Middle Eastern Journal of Disability Studies

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Abstract:
Background & Objective: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder in childhood and it is of particular importance to find effective treatment which can diminish the intensity and depth as symptoms. Although the main cause of this disorder is unknown, many believe that this disorder is a neurological psychiatric disorder which depend on frontal lobe. On one hand, shortcomings in the functioning frontal lobe may be related to some signs of shortcomings of self-regulatory such as Response Inhibition that is common in this disorder. Different treatments are used to treat attention deficit/hyperactivity disorder such as medication, Cognitive, behavioral, combines and supplements. Drug treatment is the predominant treatment.  Health concerns associated with the drug such as important side effects have shown that it is necessary cures for the disorder to be designed which targets directly nerve-psychological disorders of these children and bring about sustainable improvements for them. Among of many different treatment methods, considering the Sensory Integrity Model presented by Ayres in 1974 for first time regarding children with learning disorders, sensory integrity can affect the functions of various parts of the brain including cerebellum, basal gangalia and grid arrangement and cause the improvement of cognitive and main symptoms of ADHD. Also the few studies are done in the field of cognitive computer games to alleviate symptoms of attention deficit / hyperactivity disorder which can increase the skills of response inhibition in children due to training orientation skills, response inhibition and multi-step commands Assuming that practice intervention with an emphasize on Rehabilitation Computer Based Tasks-Nerve Sensory Integration can be equivalent to the effects of medication on symptoms of children with attention deficit / hyperactivity disorder without disturbing side effects, This study is aimed to compare three treatments with an emphasis on Rehabilitation Computer Based Tasks-Nerve Sensory Integration, Pharmacotherapy and the combination of two paths to Improving  Response Inhibition of children with attention deficit / hyperactivity disorder.
Methods: This study is a kind of Quasi-experimental and prospective study including three groups: pretest-posttest-follow-up tests. Using stratified random method 35 schools were selected from schools in Dezful city and then using Conners Scale (Parent and teacher form) and diagnosis of Child and Adolescent Psychiatrist, 45 children 7 to 12 years old with attention deficit / hyperactivity disorder were available sampling selected and were identified in Prototype and after synchronization of intelligence and severity of the disorder, randomly divided into three experimental groups (Rehabilitation Computer Based Tasks-Nerve Sensory Integration group, pharmacotherapy group and combined group). Audiovisual integrated performance test IVA + PLUS was used in the pre-test and post-test and follow-up. The selected program includes rehabilitation computer based exercise combined with sensory integration training according to the protocol set for 3 months, 3 weeks a week, 80 minutes per session. Data collected using tests Levin, Mauchly, M-Box and repeated measure through SPSS-16 (p<0.05) were processed.
Findings: Analysis of the data showed that  there is not significant difference between the three methods of intervention in the post-test. Study of changes during follow-up revealed that both combined and rehabilitation-sensory integration  groups had a significant improvement in response inhibition variable than pharmacotherapy group. In fact, the pharmacotherapy group, unlike the other two groups had roughly the same decline in performance as the pretest.
Results: The results suggest that the program Rehabilitation Computer Based Tasks-Sensory Integration intervention in improving the response inhibition has more and more lasting effects than pharmacotherapy. according to the theory of plasticity of human brain, frequent cognitive training and  motion skills practices by stimulating the senses causes structural and functional changes in neurons responsible for these actions in these children’s brains.  Also motion skills practices by stimulating the senses cause enhanced nerve branches and formation of new synapses following repeated use of neural pathways and increases ability to selectively response in people. Indeed, stimulating the senses in a long time causes increase in brain synapses and finally leads to high-level perception which in turn causes increase in attention and cognitive functions such as response inhibition

 
 
 

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In fact, autism is a specific clinical syndrome with the certain disorders in the social behavior, verbal and non-verbal communications, imaginative activities and the existence of an infinite range of interests. This study was conducted with the aim of compiling a program to teach body language skills and its effectiveness on social skills, motor skills and selective attention of 8-12 years old autistic children with high performance in Semnan.
This is a semi-experimental research method and a pre-test and post-test type with a control group. The statistical universe consisted of 30 autistic children with high performance aged 7-12 years old in Semnan and the sample size was also considered as 30 individuals. The method was the convenience sampling one in this research and the members of the sample group were randomly divided into two control and experimental groups. The subjects were examined individually in the pre-test and post-test stages by D2 Selective Attention Assessment Tests, Gersham and Elliot's social skills as well as Ulrich's motor skills 2.
After conducting statistical studies, the covariance analysis of the results showed that the training of body language skills has significantly affected the scale of the social skill decisiveness (p<0/05) but the changes were not statistically significant in the remaining sub-tests. These trainings also had a significant effect on the displacement sub-scale of Ulrich's motor test but they had not significantly affected the object control sub-test. Moreover, in selective attention, they changed the mean scores, but the changes were not statistically significant.
Therefore, teaching the autistic children the body language skills can be effective in order to increase the performance and change the social skills, motor skills as well as selective attention.

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Objective and Background: Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder characterized by three main characteristics, attention deficit, hyperactivity and Impulsivity. For many years, it has been believed that attention deficit hyperactivity disorder (ADHD) is an early-onset disorder that has a limited impact on the adult's mental status, but the symptoms and disturbances defined by attention deficit hyperactivity disorder often persist until adulthood. . In attention deficit hyperactivity disorder, early deficiencies in executive functions cause ongoing problems in self-control and behavior management, and may lead to adverse experiences in childhood. Negative beliefs and perceptions emerge from the experiences of failure in childhood, and a vicious circle between them is formed, and these dysfunctional beliefs can enhance the likelihood of early maladaptive schemas in adulthood. Schemas are sustainable and deep cognitive structures that interact with the individual's genetic talents and environmental factors, including the relationships of individuals with the parents and important individuals, and the result is the formation of a set of beliefs about themselves and others through which conditions, Evaluated and interpreted. Abuse of children is to do any kind of child abuse or neglect that results in significant physical or psychological harm or serious harm to the child, including four types of physical, sexual, emotional and negligent child abuse is. Overall, due to the high prevalence of ADHD, attention deficit hyperactivity disorder (ADHD) in adults and the wide-ranging negative implications of this disorder for adults in different areas. Identifying the factors that can affect the symptoms of this disorder offers appropriate remedies for the treatment of this disorder. In addition, in our country, the study of the problems and disorders in adults with hyperactivity disorder has not received enough research attention. Therefore, due to the lack of research in this field, the necessity of such research is felt. Therefore, the present study aimed to compare early maladaptive schemas and childhood maltreatment in adults with and without attention deficit hyperactivity disorder (ADHD).
 Methods: This research is a descriptive-analytic study of or causal-comparative type.The statistical population of the study is referring to the counseling and psychotherapy center of Tabriz in the second half of 1397. Given the comparative nature of the research, the need for a specific sample and the difficulty in finding and satisfying them for participation in the research, the sample size is at least 30. The sampling method was based on the goal. The experimental group included 30 patients with attention deficit hyperactivity disorder (ADHD) who referred to the Tabriz Counseling and Psychotherapy Center. After a definitive diagnosis of ADHD, adolescent attention was selected by the psychiatrist. In addition, 30 normal and non-disturbed people who were matched according to gender, age, education with the group of people with ADHD. Entry criteria include diagnosis of hyperactivity disorder, lack of attention by a psychiatrist, age range of 20 to 40 years, satisfaction with participation in the research. Exit criteria include significant psychiatric disorders and neurological diseases (according to patient records and questions from individuals) and the use of certain drugs, addiction to any drug and stimulant In this study, all ethical considerations, including voluntary participation in the study, as well as the confidentiality of information about the participants are observed. To analyze the data, descriptive statistics including mean, standard deviation, frequency and frequency, and inferential statistics such as multivariate analysis of variance were used with SPSS version 23 software.
 Results: The results showed that impaired self-regulation and performance(P<0.001), Disconnection and Rejection(P<0.001), impaired limits(P<0.001), and other modalities in adults with ADHD were significantly higher than normal adults. However, there is no significant difference between the mean scores of vigilance and inhibition among adults with ADHD and normal adults. The results also showed that physical abuse (P=0.003), emotional abuse (P<0.001) and negligence(P=0.007) were significantly higher in adults with attention deficit hyperactivity disorder than in normal adults. However, there is no significant difference between mean scores of sexual abuse among adults with ADHD and normal adults.
Conclusion: It can be concluded that adults with attention deficit hyperactivity disorder than those without the disorder, childhood abuse, physical, emotional and neglect, have higher levels of early maladaptive schemas. Therefore, considering the importance of childhood and parenting behavior with children with ADHD, it is recommended that parents of these children be trained in the establishment of proper and effective relationships and parenting practices. Also, in the treatment of hyperactivity disorder, attention deficit hyperactivity disorder should be addressed to early childhood maladaptive schemas and interventions in this area.
 

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Background and objective: Attention Deficit / Hyperactivity Disorder (ADHD) is a developmental disorder characterized by persistent symptoms of neglect, hyperactivity, and impulsivity. Some people often have symptoms of neglect. Others have mainly symptoms of hyperactivity and impulsivity. Some people have both types of symptoms. Symptoms begin in childhood and can interfere with everyday life, including social relationships and school or work performance. Since the 1970s, numerous studies have identified defects in executive function as the primary cause of ADHD. So the present study was aimed at comparing the effectiveness of neurofeedback, transcranial brain stimulation (TDCS) on the executive functions of children with Attention Deficit/Hyperactivity Disorder in 1403-1402. 
Method of study: the present study was objective, functional, and methodologically semi-experimental with pre-test-post-test and two Test groups including neurofeedback and transcranial direct current stimulation and a control group. The statistical research community includes all children aged 7 to 11 with ADHD / Attention Deficit Disorder visiting the dawn Counseling Center in the city of gecseran. The sampling method in this study was simple by random sampling. In this method, 45 children were randomly selected after being diagnosed with ADHD and confirmed by a psychologist with a clinical interview. 
Findings: the results showed that the mean difference between neurofeedback treatments and transcranial brain stimulation in the executive function variable is at a significant level. 
Conclusion: therefore, it can be concluded that neurofeedback and transcranial stimulation (tDCS) treatments have a significant impact on improving the executive functions of children with Attention Deficit/Hyperactivity Disorder, which can be considered by education centers, educators, teachers and parents of these children.

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Aim & background: In a long-standing controversy over the source of attentional processing, some believe that information is processed based on physical properties immediately after reaching the sensory modalities (early selection), while others believe that information is not processed at the initial stages, but only after reaching higher levels of information processing, depending on whether or not it is related to the person’s goals, expectations, and background (late selection). To establish a synthesis of these two approaches, the perceptual load theory considers environmental demands or task difficulty to be the determining factor of early or late attentional selection. Accordingly, if the perceptual load of the environment is high, the selection of attention will be early; otherwise, it will be late. Nearly three decades of history of perceptual load theory and its role in the level of theoretical explanation and practical application of attention studies have been accompanied by conceptual and methodological concerns. In this regard, alternative explanations for the perceptual load effect have been presented. Criticisms and concerns, along with the vast body of empirical evidence supporting the perceptual load effect, have led to the acceptance of a weaker form of this effect, in which the perceptual load is not considered the only determining factor of attentional control, but one of the determining factors. The present study reviewed conceptual and operational definitions of perceptual load, its related concerns, and alternative explanations. Also, its applications in clinical fields and daily life were reviewed.
Methods: Considering that the present review focused on both theoretical and practical aspects of the theory, the search for documents in the research literature was conducted on both review/theoretical and research documents. To obtain these documents, a non-systematic search was performed in databases including ScienceDirect, PubMed, and PsycINFO using related keywords such as “perceptual load”, “attentional control”, “selective attention”, “task difficulty”, “psychopathology”, “addiction”, “pain”, “nutrition”, and “daily life”, and the most important documents, including review articles, theoretical articles, research methods, and research articles were extracted. Review and theoretical documents were used to address conceptual and methodological concerns, as well as alternative explanations for the theory, and research documents were used to identify the practical implications of the perceptual load theory in areas such as psychopathology, pain perception, addictive behaviors, and other areas. The search was conducted among the indexed documents between the years 2000 and 2023.
Results: It was found that perceptual load can be manipulated in three general ways: changing the number of items on the display, changing the degree of similarity between target and non-target stimuli, and changing the number and complexity of perceptual operators. It was also found that regarding the strong form of the theory, there are concerns such as confusing attention inefficiency with late attention, the absence of a clear conceptual definition of perceptual load, and the impossibility of increasing the perceptual load without increasing the cognitive load. Meanwhile, the hypotheses that are in competition with the strong form of the theory, such as the salience hypothesis and the dilution hypothesis, were also extracted. Finally, the practical implications of the perceptual load theory in areas such as psychopathology and daily life were identified by reviewing empirical evidence.
Conclusion: A review of the research literature indicated a broad theoretical contribution of perceptual load to a wide range of clinical fields and daily life. However, the strong form of the theory cannot be considered free of conceptual and methodological flaws. The present study suggests that while the theory of perceptual load is effective in identifying the underlying mechanisms related to attentional selection and investigating attention in practice, it is necessary to use it in a weaker form, taking into account existing concerns and competing hypotheses.
 

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Objective: The aim of this research was to investigate the effectiveness of mindfulness-based cognitive therapy on improving selective attention in students with specific learning disabilities.

Method: This study employed a semi-experimental design with a pretest-posttest-follow-up design, including one experimental group and one control group. The population consisted of all elementary school students referred to learning disability centers in Zanjan during the academic year 2021-2022. Forty participants were selected purposefully and randomly assigned to the experimental and control groups (each group with 20 participants). The experimental group received 12 sessions of mindfulness-based cognitive therapy intervention, while the control group remained on the waiting list. Data were collected using the Stroop Color-Word Test (SCWT) and analyzed using SPSS 24 software and repeated measures analysis.

Findings: After the implementation of mindfulness-based cognitive therapy interventions, the level of selective attention in students with specific learning disabilities increased, and there was a significant difference between the post-test scores of the experimental and control groups (p < 0.05). The change induced was attributed to the independent variable and remained stable.
Conclusion: Mindfulness-based cognitive therapy had a positive effect on improving selective attention in students with specific learning disabilities. It is recommended that learning disability centers utilize mindfulness-based cognitive therapy as an effective therapeutic approach to enhance cognitive performance in students with specific learning disabilities.
 

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Abstract
Background and objective: Executive functions are a set of high-level cognitive abilities and excellent mental processes related to each other, which enable humans to filter disturbing and distracting factors, prioritize tasks, set goals, and control impulsiveness. These skills are the basis of cognitive, social-emotional and psychological development of children and can improve other cognitive abilities such as attention, cognitive flexibility, working memory, planning; so as to strengthen self-regulation, self-control as well as cognitive, behavior and emotion regulation in people. Meanwhile, children with attention deficit/hyperactivity disorder show poor performance in relation to executive functions and as a result, they face serious challenges in academic and social affairs. Therefore, improving this category of cognitive skills can have positive consequences for this group of children. Thus, the present study was conducted with the aim of comparing the effectiveness of executive skills coaching program and mindfulness-based cognitive rehabilitation program on the executive functions of children with attention deficit/hyperactivity disorder.
Research method: The method of this research was experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of this research included all children aged 9 to 12 years with attention deficit/hyperactivity disorder who referred to the clinics of the three cities of Tehran in the year of 2023 whereas among the eligible people, 60 people were selected by purposive sampling method and randomly and equally placed in two experimental groups and one control group; So that there were 20 subjects in each group. Then, for the first experimental group, the executive skills coaching program was implemented during 12 60-minute sessions, and for the second experimental group, the mindfulness-based cognitive rehabilitation program was implemented during 16 60-minute sessions. While the members of the control group did not participate in any of these interventions. Subject information was collected in the pre-test, post-test and follow-up stages using the Behavior Rating Inventory of Executive Function of Gioia et al.  (2015), which has favorable psychometric properties. Next, the research data was analyzed at a significance level of 0.05 by the method of analysis of variance with repeated measures using SPSS software version 26.
Findings: The findings indicated that the executive skills coaching program had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and the total score of executive functions (P<0.001), but it was not effective on the emotion regulation index (P=0.07). Additionally, the mindfulness-based cognitive rehabilitation program has had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and emotion regulation and has been effective on the total score of executive functions (P<0.001). In addition, there has been a difference between the effectiveness of the executive skills coaching program and mindfulness-based cognitive rehabilitation program in relation to the overall score of executive functions; Thus, the executive skills coaching program has been more effective than the mindfulness-based cognitive rehabilitation program (P<0.001).
Conclusion: It can be concluded that the executive skills coaching program has been more effective in improving the executive functions of children with attention deficit/hyperactivity disorder than mindfulness-based cognitive rehabilitation. Moreover, executive skills coaching program and mindfulness-based cognitive rehabilitation program are effective interventions that psychologists and specialists can use to improve the executive functions of students with attention deficit/hyperactivity disorder.
 

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Background and objective: Although the most important difference between humans and other creatures is their mental abilities, it can be seen that some people have some mental problems that affect different aspects of their lives. One of the most important of these problems is intellectual disability. Mental retardation is one of the common developmental disorders due to its side effects and widespread prevalence. The results of previous studies have shown that students with learning disabilities have problems in handwriting skills, attention and working memory; therefore, it is very important to use appropriate methods to improve these problems. One of these effective methods is visual-motor training. Therefore, the aim of this research was to determine the effectiveness of visual-motor training on handwriting skills, attention and active memory of children with educable intellectual disabilities.
Method: This study was semi–experimental and was conducted with a pre–test–post–test design with two control and experimental groups. The statistical population of the present study was made up of students with intellectual disabilities who are 11 to 16 years old in Tehran in 2023 years. Among the statistical population, 30 qualified volunteers were available entered into the study and randomly assigned to two experimental and control groups (each group includes 15 people). The criteria for entering participants to the research include: Having an IQ of 55 to 70, being in the age range of 11 to 16 years, interested in participating in the research and not having serious speech, physical and movement problems affecting the process of the sessions. Exclusion criteria were absenteeism more than out of three sessions, non–observance of group therapy rules and incomplete of tests in the research. In this research, ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality were observed. Also, at the time of participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and this was also fully respected. After the end of the research, in order to maintain ethical standards, some of the motor skills training conducted in the experimental group was also implemented for the control group. Both groups completed the handwritten checklist (Hadavand Khani et al., 2014) and Wechsler Attention and Working Memory Test (Wechsler, 1930) in the pre-test and post-test stages. The visual-motor training program was implemented in the experimental group as a 10 session’s 60–minute and three times a week, but the control group did not receive any treatment plan. Data analysis was carried out in two parts: descriptive statistics and inferential statistics. At the level of descriptive statistics of frequency, mean, and standard deviation and inferential statistics, analysis of covariance was used. Data analysis was done in SPSS software version 26, and the significance level of the tests was considered to be 0.05.
Findings: The mean and standard deviation of the experimental group participants' age was 14.06 and 1.48 years, and the control group's mean and standard deviation was 13.80 and 1.20 years. The results showed that there was a significant difference in all three variables of handwriting skills, attention and working memory between the experimental and control groups in the post-test, after removing the effect of the pre-test (p<0.001). Also, visual-motor training could increase handwriting by 75%, attention by 59%, and working memory by 79%.
Conclusion: Based on the findings of the research, it is concluded that visual-motor training for students with educable intellectual disabilities is a suitable method to improve their handwriting skills, attention and working memory.

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Context and purpose:
Childhood and teenager are one of the most important stages of life in which a person’s personality is established. Among them, there are children who have problems in maintaining attention , including children with attention deficit disorder who are part of one of the groups of children with attention deficit hyperactivity disorder of the dominant inattention type which is stated in the Diagnostic and Statistical Manual of Mental Disorders of the American (DSM) psychological Association . The present study was conducted with the aim of systematically reviewing the effectiveness of therapeutic intervention in improving the performance of children and teenagers with attention deficit hyperactivity disorder of the dominant type .
Check method:
The statistical population of the research includes doctoral theses and master’s theses and articles published in scientific – research journals inside and outside of Iran, including : Noor Mags,Civilica, Elmnet , Scientific Information Database , Scopus , Google Scholar , Elsevier , Pub mod and Science Direct that was done in this field. Due to the lack of studies in this field , research was collected from 1984 – 2024 0n the effectiveness of therapeutic intervention in improving the performance of children and teenagers with attention deficit hyperactivity disorder of the dominant inattention type . First , 187 articles related to the topic were selected , after checking the titles of articles whose topic was different from the research topic  (such as attention deficit – hyperactivity disorder , attention deficit in cerebral palsy , attention deficit in blind or deaf children , or the studies conducted were case – based ) . They were excluded from the study program because the aim of the research was to investigate therapeutic intervention on the group of children with attention deficit disorder without hyperactivity or without any other disorder . which resulted in 37 articles , then the abstracts of the articles were studied . 20 articles were left out due to lack of alignment with the purpose of the research , leaving 17 article . In this stage , 2 articles with repeated topics were seen , and those 2 articles were discarded , then the remaining 15 articles were reviewed . In this review , the study of the text and statistical method , the type of instrument , the validity of the research instrument , the validity of the research instrument and the final conclusion of the articles were discussed . During these investigations , 6 more articles were not recognized as allowed to enter the research according to the authors of the article , and finally 9 articles obtained the necessary criteria to enter the research .
Finding :The results indicated that Play Therapy , Yoga , Cognitive Therapy Training , Neurofeedback , Drug Therapy and Herbal Drug Therapy , Integrated Therapy and Therapy with a package designed from virtual reality are effective The conclusion about the effectiveness of various vitamins on reducing attention deficit symptoms and side diseases caused by vitamin therapy  in the group of children and teenagers with attention deficit needs more research .

Discussion and Conclusion:
All treatment methods were effective in improving the symptoms of attention deficit disorder, but Drug therapy (Vitamin therapy) needs more investigation due to the different results regarding its side effects on the health of the group of children and teenagers with attention deficit disorder . . A systematic review of these studies shows that the use of packages designed from virtual reality can help improve attention deficit symptoms.

 

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Objective: visual selective attention is one of the cognitive components that play an important role in different functions of daily living. 
The object of this study is to investigate the effect of visual selective attention on quality of handwriting in normal persons.
Materials & Methods: This study was done by descriptive-analysis, cross-sectional method. normal students who were selected simply & conveniently Rehabilitation Sciences school of Iran medical Sciences University (25 girls, 25 boys) that their mean ages was 20.6, participated in this study. PowerPoint presentation program was used for producing visual selective attention test. Reaction time recorded by digital chronometer. Visual selective attention and quality of handwriting relationship, was assessed by correlation analysis (α<0.05) via Spss 13.
Results: There is a significant relationship between visual selective attention and quality of handwriting (p<0.05). Correlation between two parameters was show that was not proper for regression model
Conclusion: Results of this study suggest that there is correlation between visual selective attention and quality of handwriting, but quality of handwriting composes of many factors and components that studying all components are necessary.

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Objective: The purpose of this research is study of effectiveness of Cognitive-Behavioral therapy (C.B.T) compared to drug therapy on decrease of hyperactivity disorder symptoms.
Materials & Methods: Forty children with attention deficit hyperactivity disorder who were 7-14 years old were elected by convenience sampling method and assigned into two groups in this quasi-experimental research with pre and post test. For gathering data it is made use of three main tools namely (a) questionnaire of hyperactivity disorder together with inattention based on Diagnostic and Statistical Manual of Mental Disorders Forth edition-Three Revised (DSM-IV-TR); (b) Conners Scale of Hyperactivity (Teachers form); (c) Conners Scale of Hyperactivity (Parents form).
In order to data analysis, descriptive statistics and inferential statistics (covariance analysis test and t-test) methods were used.
Results: Mean scores of symptoms decrease by all tree tools showed that the symptoms were reduced in both groups after intervention, but the symptom decrease was more in CBT group and this differences were significant (p<0.001).
Conclusion: CBT and drug therapy are effective on symptoms reduce of children with attention deficit hyperactivity disorder, but Cognitive-Behavioral Therapy is more effective than drug therapy in decrease of attention deficit hyperactivity disorder.

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Objective: In most professional sports players have been in the minutes of a game not be easy to do and makes them the most skill points as his team failed to achieve or the match fail. The purpose of this study was to evaluate the effectiveness of self-consciousness and attention on choking under pressure in disabled athletics in open and closed skill.
Materials & Methods: In this study which is a semi empirical research, of disabled athletics participating in the sport wheelchair basketball in Khuzestan, 60 male athletics were selected in a simply random manner. Then, they organized into four groups of experiment in self-consciousness (high/less) and attention (relevant/ irrelevant) conditions. The tools which were used included basketball free throw skill, self-consciousness scale and competitive state anxiety Inventory to measure pressure of subjects. Data were analyzed using multivariate analysis of variance.
Results: Results showed that there was a significant difference between score mean penalty shoot skills of basketball in high and low pressure conditions (p<0.001). Also there was a significant difference between score mean in basketball skills individually defend high and low pressure conditions (p<0.001). Results showed that individuals with high self-consciousness experienced decrement performance regardless of the type of relevant or irrelevant attention and kind of open or closed skill (p<0.001).
Conclusion: Individuals of high self-consciousness are generally more aroused than less self-conscious individuals. High self-conscious individuals believe themselves to be the target of others’ observations. Therefore, findings of this research support from distraction model.

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Objective: The present study was conducted with the aim of examining the effect of self-regulation learning strategies training on writing in children with Attention Deficient Disorder / Hyperactivity. Materials & Method: The study design was quasi-experimental with two groups, pre-test and post-test. Two elementary schools of Semnan were selected in an available way. SNAP-IV questionnaire (teacher’s form) ,Rutter’s Behavioral Disorder Questionnaire (teacher’s form), and Wechsler IQ Test were implemented. Essay Test was conducted on students who got cut-off score in attention deficit hyperactive disorder (ADHD) .30 students that the length of their essay was less than 100 words were included in study and were assigned into experimental and control groups. participants of experimental group received eight 60-minute sessions of self-regulation learning strategies training, but the participants of control group received no intervention. The scores of post-test and one-month follow-up were collected and data were analyzed using repeated measures variance analysis. Results: The findings showed that students' performance in all components of the study , including time of planning, time of writing, the length of the text, linking words, basic elements of the writing, and overall quality of the writing significantly improved. The one-month follow-up confirmed the sustainability of the taught strategies. Conclusion: Self-regulation learning strategies training can improve the components of the writing and its overall quality.

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Background: In human being developmental process, normal development of sensory motor abilities are the main factors to adaptability, physically, social health and cognitive development. This normal skill has been bring the oportunity for human being for the ability to manipulation of environment typically by children. This abilities lead to increasing intellectual and inviromental adaptive capacity and sufficient interaction with peers and environment. The damages of development process, influence many abilities such as cognitive, emotions, physical, perception and interpersonal skills in the children as well, the developmental and intellectual disabilities, specific learning disabilities and attention deficit/hyperactivity disorders are main neurodevelopmental disorders that have been researched by many related  interdisciplinary team to identifying of causes, treatment, management training, parent and teacher education and how prevention and early intervention. The main aim of current research was to study the sensory motor skills impairment and its psychological consequences in children with intellectual and developmental disabilities attention deficit/ hyperactivity disorder and specific learning disability. These three disorders are the high prevalence disorders in development process.

Materials: In this research with using review method and selecting papers and books from 1965-2013 in Medline, Scopus, ProQuest and Elsevier the information about the movement children with intellectual and developmental disabilities, attention deficit/ hyperactivity disorder and specific learning disability  were collected and systematically reviewed .

Results: Birth of the neurodevelopmental disorders children has been major challenges to society, families as well, due to their cognitive, affective and behavioral deficits, in the same vein. Traumatic factors of development process have negative influence on the main psychological skills such as growth of sensory motor skills in children with intellectual and developmental disabilities, attention deficit hyperactivity disorder and with specific learning disability and encounter them to social damage such as rejection by peers, poor self- concept, poor self-esteem and quality of life and educational problems.

conclusion: regarding to importance of sensory motor abilities development in human being to reach and achieving of doing  early life skills,  Doing early intervention about sensory motor skills along with other intervention, is necessary for this children. To more effecting of intervention to managing of challenging behaviors and other inappropriate social behavior due to chronic condition cooperative of intradisiplonary research and team work are needed, early intervention such as basic concept training typically for intellectual and developmental disabilities  a long with sensory motor skills (e.g. Fine and Gross motor skills) and interpersonal skills (e.g. conversion skills, find and keep of useful relation with peers) in  children with attention deficit/ hyperactivity disorder  a long with sensory perceptual skills and  sensory motor abilities and  special academic  intervention for achievement of children with specific learning disability along with social supports typically in Iran can be useful to neurodevelopment groups. 

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Objective: Attention deficit - hyperactivity disorder in childhood is common and it is important to find an effective treatment to reduce the severity and depth cues.In the present study, the effect of improving working memory were studied as a treatment to improve the symptoms of this disorder.
Methods: In this experimental study with pre– test and post–test with control groups , Thirty-two  6-12 years-old students with ADHD in schools of Arak were randomly selected and assigned to an experimental (n = 16) and a control group (n = 16).
The experimental group received improving working memory training consisting of 15 sessions of 2 hours each, Three times a week.The instruments of this research were parent Conner's questionnaires and The Raven Colored Progressive Matrices Test. Data was analized by Independent t.
Results: findings indicated that improving working memory can reduction cognitive / Attention Deficit problems of  children with Attention Deficit Hyperactivity Disorder (p<0.001).
Conclusion: The findings emphasized that improving working memory can be used as intervention method in reduction cognitive / Attention Deficit problems of children with Attention Deficit Hyperactivity Disorder.

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