Rooyesh-e- Ravanshenasi Journal(RRJ)

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The present study aimed evaluate executive functions in individuals with antisocial personality disorder and normal individuals was formed. Research design kind of causal-comparative and the statistical population comprises all female prisoners rey city prison with antisocial personality disorder and women were normal. That among these 50 women prisoners with purposive sampling and 50 were selected by convenience sampling method. Research data were gathered by using Wisconsin test. Data analysis through multivariate analysis of variance was performed. Findings showed, Significant difference in index of the number of classes, situ  backwardness, there are right and wrong answers.

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Introduction: executive function is a cognitive ability that develops in last years. Objective: the objective of this research was survey of executive functions and its component from teachers view. Method: This research was a cross sectional- descriptive study. Community included of all student with autism in Tehran and sample included 50 children with autism that selected by purposive sampling. for gathering data was used from behavioral rating of executive function (teacher form). Analysis: the result showed that children with autism aged 7-8 hand not defect in executive functions but children with aged 9-12 had defect in executive functions. Conclusion: based of this research can say that with increasing age and more complex tasks in school, deficit in executive functions will be more visible.

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The purpose of the present research is to determine the effectiveness of teaching method of Persian Language with melodic intonation therapy (MIT) on the executive function in 7-10 year male Persian autistic children.  Quasi-experimental method and pretest and posttest procedures were used due to topic’s nature in this research. Five 7-10 Persian speaking children were chosen from Autism Home in Khomeini-Shahr, Iran, by means of available sampling. At first, the biography form of children was completed with the help of their parents and coaches. In the pretest step, Newsha Developmental Scale was used to measure the language skills such as expression, reception and speech while Tower of London Test was used to measure the executive function. Teaching Persian language through melodic intonation therapy individually was used for each child in 46 sessions, every session 20-30 minute. Posttests were taken after teaching.  Newsha Developmental Scale, after teaching, showed the increase in the language skills of expression, reception and speech. A significant difference was observed between the pretest and posttest in Tower of London Test (p<0.05).   Teaching Persian Language with melodic intonation therapy can improve the executive functions of autistic children but a wider sampling size is required in order to attain more salient effects.

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The purpose of this study was to compare executive functions and adaptation components in students with and without learning disabilities. The research method was causal-comparative (post-event). The sample consisted of 60 students (30 students with learning disabilities and 30 students with learning disabilities) who according to the background of research related to this field and the criteria for entering and leaving the research by available sampling method. Students with learning disabilities and targeted students with learning disabilities were selected and Collage's Neuropsychological and Personality Test (2002) and the Sinn and Sink  Student Adaptation Questionnaire (1998) were completed. Data were analyzed using independent t-test and multivariate analysis of variance. The results showed a significant difference between the total score of executive functions and the components of decision making, planning and inhibition in the two groups of students with learning disabilities and students without learning disabilities (P<0.01). Also, there was a significant difference between the total score of adjustment and social and academic components of two groups of students with learning disability and students without learning disability (P<0.01). However, there was no significant difference between the mean of emotional adjustment component of two groups of students with learning disability and students without learning disability (P>0.05). Based on this, it can be concluded that students with learning disabilities have lower levels of executive functions and adaptation components than students without learning disabilities.

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The present study aimed to compare the executive functions and emotional impulsivity between adults with hyperactivity disorder/attention deficit and normal adults. This research was ex post facto design. The study population was patients referred to the center of counseling and psychotherapy in Tabriz. The sample consisted of 60 subjects (30 adults with hyperactivity disorder/attention deficit and 30 normal adults) selected by available sampling. To collect the data were used from Canner′s adult attention-deficit/hyperactivity questionnaire, Wisconsin Card Sorting Test, N-Back test, and Rey Complex Figure Test. To analyze the data was used multivariate analysis of variance. The results showed that the scores of executive functions in the fields of planning, inhibition, and working memory in normal adults were significantly higher than those of adults with hyperactivity disorder/attention deficits. This study's results showed that scores of emotional impulsivity components of premeditation, persistence, and urgency in normal adults were significantly lower than adults with hyperactivity disorder/attention deficit. But there was no significant difference in sensation seeking between the two groups According to the findings of this study can be concluded that adults with attention deficit hyperactivity disorder compared with normal adults have more impairments in executive function (planning, inhibition, and working memory) and emotional impulsivity (premeditation, persistence, and urgency). But there was no difference in sensation seeking Between the two groups. The theoretical and practical implications of the findings are discussed. 

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The aim of this study was to evaluate the effectiveness of the cool executive functions training package on academic performance in normal students. The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population was all sixth-grade female students in Tabriz in the academic year 2018-19. 60 people were selected as the sample by convenience sampling method and were divided into experimental and control groups. The experimental group underwent 15 sessions of cool executive functions training.  Researcher-made math and science academic performance test was used to collect data. Research data were analyzed by analysis of covariance. Results showed that the cool executive functions training package caused a significant increase in science and math scores in the experimental group compared to the control group (p <0.001).  According to the results of the research, the cool executive functions training package can be used to improve the academic performance of mathematics and science for normal students.

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In the contemporary world, with the rapid and increasing development of science and information and communication technology, computer games are the most popular entertainment and the core of leisure programs for many people of different ages in different societies. But the only aspect of using games is not entertainment, and games have found their way into real life. Recently, computer games have been increasingly used in growth and development, mental health, and education. The aim of this study was to investigate the role of computer games in the process of growth and development, psychological well-being, and executive functions of children and adolescents. In this research, by the documentary method and reviewing sources and by distancing ourselves from the critical space in relation to computer games, the applications, benefits, and necessities of computer games and especially their role in the field of child and adolescent development psychology and psychological well-being and mental health are discussed. According to the contents of this study, it can be said that computer games can be used in educational and medical centers in the process of growth and development, psychological well-being, and increasing the ability of sustained attention and working memory.

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The purpose of this study was to compare the cognitive processing speed, problem solving / planning, and behavioral/emotional organization in students with reading disorder with normal students. The method of this study was causal-comparative research. The statistical population of the study included all primary school pupils in Tabriz. The research sample consisted of 30 male students with reading disorders and 30 normal students from the third grade who were selected by the purposive sampling method. For data gathering, Conner's neuropsychological test was used. Data were analyzed using MANOVA. The results showed that there was a significant difference between students with the reading disorder and normal students in problem-solving and cognitive processing (p<0/01), and there was no significant difference for the behavioral/emotional organization variable (p>0/01). Based on this, it can be concluded that students with the reading disorder in problem-solving / planning and cognitive processing are poorer than normal students, and intervention in these variables helps to improve reading disorders.

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The aim of the present study was to predict empathy based on the Component's executive functions in children with attention-deficit / hyperactivity disorder symptoms. The method of this study was descriptive and correlation. The statistical population included elementary school male students (ages 8 to 12 years) with attention-deficit/hyperactivity disorder symptoms in Tabriz in the academic year of 2019-2020, 120 children with attention-deficit/hyperactivity disorder symptoms were selected by cluster random sampling. Multi-stage was selected using the Child Behavior Rating Scale (Swanson, Nolan & Pelham,1980). Strop test (Raydli, 1995), continuous performance test (Razveld, et al, 1996), and children's cognitive and emotional empathy scale (Dadss, et al, 2008) were used to collect data. The results of path analysis showed that response inhibition and sustained attention have a significant role in predicting cognitive and emotional empathy (P<0.05). Based on these findings, it can be concluded that deficits in executive functions can lead to a lack of empathy in children with attention-deficit/hyperactivity disorder symptoms.

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The aim of this study was to compare the effectiveness of remote Attention and Memory Cognitive Rehabilitation on executive functions and behavioral symptoms in children with attention-deficit/hyperactivity disorder with and without special learning disorder. The method of this study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of all children aged 8 to 12 years with attention-deficit/hyperactivity disorder with and without learning disorders in counseling centers in Tehran in 1400. In this research, 15 children with attention-deficit/hyperactivity disorder with a learning disorder and 15 children without a learning disorder were selected by purposive sampling method. The experiment group received Cognitive Rehabilitation of memory and attention (Najati, 2021) during 10 sessions of 60 to 75 minutes. In order to collect data, the (Coolidge, 2002-CNT) Neurocognitive Test and Social Skills Rating Scale (1990-SSRS) were used. Findings showed that remote attention and memory cognitive Rehabilitation on executive functions (P < 0.001)and behavioral symptoms (P < 0.001) were higher in children with attention deficit disorder without learning disorder compared to children with attention deficit disorder with a learning disorder. The results of the present study showed that cognitive rehabilitation leads to the improvement of executive functions and reduction of behavioral problems in children with attention-deficit/hyperactivity disorder and learning disorder.

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The aim of this study was to investigate the effectiveness of empowerment in executive functions on academic achievement anxiety and the academic meaning of high school students. The method of collecting quasi-experimental information with pre-test_post-test design with control groups. The statistical population of the present study consisted of all 420 first-grade and ninth-grade female students from 9 public schools, and 4 schools with two classes in Gorgan in December 2022. Thirty people were selected by a simple random sampling method based on inclusion criteria and randomly assigned to experimental and control groups. Two questionnaires, the Academic Achievement Anxiety Questionnaire of Alpert and Haber (AAT), the Academic Meaning Questionnaire of Henderson-King and Smith (MOE), and the Executive Function Training Program based on the Barkley model were used. The data were analyzed using multivariate analysis of covariance (MANCOVA). From the findings, it can be concluded that by controlling the effect of the pre-test, there is a significant difference at the level of 0.01 between the average academic achievement anxiety and the academic meaning in the post-test in the experimental and control groups. This study provides practical implications for counselors and psychologists regarding the treatment of academic anxiety and the improvement of academic meaning.

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The purpose of this research was to determine the effectiveness of executive function training on the cognitive regulation of emotion and sleep quality of elementary school children with sluggish cognitive tempo disorder. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of 2 months. The statistical population was all male students aged 8 to 11 years with slow cognitive rhythm in Tabriz city in 2022. The sample size included 30 people (15 people in the experimental group and 15 people in the control group) who were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, executive function training was conducted in 12 sessions, two sessions per week. The research tools included the sluggish cognitive tempo Questionnaire (SCTQ, Penny et al., 2009), the Children's Cognitive Regulation of Emotion Questionnaire (CERQ, Garnefski et al., 2001), and the Children's Sleep Habits Questionnaire (CSHQ, Owens et al., 2000). The data were analyzed using variance analysis with repeated measurements. The results showed that there is a significant difference between the pre-test and post-test scores of the experimental group compared to the control group (P<0.01) and this difference remained stable during the follow-up period (P<0.01). Based on these findings, it can be concluded that the training of executive functions is effective in the cognitive regulation of emotion and sleep quality of primary school children with sluggish cognitive tempo disorder.

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The purpose of this research was to compare the effectiveness of cerebellar training and executive functions training programs on the theory of mind of children with oppositional defiant disorder. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of 1 month. The statistical population of this research included all 5-6-year-old children suffering from oppositional disobedience disorder in Gonbad Kavos city in 2022. The sample size included 45 people who were selected by the available sampling method and placed in two experimental and control groups. For the first experimental group, cerebellar training and for the second experimental group, executive functions training was implemented, while the control group did not receive training. The research tools included the Children Symptom Inventory-4 (CSI-4, Gadow, Sprafkin, 1994 ) and the Theory of Mind Questionnaire (TOM, Muris, et al, 1999). Analysis of variance with repeated measurements was used for statistical analysis. The results showed that in the post-test and follow-up phases, the average of both experimental groups was significantly higher than the control group (p<0.05). The results showed that cerebellar training and executive functions training programs are efficient interventions to improve the theory of mind of children with oppositional defiant disorder.

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This study aimed to determine the effectiveness of computerized cognitive rehabilitation in improving executive functions and the specification of autobiographical memory in preterm preschool children. The research employed a semi-experimental design with a pre-test-post-test and a control group. The statistical population for this research comprised preterm children in Isfahan city in 1400, from which 20 preterm boys and girls (born at less than 37 weeks of pregnancy) were randomly selected into two experimental and control groups. The research questionnaires included the Autobiographical Memory Task-Preschool Version (AMT-PV, Nuttall et al., 2014), School of Shapes (SST, Espey, 1997), and Brian's mental game. Computerized cognitive rehabilitation involved 25 training sessions lasting 30-45 minutes each (four sessions per week). Data were analyzed using multivariate analysis of covariance. The results, after controlling for the pre-test effect, indicated a significant difference in the post-test averages of working memory, response inhibition, cognitive flexibility, and the specification of autobiographical memory in the two experimental and control groups (p<0.05). In conclusion, computerized cognitive rehabilitation was found to effectively improve the executive functions and specification of autobiographical memory in preterm preschool children.

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The current research aimed to determine the effectiveness of teaching strategies based on multiple intelligences on the executive functions of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tool included the BRIEF executive functions questionnaire (Gerard et al., 2000). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings showed that in the two stages of the post-test and the follow-up training, strategies based on multiple intelligences had a significant effect on executive functions compared to the control group (P>0.05); Also, the effect size showed the effect of 51.6 percent of teaching strategies based on multiple intelligences on executive functions. It is concluded that using teaching strategies based on multiple intelligences seems useful for improving executive functions.

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This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.

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The present study was conducted to predict risky sexual behaviors of female high school students based on executive functions and emotion regulation. The present research method was descriptive-correlational. The statistical population included all female secondary school students of Babol City in the academic year of 2022-2023, from which 200 people were selected as a sample using available and non-random sampling methods. Data were collected using Zarei et al.'s Risky Sexual Behavior Questionnaire (RSBQ, 2009), Gioia et al.'s Behavioral Rating List Of Executive Functions (BRIEF, 2000), and Garnefski & Kraaij's Cognitive Emotion Regulation Questionnaire (CERQ, 2006). Multiple regression analysis was used to analyze the data. The findings of the research showed that executive functions and emotion regulation were able to predict sexual risky behaviors (p<0.05) and in total explain 49% of the variance of sexual risky behaviors. Therefore, it can be concluded that executive functions and emotion regulation play a significant role in predicting risky sexual behaviors and the need to pay attention to these factors seems necessary to reduce risky sexual behaviors in students.

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The present study aimed to investigate the mediating role of academic self-efficacy concerning executive functions and academic vitality in academically gifted students via a descriptive-correlational research method and structural equation modeling (SEM). The statistical population of the research included all the academically gifted students of the first secondary school (7^th and 8^th grades) who were studying in Isfahan gifted schools in the second half of the academic year 2022-2023. 340 individuals were selected as a sample via a convenient sampling technique. The research tools included the Academic Vitality Questionnaire (AVQ) by Hossein Jari and Dehghanizadeh (2011), the Barkley Deficits in Executive Functioning Scale (BDEFS) by Barkley (2011), and the Morgan-Jinks Student Efficacy Scale (MJSES) by Morgan-Jinks (1999). Structural equation modeling (SEM) was employed to analyze the data. The results demonstrated the optimal fit of the research model. Also, the results showed that executive functions have a positive and significant correlation with academic vitality (P < 0.05). Besides, it affects academic vitality directly and indirectly through the mediation of student self-efficacy (P< 0.05). These results indicated that executive functions could, directly and indirectly, explain academic vitality in academically gifted students with the mediation of self-efficacy.

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