University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 2 2014 08 22 The effectiveness of narrative therapy based on executive functions on the improvement of inhibition and planning/organizing performance of student with ADHD The effectiveness of narrative therapy based on executive functions on the improvement of inhibition and planning/organizing performance of student with ADHD 186 204 210 93-3-2-11 FA Z Moradian MS.C of Clinical Psychology, Ferdowsi university of Mashhad A Mashhadi Assistant professor of psychology, Ferdowsi university of Mashhad. H Aghamohammadian professor of psychology, Ferdowsi university of Mashhad. M Asghari Nekah Assistant professor of psychology, Ferdowsi university of Mashhad. Journal Article 2013 11 27 The purpose of this research is to determine the effectiveness of narrative therapy based on executive functions on improvements of inhibition and planning/organizing in children with ADHD. The research was carried out based on a semi-experimental design, a sample comprising 20 boys (7-10 years old) who had ADHD were selected randomly and were allocated to two groups of experimental and control. The experimental group had 14 sessions of executive function training based on narrative therapy and the control group was in the waiting list. Participants were assessed by Wechsler Mazes, Tower of London and Stroop tests. The analysis method was MANCOVA . The results showed that narrative therapy that is based on executive functions significantly improves the inhibition and planning/ organizing behavior in these children (p<0.01). Inhibition and planning/ organizing training, based on narrative therapy is effective in improving executive functions in children with ADHD. The purpose of this research is to determine the effectiveness of narrative therapy based on executive functions on improvements of inhibition and planning/organizing in children with ADHD. The research was carried out based on a semi-experimental design, a sample comprising 20 boys (7-10 years old) who had ADHD were selected randomly and were allocated to two groups of experimental and control. The experimental group had 14 sessions of executive function training based on narrative therapy and the control group was in the waiting list. Participants were assessed by Wechsler Mazes, Tower of London and Stroop tests. The analysis method was MANCOVA . The results showed that narrative therapy that is based on executive functions significantly improves the inhibition and planning/ organizing behavior in these children (p<0.01). Inhibition and planning/ organizing training, based on narrative therapy is effective in improving executive functions in children with ADHD. https://jsp.uma.ac.ir/article_210_980c0d29c762b989ce10ab297506ee63.pdf