Razi Journal of Medical Sciences

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Purpose: The present study was conducted with the aim of the effect of dual task on control of dynamic balance(DB) of girls with forward head posture(FHP).
Methods: In this semi-experimental study, 36 female students with FHP (having a craniovertebral angle less than 45 degrees) and 36 healthy female students (having a craniovertebral angle greater than 55 degrees) were purposefully selected to participate in the present study. After familiarizing the participants with the test conditions (DB without cognitive task, DB with cognitive task), each test was performed three times between each attempt. 30 seconds rest was considered.
Results: The collected data were analyzed by two-way analysis of variance. The results of the present study showed that there was a significant difference between the DB of the FHP and healthy companies, and the participants with the FHP had statistically weaker DB (P<0.05). Also, other results of the present study showed that the dual (cognitive) task had a significant effect on the DB comparison of the FHP and healthy participants, and statistically weakened the DB comparison of the FHP participants to be and healthy companies (P<0.05).
Conclusion: In general, it can be seen that the FHP reduces the postural stability. Also, both FHP and healthy participants, dual task weakens postural stability.
 

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Introduction: This research was conducted with the aim of evaluating the effectiveness of computerized cognitive rehabilitation on attention and working memory of children with attention deficit/hyperactivity disorder.
Method: The research method was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The population of this research was all children aged 7 to 11 with attention deficit/hyperactivity disorder who referred to pediatric psychiatrists and child psychologists in Tehran in the months of April to September 1401, and among them, 45 children were selected using a targeted sampling method. They were randomly selected and replaced in three equal groups of 15 people. IVA software and Wechsler working memory test (WISC-R) were used to collect data. SPSS software and multivariate covariance analysis tests were used for data analysis.
Results: The results showed that the effectiveness of computerized cognitive rehabilitation training was effective on the attention and working memory of children with attention deficit/hyperactivity disorder (p<0.01).
Conclusion: Computerized cognitive rehabilitation training can be an effective therapeutic approach to improve attention and working memory of children with attention deficit/hyperactivity disorder.
 

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Abstract
Parents of children with attention deficit-hyperactivity disorder experience more stress compared to parents of normal children. This can lead to mental health problems for parents, such as depression, parental stress, and increased parental problems. This psychological pressure is caused by Having a child with a disorder has a significant impact on parenting styles. Therefore, the purpose of this research was to compare the effectiveness of positive parenting intervention program and cognitive therapy based on mindfulness on psychological fatigue in mothers of children with attention deficit/hyperactivity disorder in 2014. This research is a semi-experimental project with a pre-test-post-test in the experimental group (positive parenting intervention program) and the comparison group (cognitive therapy based on mindfulness) with the control and follow-up group, the statistical population of all mothers of children with attention deficit disorder. The research sample includes 60 mothers of children with attention deficit/hyperactivity disorder in the 6 months of spring and summer of 1402 and has the criteria to enter the intervention by selection and sampling. Purposeful and simple random assignment of 20 participants to each group and implementation of interventions. The experimental group underwent positive parenting intervention and cognitive therapy based on mindfulness for a period of 12 sessions of 75 minutes, and the control group did not receive the intervention. The research tool was Smets (1996) Multidimensional Fatigue Questionnaire (MFI). The results of the covariance analysis showed that the averages of the psychological fatigue scores in the positive parenting intervention program group, the cognitive therapy group based on mindfulness, and the control group showed a significant difference. Therefore, it can be said that the positive parenting intervention program had a greater effect on psychological fatigue in mothers of children with attention deficit/hyperactivity disorder than cognitive therapy based on mindfulness.
Conclusion: The positive parenting intervention program can be used to reduce the psychological fatigue of mothers of children with attention deficit/hyperactivity disorder.
 

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Background & Aims: One of the factors associated with health in the general population is an active lifestyle and regular exercise (3, 4 Resistance training has been shown to be a popular and safe exercise modality for health-related goals across a range of ages, including middle age and old age (6-8). Resistance training is considered a promising intervention for preventing or delaying cognitive decline (9). However, research in this area is limited. Another intervention that researchers recommend, along with resistance training activities, is the use of sports supplements. Creatine is one of the most popular types of sports supplements, which has been shown to improve muscle strength, muscle hypertrophy, and power performance (10). While creatine supplementation is widely used to enhance athletic performance and promote overall health, it has also garnered growing interest for its potential cognitive benefits ( 11 , 12 ). Previous research has shown that resistance training (9) and creatine supplementation (11, 12) have positive effects on cognitive performance. On the other hand, it seems that participating in resistance training programs and taking creatine supplements can help improve the performance of participants in brain games. However, no study has directly examined the effects of exercise and dietary supplementation on concentration in these individuals, which indicates the need for the present study. Based on the above, the aim of the present study was to determine the effect of resistance training combined with creatine phosphate supplementation on the attentional performance of middle-aged men while playing the Mafia game.
Methods: In this semi-experimental study, 36 middle-aged men living in Mashhad were selected through convenience sampling based on the inclusion criteria. The inclusion criteria included good general health, no supplement use in the past six months, no specific underlying disease, being 40 to 50 years old, having a body mass index between 20 and 25 kg/m2, having participated in mafia games for at least one year, and regularly performing weight training programs in the past year. The exclusion criteria included not participating in mafia games, not participating in training programs for more than 2 consecutive sessions, not taking creatine supplements, participating in another training program, and experiencing musculoskeletal injury during training sessions. After the final selection of participants, they were divided into three groups: resistance training + supplement use, resistance training + placebo use, and control by simple randomization. By measuring research variables before and after the mafia game, participants were randomly divided into three groups: resistance training + supplement (n=12), resistance training + placebo (n=12), and control (n=12) The training program was completed for twelve weeks, with a frequency of three sessions per week at an intensity of 70 to 85% of one repetition maximum. After the end of the training intervention and with a 48-hour rest, the pre-test tests were measured again in the follow-up or post-test phase. Thus, the pre-test variables were measured and recorded again before and after the mafia game. In this study, the creatine hydrochloride supplement ConCret, produced in the United States, was used. For the supplement + resistance training group, the dosage was 3 grams per day, which was consumed 30 minutes before each training session on training days and at the same time before training on non-training days (17). The placebo group used maltodextrin under the same conditions. The supplements were packaged and delivered to each participant weekly. Participants were asked to bring the packets containing the supplement and placebo with them to the training location and consume them 30 minutes before training. They were also reminded by phone to ensure they did not forget to bring the supplement and placebo. For data analysis, the repeated measures analysis of variance test was used for significance between groups, as well as the Bonferroni post hoc test for comparison of paired groups.

Results: In the first (acute) phase, no significant difference was observed between the groups. In the second phase, a significant decrease in the concentration of the control group was observed compared to the resistance training + supplement group, but no significant difference was observed compared to the resistance training + placebo group. Also, no significant difference was observed between the resistance training + placebo group and the resistance training + supplement group.
Conclusion: This study aimed to investigate the effects of resistance training and creatine hydrochloride supplementation on professional Mafia players. The results obtained indicate that the Mafia game has reduced concentration due to high mental involvement in making the right decision to win the game in this challenge. The results of concentration in the second stage show that there is a significant decrease between the resistance training + supplement and resistance training + placebo groups, as well as between the resistance training + supplement and control groups, but there is no significant difference between the resistance training + placebo and control groups. On the other hand, the results within the group show a significant decrease in pre-test-post-test in all groups. The percentage changes in both groups show that there was an increase in progress from 1.9% to 3.8% for the resistance training + supplement group. For the resistance training + placebo group, it was 3.4% and 3.3%, and for the control group, it was 4.2% compared to 5.1%. There is evidence that participation in sports activities improves or delays fatigue and thus improves concentration (21, 22). The theory of processing efficiency predicts that physical training can increase the resources needed to maintain cognitive performance even when the level of performance is not affected (23). Although this study used a brain game such as Mafia, it is possible that resistance training adaptations, albeit small, prevent further impairment of cognitive performance in the Mafia game. In fact, cognitive enhancement helps the neural process involved in the acquisition, processing, retention, and application of information, and these adaptations help the individual's cognitive performance in planning and decision-making (2, 26). It seems that resistance training has a positive effect on cognitive and neural function by creating adaptations that increase cerebral blood flow, increase arousal, neurogenesis and angiogenesis, and release of neurotrophins (26). The results showed that during the second phase of the Mafia game, adaptation to creatine supplementation along with resistance training reduced the level of concentration, although it did not completely eliminate the decremental trend. It is possible that the improvement in attention in the resistance training group with creatine supplementation was due to the reduction in fatigue during mental activity in the Mafia game. However, a recent meta-analysis showed that creatine supplementation did not have a significant effect on attention; this indicates that although individual studies show different degrees of effect, creatine supplementation does not have a significant positive effect on attention when considered as a whole (11). This is while the effect of supplementation along with resistance training was found in the present study; also, the subjects of the present study included people who regularly played the Mafia game as a leisure activity related to mental performance. Based on the results, it can be said that creatine consumption and resistance training can prevent further decrease in concentration in intellectual games such as Mafia.
 

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ABSTRACT The main objective of the research was evaluation of the effects of breakfast on attention and short-term memory of 8-years old school children. The study design was randomized controlled trial (RCT) which is done in a cross-over frame. 38 school children divided into two groups randomly and group one was given a standard breakfast (as 20% of RDA for energy in this age) at 8:00 AM. Before and one hour after breakfast pre-and post test of arithmetic and vocabulary tests were performed. At phase 2 of study (after two days), by crossing over the groups new tests were given and results analysed. All individual characteristics such as anthropometric, socio-economic, parents and teacher’s opinion about children activity and school performances, and school average scores were obtained. Results indicate that both attention ability and short-term memory scores of subjects have elevated at least 2 scores (P<0.05) in breakfast group, but in other group memory test failed, although decrement was not significant. Because of similarity of both groups, we suggest that the promotion of scores is due to consumption of breakfast.

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The main objective of he present research was to compare the nutritional pattern of school children with attention deficit hyperactivity disorder (ADHD) with that of normal children. In this study 400 school-age children who were between 7 to 9 years were randomly selected from three primary schools in city of Ahvaz. Children’s parents and teachers completed socio-economic, food frequency, anthropometric and psychologic scoring questionnaires. Results showed that there is a significant relationship between parental literacy and the severity of disorder, i.e. mothers with higher education and occupation levels had more normal children (P<0.01). Food allergy history among ADHD children was 2.5 times more than that of normal subjects. Breakfast consumption significantly correlated with lower severity of ADHD in boys (P<0.01). On the other hand, more daily sugar consumption increased the level of disorder in school girls but not in boys (P<0.001). Drinking more than 3 cups of tea a day was associated with increased severity of ADHD in boys (P<0.05). Food additives, colors and natural salicylates in daily food pattern of all cases were not related to severity and degree of ADHD. In conclusion, it seems that breakfast consumption is a strong positive healthy habit in school children and can lessen the disorder, while frequent tea and sugar consumption has negative effect on severity of ADHD. Also, parents must pay attention to their children’s food allergies.

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Background: Emotion cognitive regulation strategies and impulsivity are of affection factors in adolescents with attention deficit/hyperactivity disorder (ADHD). The aim of the study was to compare adaptive and maladaptive emotion cognitive regulation strategies and impulsivity and its dimensions motor, cognitive and non-planning in normal boy adolescents and with ADHD.

Methods: This is a cross-sectional and post event study (causal-comparative method), and study statistical population was all boy student of Amol town high school. The study sample comprised of 40 people (20 people with ADHD and 20 normal people) who were selected by convenient sampling method. Data were collected using Achenbach Youth Self-Report Scale (YSR), Garnefski & Kraaij emotion cognitive regulation questionnaire, Barrat Impulsivity Scale and clinical interview. To analyze the data Kolmogorov-Smirnov test, t independent test and multi-variate analysis of variance (MANOVA) was used.

Results: The mean age of the adolescents with ADHD was 15.05 ± 0.60 and normal 15.10 ± 0.71 years. Results revealed that mean scores of maladaptive emotion cognitive regulation strategies (ADHD: 17.65±4.95, normal: 14.35±4.45), general score impulsivity (ADHD: 69.20±11.04, normal: 56.80±8.10), motor impulsivity (ADHD: 22.65±4.22, normal: 18.15±3.97), cognitiver impulsivity (ADHD: 21.15±3.43, normal: 18.05±2.30) and non-planning (ADHD: 25.40±6.90, normal: 21.05±4.85) in adolescents with ADHD were greater than controls significan (P<0.05). However, scores of the two groups in the adaptive emotion cognitive regulation strategies (ADHD: 24.40±7.24, Normal: 24.90±4.78) were not significantly different (P<0.05).

Conclusion: Based on the finding of the present study it can be concluded that adolescents with ADHD compared with normal adolescents use more maladaptive emotion cognitive regulation strategies and impulsivity.

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Background: Children with attention deficit/hyperactivity disorder (ADHD) often experience academic difficulties. Stimulants have limited effect on cognitive abilities important to academic progress and that academic interventions are indicated in children with ADHD. Poor academic programs and other aspects of ADHD may cause conflict with parents and there is little information on the efficacy of multimodal parental management training that includes academic assistance and (Parental management training) PMT combined with methylphenidate. The current study evaluates the adjunctive efficacy multimodal parental management training in children with ADHD treated with methylphenidate.

Methods: Participants were 62 parents of children with a principal diagnosis of ADHD, being treated by child and adolescent psychiatrist .The children were aged between 6 to 12 years. Parents were randomly divided into 2 groups: the intervention group (who participated in 6 sessions for 2 hours multimodal PMT (N=31) and a control group (N=31). Individuals were included only if their children were taking Ritalin for at least 3 months and they should not be absent more than 1 session in a program. Participants in two groups filled demographic data questionnaires and were given a pretest that was Conners' Parent Rating Scale-Revised (CPRS-R) plus academic questions. Posttest was given after 6 educational sessions in sample group and after 1 and 3 months in both groups. Finally, the mean pretest and posttest scores were analyzed with SPSS v.16 software.

Results: There were no significant differences in pre intervention measures between the two groups. After intervention, the mean scores of CPRS-R between the two groups was significantly different in the two groups for academic achievement (p&le0.001), hyperactivity (p&le0.004), inattention (p&le0.008), impulsivity (p&le0.001) and oppositional behaviors (p&le0.001).

Conclusion: Multimodal PMT combined with methylphenidate can be recommended for parents of children with ADHD to enhance the academic achievement and reduce problem behaviors of school aged children (hyperactivity, inattention, impulsivity, oppositional). 

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Background: Drug addiction is one of the main concerns of mental and social damages in current  century with unpleasant consequences for affected person. The present study aims to compare the attention functions in heroin abusers compared with normal controls.

Methods: The method of current research was causative-comparative with two groups of heroin abusers and normal individuals. Therefore, 30 men consumers of heroin and 30 normal individuals were selected using convenience sampling. The substance users were selected from addiction treatment center in Gonabab city. The normal group included 30 normal individuals matched in terms of age, sex and education with the first group. The data were collected using Stroop test, Spatial Cueing and Change Detection. Data were analyzed using multivariate analysis through SPSS v.19 software.

 Results: The outcomes of multivariate analysis showed significant difference between attention functions for group of heroin abusers with normal individuals (p<0/0001).

Conclusions: Heroin abuse has undesired adverse effects on attention function in heroin abusers. Attention dysfunction affects the everyday life of the individual and his activities. It is recommended that desirable treatment strategy is designed for heroin abusers in order to remove and reduce the deficit of attention. 

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Background: Attention Deficit Hyperactivity Disorder (ADHD) is a behavioral disorder in children and adolescents that may damage the motor skills and balance of them. The aim of this study was to investigate the effect of 6 weeks high intensity interval training on dopamine levels and improvement of perceptual motor skills in adolescent girls with attention deficit hyperactivity disorder (ADHD).

Methods: In this clinical trial, 30 adolescent girls with ADHD were randomly allocated to high intensity interval training and control groups. The training group, trained for 6 weeks. The training protocol included 20 meters running 3times a week, with the repetitions of 4 times at the first and second week, the repetitions of5times at the third and fourth week and the repetitions of6times in the fifth and sixth week. At the beginning and end of the sixth week, anthropometric indices, dopamine levels and scores of perceptual motor skills were assessed. Data were analyzed by paired and independent t tests. The level of statistical significance was set at p<0.05.

Results: After 6 weeks, the average of serum dopamine levels (p=0.005), weight (p=0.001), body mass index (p=0.001), body fat percent (p=0.002) and the mean scores of perceptual motor skills (p=0.001) in experimental group were significantly different with control group.

Conclusion: The present study revealed that high intensity interval training as a non-pharmacological and non-invasive method has a positive impact on serum dopamine levels and perceptual-motor skills in adolescents with ADHD.

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Background: Many problems of students with attention deficit / hyperactivity disorder is related to disorder in executive functions that neurofeedback training are effective to improve them. This study aimed to investigate the effect of neurofeedback training on executive function (sustain attention, planning and working memory) in elementary girl students with attention deficit / hyperactivity disorder.

Methods: This study was a quasi-experimental with a pre-test and post-test design. The statistical population included all elementary girl students with attention deficit / hyperactivity disorder that referred to counseling centers of Gharchak city in 2015 year. Totally 30 students were selected through available sampling method and randomly assigned to two groups. The experimental group educated 12 sessions of 60 minutes by neurofeedback method. To assess sustain attention, planning and working memory respectively were used from CPT, T-London and N-back computerized tests. Data analyzed with the SPSS-19 software and by multivariate analysis of covariance method.

Results: The results showed there was a significant difference in three variable of sustains attention, planning and working memory. On the other hand the neurofeedback training method significantly lead to increase sustains attention, planning and working memory in elementary girl students with attention deficit / hyperactivity disorder (P<0/01).

Conclusion: Regarded the results of this research suggest that therapist and clinical psychologist use from neurofeedback training for increase sustains attention, planning and working memory in students with attention deficit / hyperactivity disorder.

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Background: The prevalence of behavioral problems is significantly high in children with epilepsy compared to children with other chronic illnesses which do not affect the central nervous system. Attention Deficit Hyperactivity Disorder (ADHD) is a common comorbid disorder with epilepsy. Thus, children with epileptic seizure are in increased risk of cognitive disorders particularly attention problems. Parent Management Training (PMT) can be defined as an approach for the treatment of child behavioral problems in which parents are trained to alter their child's behavior. Therefore, the main purpose of this study was to investigate the efficacy of PMT on improvement of symptoms of ADHD in a child with epilepsy.
 Methods: The study design was single-subject using multiple baseline design. The samples were parents of two children with epilepsy and comorbid ADHD who completed Child Symptom Inventory (CSI-4) part A. Participants received 9 sessions of PMT (1-1.5 hour for each session per week). They completed CSI-4 part A in pretest, during the treatment and one month follow-up. Data were analyzed by visual analysis.
Results: Results indicated the effect of PMT on ADHD symptoms was clinically significant. Findings showed positive effect of PMT on monitoring the child's behavior.
Conclusion: Hence, the enhancement of parents’ control skills and the improvement of parent-child interaction could result in parents’ anger management and considerable reduction in child behavioral problems and aggression.
 

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Background: The topic (attention) is one of the most complex and important factors affecting training and learning which creates major problems in academic, social, cognitive, emotional, and the family and professional performance in adolescents in overactive children. Therefore, the aim of this study was to evaluate the effectiveness of yoga exercise training in improving visual and auditory attention in boys with attention deficit hyperactivity disorder.
Methods: The research method was semi-experimental. The statistical population of the study included 6 years old pre-school children aged 95-96 in Tehran to do this research, 35 children (all subjects were boys) with attention deficit hyperactivity disorder (ADHD) were selected by random sampling method and multi-stage cluster sampling and randomly divided into experimental and control groups (The experimental group was 18 and the control group was 17). Yoga exercise training (20 sessions per 7 weeks) was performed on the experimental group. The tool used for this study was the Snap grading scale and the NPSIS test. Data were analyzed by covariance analysis.
Results: The results of this study showed that yoga exercise training is effective in improving visual and auditory attention in children with attention deficit hyperactivity disorder (p<0.001).
Conclusion: According to the findings of this study, yoga can be used to improve children's visual and auditory attention or attention-deficit/hyperactivity disorder.
 

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Background: Children with Hyperactivity/Attention Deficit Disorder have higher anxiety and depression than their normal peers. The aim of present study was to investigate the effects of musical rhythmic exercise on anxiety, depression and Hyperactivity / Attention Deficit Disorder of primary school children with Hyperactivity / Attention Deficit Disorder.
Methods: In this study, 40 male students (M=8.6, SD=.50) using questionnaires and clinical interviews were identified as hyperactive. Randomly divided into two groups: control (n=20) and experimental (n=20) groups. The Conner’s Form Parenting Questionnaire was used to measure attention deficit hyperactivity / attention deficit disorder, and the Multi-dimensional March Children Anxiety Questionnaire and the Kovacs Children's Depression Inventory were used respectively to assess anxiety and depression, respectively. The experimental group participated in an eight-week course (5 sessions per week) of rhythmic exercises with music. The control group performed only routine school activities (one training session per week). Covariance analysis was used for data analysis.
Results: Levine test results showed that the condition of homogeneity of variance for anxiety, depression and hyperactivity disorder activists / attention deficit is established. Also Results showed that musical rhythmic exercise has a significant effect on anxiety (F=39.25, P=0.000) and depression (F=39.25, P=0.000) and Hyperactivity / Attention Deficit Disorder (F=156.80, P=0.000). The highest rate established for the variables hyperactivity and attention deficit with an effect size of 0.80.
Conclusion: The results suggest that the combination of exercise and music as an effective intervention can be used to reduce anxiety, depression, and attention deficit hyperactivity disorder in preschool children with attention deficit hyperactivity disorder.
 

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Background & Aims: Attention Deficit / Hyperactivity Disorder (ADHD) is a developmental disorder in attention, impulse control, restlessness, and behavioral management. It is the result of major sensory, motor, or emotional neurological disorders and is one of the most common disorders. Neurobehavioral disorders in elementary school children have affected a large number of children in the world. This disorder is caused by the cessation of brain growth in the development of the central nerve. The most structural differences in these patients are in the prefrontal cortex, which is an area affecting executive functions. Executive functions are defined as the set of superior cognitive abilities that drive other cognitive activities and are the executive director of brain processing. This set includes components such as planning, flexibility, self-control, response inhibition and attention (including its selective aspect). Among these, selective attention refers to the process of rapid selection of more relevant stimuli than less relevant stimuli and also inhibition of irrelevant stimuli. Researchers believe that attention deficit disorder is the biggest problem for these children, and for this reason, parents and teachers complain that these children do not listen to other people's statements, do not concentrate, leave things unfinished, and are easily distracted. In general, selective attention has two main functions, which include the ability to change attention and search for connections and dependencies. This issue can play a decisive role in completing homework and learning process. The Stroop test is a common neuropsychological method used to assess executive functions, selective attention, and concentration. A variety of pharmacological and non-pharmacological treatments are used to treat and reduce the symptoms of ADHD, among which pharmacotherapy is used as the first line of treatment for this disease. However, experts seek alternative therapies for three main reasons: side effects, the short-term effect of the drug on the user, and its focus only on the child's behavioral symptoms. Among the treatments that are used to treat this disorder, we can mention physical activity. However, due to the limitations of participating in physical activity, the study of the effect of training methods on the intensity, duration and different qualities of these patients has received more attention than researchers; The aim of the present study was to investigate the effect of two acute physical activity protocols with different training qualities on the selective attention of children with attention deficit / hyperactivity disorder.
Methods: This research is quasi-experimental, is among the applied research and in it a pre-test-post-test design with a control group has been used. The statistical population of the study included all children aged 8 to 12 years with ADHD referred to Atieh Derakhshan Mental Psychology Clinic in Tehran. In order to select a sample from the statistical population and to diagnose the disorder in children referred, the Connors parent questionnaire and clinical interview were used. Finally, 24 children with combined ADHD were selected in a targeted and available manner that met the required conditions and were randomly divided into three groups of intense interval activity, cognitive physical activity and control group (8 each). Researcher-designed physical activity protocols were designed for both intense interval activity and cognitive physical activity and were first piloted on a smaller scale. In order to equalize the intensity of activities and control the conditions, the two factors of maximum heart rate and RPE were monitored and examined. Intensity for both activities was considered to be 90-80% of the maximum heart rate. Each protocol included a 15-minute program including 5 minutes of warm-up, 5 minutes of activity, and 5 minutes of cooling. Intense interval activity consisted of 5 exercise blocks and cognitive physical activity consisted of three exercise commands. The data were analyzed by dependent t-test to examine within-group changes and one-way analysis of variance (ANOVA) was analyzed by SPSS 20 software to examine the differences between groups. Significance level was considered as less than 0.05.
Results: The results showed a significant decrease in reaction time (P = 0.010) and error (P = 0.002) subtests in the intense interval activity group, which is the result of significant effect of this activity on selective attention in children with ADHD. But there was no significant difference in the groups of cognitive physical activity (P = 0.058) and control (P = 0.019). Also, a significant decrease in the time of interference was observed in the group of cognitive physical activity (P = 0.010), which also indicates the effect of this activity on facilitating the performance of these children. Regarding this subtest, no significant difference was observed in the groups of intense interval activity (P = 0.159) and control (P = 0.743). In the intergroup comparison, the results did not show a significant difference between the subtests in the research groups.
Conclusion: Overall, it was shown that participation in acute and short-term physical activity protocols compared to control conditions can have beneficial results on selective attention in children with ADHD, and it was also shown that physical activity in Quality of training and cognitive load are not the same, can also have different effects and results for these patients.
If participation in intense interval activity with more emphasis on improving the selective attention factor and cognitive physical activity was associated with facilitating performance, these protocols can be considered as short-term activities before the child participates in the learning process; Of course, generalization of these results requires further studies in this area

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Background & Aims: Attention Deficit-Hyperactivity Disorder (ADHD) is one of the developmental neurological disorders, which is associated with significant disorders in developmental, cognitive, emotional, and educational issues. Mentalization-based therapy enhances the ability of ADHD children to empathize by increasing the reflective function of one’s own and others’ mentalizing capacity and improve the ability to see through the perspective-taking and understanding of one’s own and others' feelings under the influence of ego functions reinforcement. From the theory of ego psychology and object-relations approach, Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder in ego functions (executive functions, inability to regulate emotions, problem-solving, etc.) and the development of a coherent senseof self in relation to others. These children have serious problems in interpersonal relationships, and failure and the dyad of frustration and anger are characteristic of their relationships (1). According to Fonagyet al. (1996), mentalization is a psychological process that facilitates explicit and implicit meaningful interpretation of one's own and others' actions, desires, thoughts, and intentions(2, 3). Mentalization is the result of secure attachment and relationship with the early caregivers. Metallization-Based Therapy (MBT) was originally developed by Bateman and Fonagy for adult patients with borderline personality disorder in the 1990s; but in recent years, this treatment has been used for a wide range of disorders, including childhood disorders. Its purpose is to improve the mentalization skills (understanding of the inner world, point of view and feelings, and one's own desiresand others’ intentions or theory of mind) in the child and the parent. The present study aimed to test the effectiveness of this treatment on the empathic function of children with ADHD, considering there are some deficits in empathic functionsduring developmental lines of such children.
Methods: The present study is an experimental study of a one-factor design with three groups of Repeated Measures. The study sample consisted of 60 children (30 girls and 30 boys) with school-age ADHD (6- to 12-year-old) who were selected by targeted sampling. These children first received an initial diagnosis by a psychiatrist and then were assessed by psychologists for entry and exit criteria using the K-SADS-PL DSM-5 diagnostic interview form. The participants’ parents completed EQ-SQ questionnaire in three stages (pre-test, post-test, and follow-up), describing their child. Participating children were randomly assigned to three intervention groups including pharmacotherapy with methylphenidate, MBT-C, and combined method. The interventions lasted for 36 sessions and a follow-up session was held again three months after the end of the treatment. To analyze the data, Repeated Measures ANOVA and Bonferroni Post Hoc tests were used. All participants signed an informed consent form for ethical considerations.
Results: MANOVA results showed that in the intergroup effect test between the three interventions (pharmacotherapy, MBT-C, combined method), there was a significant difference (P <0.001) in the empathy variable. The result of the intragroup effect test was also significant (P <0.001). In addition, the results of the Post Hoc test in
efficacycomparisons for the two-way between the three interventions showed that mentalization-based therapy and combined method were significantly different from the pharmacotherapy group; And its effectiveness in improving empathy in children with ADHD was confirmed. There was no significant difference in effectiveness between MBT-C group and combined method (P > 0.05).
Conclusion: The results confirm that mentalization-based therapy increases the level of empathy in children with ADHD. Mentalization-based therapy is a process-oriented therapy that uses plays to enhance mentalization and introspection, trying to teach and improve the reflective function, thinking, and mentalization capacity of children's mentalization and empathetic companionship and curiosity about the relationship with the child's inner experiences by the parents. Thus, MBT-C can be an effective intervention to improve empathy capacity in children with ADHD by focusing on the interaction of the inner and outer worlds and the regulation of emotions and interpersonal relationships.
Data analysis of the present study showed that mentalization-based therapy was effective on empathy in children with ADHD and there was a significant difference between the three interventions of combinedintervention, MBT-C, and pharmacotherapy with methylphenidate in the empathy variable. And combinedintervention and MBT-C were more effective than pharmacotherapy on empathy in children with ADHD. Midgley et al. (2013) stated that the goal of Mentalization-Based Treatment for children (MBT-C) plants the seeds of curiosity and genuine empathy that create an atmosphere full of "emotional oxygen" for both the child and the parents so that they can face the pleasures and experience the challenges of life during the therapy(4). Taylor (2012) also utters that simple mentalization efforts such as support and empathy are effective in treating cases where there is high arousal in children (such as the emotional experiences seen in children with ADHD) (5).
Given that mentalization-based treatment seeks to improve children's capacity for reflective functions, thinking, and mentalization, as well as educating reflective functions and practiceempathetic companionship and curiosity about the child's inner experiences to parents, it increases the effectiveness of treatment for ADHD children.
Mentalization-based treatmentby use of play builds a powerful medium (for both the child and the parent and therapist) to explore relationships, to learn about the world of feelings, and to discover a psychological voice for oneself as a child. From a mentalization perspective, play is a form of social learning, as all kinds of experiences in daily life are rehearsed, changed, and completed, and integrated into the child's behavioral repertoire through this medium.
 

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Background & Aims: Throughout human history, there have been structured games among all cultures. Playing can be enjoyable, fun, and relaxing and can be used as a way to escape from everyday life (1). In addition to being a fun pastime, gaming is a social activity in which people with common interests interact with each other. With the popularity of computers, tablets, and smartphones and the use of the Internet in recent years, playing online and offline games has become a common activity, especially for young people, and increasingly, as an important part of recreational activities (3). Numerous studies show that in parallel with the spread of the Internet, overuse of it can lead to problems such as addiction and dependence, so that even Internet addiction is defined as a 21st-century epidemic (4, 5).Online games are a type of Internet games that have become widespread due to increasing people's familiarity with the Internet, especially the youth, increasing the speed of the Internet, as well as the existence of high-speed and wireless connections (6). Addiction to online games is considered obsessive, extreme, uncontrollable, and physically and mentally destructive. Therefore, addiction to these games can be defined as: Extreme and impulsive use of online games, in a way that leads to social and emotional problems, and despite these problems, a person can not control his extreme use of the game Slowly Internet addiction is an impulse control disorder characterized by overuse of the Internet, which is associated with significant functional impairment, anxiety, depression, and other symptoms of psychiatric pathology (7). Internet addiction is sometimes associated with suicide, even after modulating potentially disturbing variables such as depression. Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental neurological disorder that has three main characteristics: Attention Deficit Hyperactivity Disorder, Hyperactivity Disorder, and Impulsivity. People with ADHD have abnormalities in parts of themselves (9). Some psychologists report about the related between depression, anxiety and symptoms of ADHD with Addiction to online games (10). Also relation is between internet addiction with d reducing of academic hope and sleep quality (20, 21).
Acceptance and Commitment Therapy: This follows a pattern of health, not illness, and assumes that human psychological problems are related to unhappiness and emotional disorders caused by language, thus helping human beings cope with Cognitive and emotional problems mainly work on language (26). The effectiveness of treatment based on acceptance and commitment on sleep quality, academic hope and anxiety in students with internet game disorder, with and without comorbidity of ADHD in Khorramabad in 2020 became necessary.
Methods: The statistical population was students with internet game disorder in Khorramabad city. The sample size was 42 people (14 people for each of the experimental and control groups) so that each group consisted of an equal number of students with internet game disorder with and without comorbidity of attention-deficit/hyperactivity disorder. Therapeutic intervention sessions were performed in 9 sessions of two hours and one session per week. To measure the research variables, questionnaires of Internet Gambling Disorder -20 test, mental health assessment of children and adolescents aged 6 to 14 years (CSI-4), Petersburg quality of sleep (PSQI), academic hope scale (date and waist), and Beck anxiety (1988) and an acceptance and commitment-based treatment package were used. Data analysis was performed using analysis of covariance in SPSS22 and Smart PLS.
Results: The results show that the univariate test is significant for each of the dependent variables in both post-test and follow-up stages (P <0.01). Also, the univariate test is significant only for dependent variables of academic achievement (P <0.05). And is not significant for other variables (P <0.05).
Conclusion: The effectiveness of acceptance and commitment-based therapy on sleep quality, academic hope and anxiety of students with internet gambling disorder has an effect and this effect persists over time. In explaining the present study, it can be said that the results of this study are consistent with the mentioned studies, meaning that the ACT treatment approach has an effect on the dependent variables and this effectiveness has continued and shows that the treatment is based It is an effective treatment approach for acceptance and commitment for different types of behavioral, psychological, mental, mood disorders, etc. Obviously, it is moderated by the individual's relationship to these experiences. Therefore, these people are taught that to the extent that they can accept and tolerate their experiences, they can act independently of the experiences. According to the results of the present study, it can be said that acceptance and commitment-based therapeutic education can reduce the symptoms of Internet gambling disorder and reduce the severity of dependence and thus the desire for treatment in a positive way. , Be effective. Therefore, by teaching these ACT skills, an effective step can be taken to treat students with internet game disorder with and without co-occurrence with ADHD. Acceptance and commitment therapy affect the quality of sleep and this effect persists over time. In the explanation of the present study, it should be said that according to Table 4-12, the treatment based on acceptance and commitment on the quality of sleep of students with internet game disorder is effective and this effectiveness has continued in a one-month follow-up period. Explaining the results of the present study, it should be said that the therapeutic approach based on acceptance and commitment of ACT is effective on students' academic achievement with internet gambling disorder and this effectiveness has continued in a one-month follow-up period. Acceptance and commitment therapy has an effect on anxiety and this effect has persisted over time.
According to the results of the present study, it can be said that therapeutic training based on acceptance and commitment can be effective in reducing the symptoms of internet gaming disorder and reducing the severity of mental disorders. Therefore, by teaching these treatment skills based on acceptance and commitment, an effective step can be taken in the direction of treating students with internet gaming disorder with and without comorbidity with attention deficit hyperactivity disorder.

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