The Effectiveness of Computer-Assisted Cognitive Remediation on the Difficulties of Emotion-Regulation among Students with Attention Deficit Hyperactivity Disorder

Introduction: The aim of the present study was to investigate the effectiveness of computer-assisted cognitive remediation on the difficulty of emotional regulation among students with attention deficit hyperactivity disorder (ADHD). Methods: The participants in this study included 24 (12 boys and 12 girls) students with ADHD and in the sixth to ninth grades of the seventh district of Tehran in the academic year of 2018-19. They were selected based on inclusion and conclusion criteria and they randomly assigned in two experimental and control groups. They completed the difficulties of emotional regulation questionnaire in the pre-test, post-test, and follow-up. Experimental group received 20 sessions of computer assisted cognitive remediation during ten weeks (30 minutes session, two times perweek). Results: Findings were analyzed based on repeated measure analysis of variance in SPSS-26 software environment. The findings indicated that all subscales of difficulties in emotional regulation among students with ADHD was significantly improved; a moderate to high improvement. Conclusion: This early development and evaluation of computerized rehabilitation intervention for students with ADHD can take the first step in filling the gap in current clinical literature and improve significant and clinical efficacy in the performance of children with ADHD.