The effect of executive functions training program in improving math skills and reduce clinical problems attention deficit hyperactivity disorder students

Abstract

Present research examines the effect of executive functions training on improvement of math skills and reduction of clinical problems in students with attention-deficit/ hyperactivity disorder (ADHD). As regards the overall objec- tive of the current field study, it is to characterize as an applied research conducted based on a pretest-posttest quasi-experimental design involving a control group. The statistical population included all children of 6 to 12 years old with an ADHD and mathematics disorder. Of this population, applying the concise Conners' Parent- Rating Scale Revised (CPRS-R), KeyMathTM - 3 Diagnostic Assessment (KeyMath-3 DA), and using convenience sampling, 36 children were chosen from the Zehn-e-Ziba Clinic, Delgosha Clinic, and Roozbeh Hospital. The sample children were then randomly assigned to either the experiment or the control group (each consisting of 16 stu- dents). Employing KeyMat-3 DA, Tower of London test, and working memory span (WMS) the experiment group was provided with the treatment program in 15 sessions, while the control group followed its regular program. The data analysis was performed using both univariate and multivariate analysis of covariance (ANCOVA and MANCOVA). The results indicated that executive functions training could enhance planning and organizing ability, working memory performance and math skills in students with attention deficit disorder. Hence, this method would serve as an intervention in reducing the clinical symptoms of children with attention deficit/hyperactivity disorder.