, sociology and psychology. Financial wellbeing in general can be used in the field of financial and economic sociology. However, there is no universally agreed definition or measurement, and no transparency regarding conceptualization and its components, as well as related factors; Therefore, the main purpose of this study is to identify the factors affecting financial wellbeing and explain how these factors relate. For this purpose, the meta-synthesis method has been used. The statistical population is all studies conducted in the period 2005-2021, in this regard, 171 articles in the field of the subject were evaluated and finally 43 articles were selected purposefully. By reviewing these 43 selected articles, 86 components were finally identified in the form of 14 concepts and four main categories under the headings of individual factors, contextual factors, financial socialization and financial literacy. Analytical results show that the factors identified in the present study are related and the contribution of each of them is important in order to provide a comprehensive model of financial wellbeing, the role of all these factors should be considered; But by reviewing 43 studies in this field, the contribution of financial socialization among the four main factors identified is more effective in shaping financial recovery; Because theoretically and conceptually model of financial recovery, the structure of financial socialization is prior to other structures affecting financial wellbeing. [ABSTRACT FROM AUTHOR]

Aging causes physical and cognitive impairment, which in turn, interfere with the aged people’s health. As a common complication in the elderly, cognitive impairment has attracted the attention of many specialists. Therefore, the purpose of the current study was to investigate the effectiveness of a period of brain gym exercises on the balance and inhibitory control in the elderly with mild ‌cognitive impairment. This was a quasi-experimental study with pretest-posttest and control group design. The statistical population of this study consisted of all the elderly with mild cognitive impairment living in Urmia, Iran in 2020. The sample included 30 elderly with mild cognitive impairment, aged from 60 to 80 years (77.69±1.98‌), selected using convenience sampling method and according to the inclusion criteria, and assigned randomly into two groups of experimental and control with 15 members each. To evaluate the balance‌ ‌and inhibitory control in pre-test and post-test, participants were instructed to perform the Mathias et al.’s Timed Up and Go (TUG), and Hoffman’s Go/No Go‌ test. The experimental group were asked to perform three 30-minute sessions of Dennison and Dennison’s brain gym exercises a week for eight weeks. The data were analyzed using the Analysis of Covariance (ANCOVA) in SPSS-24. The results indicated that after controlling of the pre-test scores, there was a significant difference between the control and experimental groups in terms of Timed Up and Go and inhibitory control ‌(P=0.001). Based on the findings of the current study, due to the ease of implementation of brain gym exercises, they can be used by sports and rehabilitation Coaches in order to improve the balance‌ and inhibitory ‌control of the elderly with ‌cognitive impairment‌.ReferencesAbduh, B., & Tahar, M. M. (2018). 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Background: Chronic kidney disease is one of the widespread public health problems. This disease is associated with extensive cognitive deficits, among which visual attention, psychomotor speed and executive function can be mentioned. In most of the researches conducted in this field, the combined view in measuring executive functions and evaluating both types of objective and subjective executive functions has not been used, and this has hindered the acquisition of integrated knowledge in this field. Aims: The aim of the present study was to compare objective and subjective executive functions between chronic kidney dialysis patients and normal people. Methods: The design of present study is causal comparative type (ex post facto) design and the population of the present study includes all chronic kidney dialysis patients who went to Labbafinezhad Hospital and Clinic in Tehran for treatment in 1401 and 1402. Gpower software was used to determine the sample size, and 39 people were considered for each group, and these people were sampled in a purposeful manner and completed the research tool, which included the Cambridge Neuropsychological Test (Cambridge Cognition, 2012) and the deficits in executive functioning scale (Barkley, 2012), and the research data was statistically analyzed by Multivariate analysis of variance using SPSS 21 software. Results: The results of multivariate analysis of variance showed that there is a significant difference between the two groups of chronic kidney dialysis patients and normal patients in terms of the objective executive functions of visual-spatial span, the number of spatial working memory errors, problems solved with minimum movement and average movements in hard problems. Also, there was a significant difference between the two groups in terms of subjective executive functions of self-organization/problem solving and self-control/inhibition (p

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p

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.

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

Introduction: Executive functions are a set of high-level cognitive abilities that are related to the educational problems of children. Aim: This research aimed to investigate psychometric properties of the Persian version of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) and compare its indices among children with different types of specific learning disabilities (SLD). Method: This study was descriptive psychometric and causal-comparative research. The statistical population consisted of the 6-12-year-old-girls and boys with SLD, Isfahan city, in 2020-2021. A total of 346 students were selected using a convenience sampling method. The achievement tests were then taken, and BRIEF-2 was completed by their parents. The data were analyzed using confirmatory factor analysis, differentiation analysis, Cronbach's alpha coefficient, split-half reliability coefficient, and multivariate analysis of variance (MANOVA) via SPSS.23.0 and AMOS.24.0 software. Results: Confirmatory factor analysis results showed that this scale has acceptable fit indices values (RMSEA=0.072), and construct validity and discriminant validity are confirmed (P

Background: Cognitive control, which means the ability to control inappropriate behaviors or responses, and it is one of the main components of executive function that is impaired in paranormal believers. Therefore, this study seeks to determine whether the anodal stimulation of tDCS in the rDLPFC region is effective on the cognitive control function in paranormal believers or not? Aims: The aim of this study was to improve the ability of cognitive control and inhibition through transcranial Direct Current Stimulation (tDCS) in paranormal believers. Method: The present study was a quasi-experimental post-test design with a control group(sham). The statistical population of this study was the students of the Faculty of Psychology and Educational Sciences of the University of Tehran in 2019, of which 38 people were available through sampling and using the revised paranormal beliefs scale (Tobacyk,2004), which measures the sevirity of paranormal beliefs in individuals, Were screened and those with above-average scores were randomly assigned to the groups (experimental and sham). The Anodal Stimulation experimental Group received in the F4 region as well as the Cathodal Stimulus in the FP1 region (2-MA in 10-minute), and the Sham group received a fictitious stimulus. Participants were assessed in the anode stimulation position and quasi-stimulation conditions through the Go/No-Go test, which is used to measure inhibition. Results: The results showed that a significant difference between the mean scores related to the inhibitory error (p= 0/01) and the reaction time (p= 0/01) in the experimental and sham groups. Thus, the inhibitory error and reaction time of rDLPFC group are significantly less than the sham group. Conclusions: The transcranial Direct Current Stimulation on rDLPFC of paranormal believers can improve cognitive control.

The present study was conducted to investigate the efficacy of training executive functions on the mother-child interaction and sleep problems of the children with ADHD. The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included the boys with ADHD in the city of Isfahan in the academic year 2019-20. 30 children with ADHD were selected through multi-stage clustered sampling method and they were randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received eight seventy-five-minute executive function interventions. 3 children from the experimental group and 2 children from the control group were dropped from the study. The applied questionnaires in this study included ADHD questionnaire, mother-child interaction questionnaire and child sleep habit questionnaire. The data from the study were analyzed through repeated measurement ANOVA via SPSS23 software. The results showed that training executive functions has significant effect on the mother-child interaction and sleep problems of the children with ADHD (p