Title: The Effectiveness of Verbal Self-Education Training on Academic Procrastination and Symptoms of Attention Deficit / Hyperactivity Disorder in Adolescent Boys with Attention Deficit / Hyperactivity Disorder

Objective: This research was conducted to study the effectiveness of verbal self-instruction Training on symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) and academic procrastination of boy teenagers with ADHD. Methods: The design of the study is that quasi-experimental design with pre-test, post-test and follow-up with control group. Statistical population composes of all boy teenagers with ADHD Tabriz city. 30 boy teenagers with ADHD with purposive sampling chosen as sample groups and were determined to experimental and control groups randomly. The research tools were CSI-4 Questionnaire and Solomon & Rothblum’s academic procrastination.  Descriptive statistical indexes and analysis of covariance test were applied orderly to data description and testing of research hypotheses. Results: F-ratio of univariate analysis of covariance for dependent variables shows that there is a significant difference in the variables of academic procrastination and ADHD symptoms between the groups of verbal self-instruction and control (p> 0.001). Therefore, it can be concluded that verbal self-instruction improving academic procrastination and ADHD has been effective. Conclusion: The analysis results showed that verbal self-instruction Training effect on symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). verbal self-instruction Training effect on academic procrastination.