The Effectiveness of Computerized Cognitive Rehabilitation on Emotional Self-Regulation and Behavioral Problems in Children with Attention-Deficit/Hyperactivity Disorder

Document Type : Original Article

Authors

1 Department of Psychology, Meybod Branch, Islamic Azad University, Yazd, Iran.

2 Department of Psychology and Counseling, Farhangian University,, Tehran, Iran

3 Department of English Language and Literature, Faculty of Foreign Languages Yazd University, Yazd, Iran.

Abstract
Objective: The current study examines the efficacy of cognitive rehabilitation approaches in managing behavioral issues and emotional self-regulation in students with attention deficit hyperactivity disorder (ADHD).
Method: Using a semi-experimental approach with a pretest and posttest control group design, the sampling frame included all students between the ages of 9-13 years with ADHD seeking counseling at a counseling center in Yazd province in Iran in the 2023-2024 academic year. A sample of thirty students was systematically selected using convenience sampling and randomly assigned to the experimental and control groups. Both the Rutter Behavioral Problems Questionnaire (RBPQ) and the Emotional Self-Regulation Questionnaire (ESRQ) were utilized to assess the variables of interest in the pretest and posttest phases. While the experimental group underwent eight one-hour sessions using the computerized cognitive rehabilitation program in weekly sessions, the control group did not receive any intervention.
Results: Analysis of the results using analysis of covariance (ANCOVA) showed that cognitive rehabilitation had a positive impact in managing behavioral problems and boosting the emotional self-regulation abilities of students with ADHD.
Conclusions As a result, computerized cognitive rehabilitation interventions are an effective approach in reducing behavioral problems and improving emotional self-regulation in students with ADHD.

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