The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students

This study examined the effectiveness of cognitive rehabilitation on maintenance and math achievement in students with ADHD. To achieve this goal, the target population included fourth, fifth, and sixth grade students with attention deficit hyperactivity disorder in Ardabil studied 2014-2015. Thirty-two students with ADHD were randomly selected. A researcher-made questionnaire, Conner’s parent questionnaire, clinical interview, attention deficit/hyperactivity scale, standardized tests of arithmetic or math achievement test, diagnostic Shlu, and continuous function test were used in this study. As the present study is an empirical research with a pilot study performed with a pre-test and post-test, the data were analyzed through multivariate analysis of variance (MANOVA). The results showed that there are significant differences between two groups of students with ADHD and control groups in attention maintenance and academic achievement in mathematics. This means that there is a difference in terms of attention maintenance and math achievement between the two groups after cognitive rehabilitation training. It can be concluded that cognitive rehabilitation intervention can be used to improve the academic achievement and attention maintenance of students with impaired and mathematical applications.