کارکردهای اجرایی

The present study was conducted to determine the effectiveness of neurocognitive game therapy on the executive functions of working memory and attention of children with learning disabilities. The present research method was semi-experimental with a pre-test/post-test design with a control group and a two-month follow-up period. The statistical population of the study included all elementary school children with learning disabilities who referred to the centers of learning disabilities in Tehran in the academic year of 2023-2024, of which 30 people were selected through the available sampling method, and were randomly placed in two groups (15 in the control group, 15 in the experimental group). To collect data, Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, 2003), Coolidge's Neuropsychological Inventory (CNI, 2002), and Cornoldi et al. 's Working Memory Test (CWMT, 1998) were used. The intervention was based on the neuropsychological play therapy protocol in eleven sessions of 60 minutes twice a week. Analysis of variance with repeated measurements was used to analyze the data. The findings showed that there was a significant difference between the mean of the post-test of working memory and attention in the two experimental and control groups. In addition, the results showed that this intervention was able to maintain its effect over time (P<0.0001). As a result, neurological play therapy can be used as an effective approach to increase working memory and attention in children with learning disabilities.

The present study was conducted with the aim of developing an executive function training program and evaluating its effectiveness on improving response inhibition and working memory in preschool children.

The current research was a semi-experimental type of single case and A-B design with follow-up. The statistical population of this research consisted of normal children aged 5 to 6 years old in preschool centers in Karaj province in 2023, and from this population, three normal children were selected through available sampling and based on the entry criteria. The intervention program developed in 16 sessions was implemented individually. To collect data, the Go/No-Go test was used to evaluate response inhibition, and the N-BACK test was used to evaluate working memory. In order to analyze the data, visual analysis was done with trend indicators, percentage of non-overlapping data, and percentage of overlapping data.

The results based on visual analysis and non-overlapping data showed that the executive functions training program had a significant effect on improving working memory and response inhibition in all three subjects.

The executive function training program can be used from preschool age to improve the level of these functions, and this program can be used by parents, teachers, and child therapists.

Nowadays, playing online games has become an integral part of the entertainment of male teenagers, so much so that for some of them, it is impossible to separate their lives from these types of games, and addiction to these games leads to these games. Studies have shown that some cognitive abilities such as appropriate executive functions and self-efficacy beliefs can be a deterrent and shock absorber of behavioral addictions similar to addiction to online games.

This study aimed to investigate the relationship between executive functions and academic self-efficacy with online game addiction.

The method of the present study was descriptive and correlational. The statistical population of this study consisted of all high school adolescents in Tehran in the academic year 2023-2024. The sample consisted of 250 high school students in Tehran who were selected by multi-stage cluster sampling. Data were collected using the Internet Gaming Disorder Questionnaire (Pontes et al, 2014), the Cognitive Abilities Questionnaire (Nejati, 2013), and the Academic Self-Efficacy Questionnaire (Morgan-Jinks et al., 2004). The collected data were analyzed using SPSS.27 software using Pearson correlation coefficient and multivariate regression.

The results of the Pearson correlation coefficient showed that there is a negative and significant relationship between academic self-efficacy and executive functions with online game addiction (P< 0.05). The results of multiple regression showed that 20% of the variance of online game addiction is explained by executive functions and academic self-efficacy.

Therefore, executive functions and academic self-efficacy have many practical implications in the fields of research, etiology, and treatment of addiction to online games.

Cognitive problems are a common complaint among breast cancer and MS patients. In particular, problems with executive functions may interfere with other functions in these patients. The present study was designed to compare executive functions in patients with cancer and MS. The population of the present study were kidney, urinary tract and respiratory system cancer patients who referred to Shahid Afzalii Hospital in Kerman and MS patients who referred to Shafa Hospital in Kerman in 2023, among them 45 patients with cancer (25 urinary tract and 20 system respiratory) and 45 patients with MS (20 patients with progressive types and 25 patients with relapsing-recovering type) were selected by available sampling method. In addition, 45 normal people who were matched with the patient groups in terms of age, education and socio-economic class were selected as the control group. The participants were evaluated by Rey, Stroop, Wisconsin card sorting test and Wechsler memory scale. The results of multivariate analysis of variance showed that in all components of executive functions, normal people performed better than the two patient groups. In addition, differences were observed between cancer patients and MS patients in some components of executive functions. The findings of the research indicate executive dysfunction in patients with cancer and MS and highlights the necessity of designing interventions based on executive functions for these patients.

Theory of mind (ToM) and executive functions (EFs) are crucial for understanding and interpreting social behavior, potentially mitigating cyberbullying by fostering empathy. This research examines the mediating role of empathy in the relationship between ToM, EFs, and cyberbullying.

A descriptive correlational design was employed. The study population comprised all secondary school students in Kermanshah, Iran, during the 2021-2022 academic year. A sample of 400 students was selected using convenience sampling. Data were collected using the Empathy Quotient (Baron-Cohen, 2003), the Barkley Deficits in Executive Functioning Scale (Barkley, 2012), the Cyberbullying and Victimization Experiences Scale (Antoniadou et al., 2016), and the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001). Data analysis involved Pearson correlations and structural equation modeling (SEM).

The results revealed significant negative correlations between ToM and cyberbullying (p < .01), between EF deficits and empathy (p < .01), and between empathy and cyberbullying (p < .01).  A significant positive correlation was found between EF deficits and cyberbullying (p < .01), as well as between ToM and empathy (p < .01).  Crucially, SEM confirmed the significant mediating role of empathy in the relationship between both ToM and cyberbullying, and EF deficits and cyberbullying.

These findings suggest that deficits in ToM and EFs may increase the risk of cyberbullying, potentially due to impaired empathy.  ToM and EFs are essential for navigating social interactions.  Difficulties in understanding others' intentions and emotions, coupled with executive function deficits, may hinder the ability to interpret social cues and contribute to involvement in cyberbullying, either as a perpetrator or a victim.  Interventions aimed at enhancing ToM, EFs, and empathy may be beneficial in preventing and addressing cyberbullying.

The present study aimed to identify electroencephalographic (EEG) patterns of brain function, focusing on multi-regional waves in the frontal lobe, and to examine their relationship with executive functions in an organizational context. Executive functions, particularly working memory and cognitive flexibility, play a crucial role in workplace performance and organizational behavior. Despite the growing interest in neuroscientific approaches to organizational research, there remains a gap in our understanding of how specific EEG patterns correlate with executive functions in professional settings. This study seeks to bridge this gap by investigating the neurophysiological underpinnings of executive tasks among employees in a private institution in Tehran, Iran.The statistical population comprised all employees of an institution in Tehran in 2022. From this population, 22 participants were selected using simple random sampling and evaluated after meeting the study's inclusion criteria. The assessment of research variables was conducted using the Cambridge Neuropsychological Test Automated Battery (CANTAB) and Quantitative Electroencephalography (QEEG). QEEG data were recorded using a Mitsar-202 device and Win-EEG software, with subsequent analysis performed using Neuroguide software. To examine the relationship between EEG waves and executive functions of working memory and cognitive flexibility, partial correlation analysis was employed with Bonferroni correction, controlling for age and gender (p<0.0071).Partial correlation coefficients revealed significant relationships between delta and beta waves in the frontal region and participants' performance on the Intra-Extra Dimensional Set Shift (IED) task, a measure of cognitive flexibility, from the CANTAB battery. Additionally, significant correlations were observed between these EEG waves and performance on the Spatial Working Memory (SWM) task, assessing working memory capacity. These findings highlight the neurophysiological dynamics of delta and beta waves in adult cognitive performance, particularly in executive function domains crucial for workplace effectiveness.The results of this study underscore the neurophysiological dynamics of delta and beta waves in adult cognitive performance, specifically about executive functions vital for workplace effectiveness. By emphasizing the role of neurophysiological prerequisites for executive functions in the work environment, this research carries significant implications for both theoretical advancement and practical applications. From a theoretical perspective, it contributes to the growing body of literature on the neural correlates of executive functions, providing insights into the specific roles of delta and beta waves in cognitive flexibility and working memory. Practically, these findings have potential applications in the development of more effective employee selection tools and competency development programs within organizations. Future research could explore how these neurophysiological patterns might predict job performance or be modulated through targeted interventions to enhance executive functions in the workplace. Additionally, longitudinal studies could investigate the stability of these EEG patterns and their relationship to executive functions over time, potentially informing organizational strategies for employee development and performance optimization.

The present study aimed to determine the effectiveness of the executive functions training program on working memory, response inhibition, and selective attention of students with intellectual disabilities. The current research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all students with low intelligence in Babak City in the academic year 2024-2025. 30 students with intellectual disabilities were included in the study by purposeful sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tools included the Stroop color-word test scale (1935, SCWT), the N-BACK Kirchner working memory test (1958), and Hoffman's go/ nogo test (1984). The research data were analyzed using multivariate analysis of covariance using SPSS-24 software. The findings showed that by controlling the pretest effect between the mean posttest of working memory components (response time and correct response), response inhibition (response time, committed error, and total response inhibition), and selective attention (interference score, correct number, error number, reaction time and interference time) in the experimental group compared to the control group, there is a significant difference at the significance level (p<0.05). It can be concluded that the executive functions training program had an acceptable effect on improving working memory, response inhibition, and selective attention of students with intellectual disabilities.

The aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on Executive Functions and Academic Performanc of students with Attention Deficit Hyperactivity Disorder. In term of goal, the research method was practical and semi-experimental with a pretest-posttest design with a sham group. The statistical population of the study was all students with SLD+ADHD in Esfahan. The sample of this research consisted of 24 students who were selected through purposive sampling and randomly divided into two sham group (14 participants) and an experimental group (14 participants). The students were assessed using the Wechsler Intelligence Scale for Children (WISC-IV), Conners' Parent Rating Scale, the Learning Disability Diagnostic questionnaire. The brief questionnaire and Farsi grades of the students of two semesters were also used in order to check the effectiveness of the treatment in the pre-test and post-test stages.The experimental group participated in 15 sessions of 20 minutes duration in the intervention program. The results indicate the significant effectiveness of the intervention of tDCS combined with cognitive computer training on improving the components of executive functions including response inhibition (p<0.01, F=12.23, Ƞ2=0.42), attention (p<0.01, F=27.18, Ƞ2=0.60), working memory (p<0.01, F=15.11, Ƞ2=0.46) and planning (p<0.01, F=38.70, Ƞ2=0.66). Also, the results of the non-parametric covariance analysis showed a significant improvement in the Farsi scores of the students in the experimental group compared to the control group (p<0.01, F=12.13). The results of this study showed that this intervention can have a significant positive effect on improving the performance students with Specific Learning Disorders comorbid with Attention Deficit/Hyperactivity Disorder. Therefore, it can be concluded that the combination of brain stimulation treatment methods and cognitive training can be a suitable option for the rehabilitation of students with Specific Learning Disorder comorbid with Attention Deficit/Hyperactivity Disorder.

This research was conducted to investigate the mediating role of emotional regulation skills in the relationship between social skills with executive functions of students. The current research was a descriptive-correlation type of structural equation modeling. The statistical population of the research was all students of the Faculty of Psychology and Educational Sciences of Azad University, South Tehran Branch, in the first semester of 2023-2024. Using the available sampling method, a sample of 250 people was selected and participated in the study. Research tools included a questionnaire of executive functions (EFQ, Nejati, 2013), a Social skills questionnaire (MESSY, Matson & et al, 1983), and an Emotion Regulation Questionnaire (ERQ, Gross & John, 2003). The data were analyzed using the structural equation analysis method. The results of the structural equation analysis indicated the appropriate fit of the model. The findings showed that social skills could predict executive functions both directly and indirectly through emotion regulation skills (suppression) (p < 0.001). These results show that social skills, considering the important role of emotion regulation skills (suppression), can explain executive functions, and it is necessary to pay attention to these factors in interaction with each other in programs to improve executive functions.

The present study was conducted to compare the effectiveness of the unified transdiagnostic package and Cognitive behavioral therapy on the executive functions of anxiety children. The research method was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up group. The statistical population of the research included all anxious girls aged 10 to 12 who were referred to education counseling centers in Yazd in the academic year of 1402, of which 45 were purposefully selected based on the manifest anxiety questionnaire and clinical interview and randomly divided into two experimental groups and one group. Witnesses (15 people in each group) were included. The first and second experimental groups were each subjected to unified transdiagnostic and cognitive behavioral intervention during 16 sessions twice a week. Research participants were evaluated before and after the intervention and also during the follow-up period by the Executive Functions Questionnaire (EFQ) (Coolidge, 2002). Data analysis was done with the variance analysis method with repeated measurements and the Bonferroni test. The obtained results showed that the scores of executive functions in both intervention groups increased significantly compared to the control group (p<0.05). The effect of both intervention methods had a lasting effect until the follow-up stage. Also, there was no significant difference between the effectiveness of the two methods (p>0.05). In general, both interventions are suitable for improving the executive functions of anxious children.

 The present study aimed to investigate and compare the effectiveness of mathematical thinking intervention training and dual balance exercises on the executive functions of students with mathematical learning disabilities.

 The statistical population consisted of all students diagnosed with mathematical learning disabilities during the 2022-2023 academic year. Using purposive sampling, 45 students were selected and randomly assigned to two experimental groups and one control group. The tools used in this research included the KeyMath Standardized Test (Connolly, 1976), the Binet-Simon Test (Roid & Barram, 2003), and the Wisconsin Card Sorting Test (WCST; Heaton, 2006). In the pre-test phase, all sample members completed these tests. Subsequently, members of the experimental groups received the respective interventions, while the control group did not receive any intervention. The data were analyzed using repeated measures ANOVA.

 The findings indicated a significant effectiveness of the interventions in improving the executive functions in the experimental groups. Furthermore, follow-up tests revealed that dual balance exercises had a greater impact on working memory and cognitive flexibility.

 These findings support the fact that providing training based on mathematical thinking and focusing on dual balance exercises is considered a beneficial intervention method for addressing the educational challenges of students with mathematical learning disabilities.

The aim of the present study was to compare the executive functions of children with disruptive mood dysregulation disorder (DMDD) with an emphasis on response inhibition, organization, and decision-making/planning with healthy peers. The current study was a descriptive and causal-comparative study, and our statistical population included all children with DMDD and normal children in Tabriz between the ages of 8-12 years. With the cooperation of one of the psychological clinics, after screening by clinical diagnostic interview based on DSM-5, 30 children with disruptive mood dysregulation disorder were selected by available sampling. A number of 30 normal children were matched with the patient group by random sampling in terms of age and gender. The data was obtained with the Coolidge neuropsychological and personality scale, a parent-as-respondent assessment tool. Multivariate analysis of variance test was used to analyze the data and the results showed that the two groups differ significantly from each other in terms of all three components of executive function. In other words, compared to children with DMDD, normal children suffer less from problems related to executive functions in the areas of response inhibition, organization, and decision-making/planning. The findings of the present study have significant research and clinical implications regarding the role of DMDD in the destruction of executive function, as well as the need to formulate and apply therapeutic methods focused on executive function defects in this group.

The purpose of this study was investigating the effect of Executive Function Training (response inhibition, active memory, flexibility, and attention) on emotional behavioral problems in pre-school children with executive functions. The research design was quasi-experimental research with pre-test and post-test and control group. Statistical population also included all of pre-school children in 5-6 years old in Isfahan in 2016-2017. For doing research, 30 pre-school Childs with executive functions were selected by cluster random sampling and were assigned randomly in experimental and control group (15 people in each group), and experimental group trained by EFT program. In pre-test and post-test stage, emotional behavioral problems was measured by the Child Behavioral Scale (CBCL) of Ahnenbach (Achenbach, 1991). The data was analyzed by Covarianc analysis. Results showed that Executive Function Training (EFT) had a significant effects on emotional-behavioral problems on pre-school children (anxiety, depression, phisical complaint, social problems, thinking disorders, attention problems, aggressive behavior and law breaking behavior) (p<0.01).

The present study was conducted with the aim of the effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, cognitive flexibility and emotional self-regulation) in students with social anxiety disorder. The current research is semi-experimental with pre-test-post-test and control group. The statistical population of this research included all students with social anxiety disorder in Ardabil city in the academic year of 1401-1402. The sample of this research consists of 45 students with social anxiety disorder who were selected by available sampling method and were placed in 3 groups, each group consisting of 15 subjects (psychodrama 15 people, cognitive behavioral play therapy 15 people and control 15 people). Each subject was randomly assigned to two treatment groups (psychodrama, cognitive behavioral play therapy) and control. The instrument and questionnaire of this research included the Wisconsin card classification test and the emotional regulation questionnaire of Gross and John (2003). The results showed that psychodrama group therapy and cognitive play therapy are effective in improving executive functions and emotional regulation of male students with social anxiety at a significant level (0.05); No significant difference was found between the pre-test and post-test scores of the control group. The results of Bonferroni's post hoc test also showed that the effectiveness of psychodrama treatment is more effective in improving executive functions and emotional regulation. According to the sessions and results obtained, psychodrama group therapy and cognitive behavioral therapy had a positive effect on improving executive functions.

Considering the claims of bilingualism theories and their effect on executive functions, this research was conducted with the meta-analysis method in order to investigate the effect of bilingualism on executive functions. The purpose of this research was to combine the researches done in the field of executive functions. In this research, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the effect of bilingualism on executive functions. For this purpose, articles published between 2000 and 2023 were reviewed and 436 researches were found, of which 30 researches were included in the meta-analysis based on the research criteria (causal-comparative research method, having a experimental and control group, and descriptive statistics). The number of subjects in the whole research was 1412 people. The findings of the research showed that the overall effect size of the studied research was 0.633 (p<0.001) for the fixed effects model and 0.771 (p<0.001) for the random effects model, which is significant for both and it shows that bilingualism has an effect on executive functions.

This study aimed to explore the role of executive functions in moderating the relationship between medication adherence and depression among individuals with Multiple Sclerosis (MS). MS is a chronic disease that affects the central nervous system, and both cognitive and emotional factors can significantly influence how patients adhere to treatment plans. Medication adherence is crucial for disease management, and depression is a common comorbidity in MS patients, often complicating adherence. Understanding the relationship between depression, cognitive functions, and treatment adherence can help improve therapeutic outcomes. This research was conducted as a descriptive-correlational study, targeting MS patients residing in Tehran. The sample consisted of 229 participants, selected through convenience sampling. These individuals completed three standardized questionnaires: the Beck Depression Inventory (second edition, 2005), the Executive Function Questionnaire by Najafi et al. (2014), and the Morisky Medication Adherence Scale (2008). Data collection was done through a paper-and-pencil survey method. To analyze the data, Pearson's correlation coefficient was used to examine relationships between variables, and stepwise regression analysis was performed to determine if executive functions moderate the relationship between depression and medication adherence. The study found that depressive symptoms were a significant predictor of poor medication adherence in MS patients (p<0.01). This suggests that patients with higher levels of depression are more likely to struggle with adhering to their treatment regimens. Additionally, executive functions such as memory, planning, and social cognition were found to significantly predict medication adherence (p<0.01). These cognitive abilities likely help patients better manage their treatment schedules and follow medical instructions. However, the study did not find evidence supporting the role of executive functions as a moderator in the relationship between depressive symptoms and medication adherence (p>0.01). This indicates that while cognitive abilities and depression are related to medication adherence, executive functions do not appear to change the strength or direction of the relationship between depression and adherence. The findings highlight the importance of both depressive symptoms and executive functions in influencing medication adherence in MS patients. Given that poor medication adherence can lead to worse health outcomes, addressing both cognitive and emotional barriers to treatment is critical. Healthcare providers should consider these factors when designing treatment plans for MS patients. For example, interventions aimed at improving executive functions, such as memory and planning, as well as addressing depression, may be beneficial. By targeting both cognitive and emotional challenges, providers can help patients better adhere to their treatment regimens, which could ultimately improve disease prognosis and quality of life. Furthermore, healthcare teams should be aware of the multifaceted nature of treatment adherence and incorporate psychological and cognitive assessments into routine care to ensure comprehensive support for MS patients. In conclusion, while executive functions may not moderate the relationship between depression and adherence, they are still crucial in predicting adherence, suggesting that an integrated approach to treatment planning is vital for enhancing medication compliance in MS patients.

Executive functions refer to an individual’s actions for self-regulation, controlled and purposeful behavior, and maximizing future outcomes. In recent years, with significant growth in preschool centers, particularly in urban areas, parents and educators have become increasingly aware of the role of executive functions in learning. According to Miyake’s three-component model classification, fundamental executive functions include updating working memory, inhibitory control, and flexibility. Therefore, inhibitory control is recognized as a foundational component in executive functions. According to Barkley, inhibitory control aids in delaying responses and controlling interference, playing a crucial role in behavior regulation. Given the significance of executive functions, extensive studies have been conducted to evaluate the effectiveness of educational programs aiming to strengthen children and adolescents’ executive functions, both domestically and internationally. However, a considerable portion of these studies has focused on investigating executive functions in preschool children or children with special needs. Additionally, despite the importance of executive functions in learning and individual life, studies focused on skills associated with executive functions are limited. This limitation highlights the need to formulate and implement programs to strengthen executive functions, leading to the current research that aims to develop an educational package to enhance executive functions and determine its impact on inhibitory control in preschool children.

The present study followed an experimental pre-test-post-test design with a control group and a follow-up period. The statistical population included preschoolers aged 5-6 in Tehran, Iran, who were enrolled in preschool centers in the 2022-2023 academic year. Among educational districts, Area 8 was randomly selected, and from the preschool centers in this area, two pre-schools were randomly chosen: One as the experimental group and one as the control group. Twenty students were randomly selected from each pre-school, and a total of 40 students participated in the research. Eventually, due to incomplete data from one student in the control group, data from 19 students in both the control and experimental groups were analyzed. The primary objective of this research was to examine the validity and reliability of the developed executive functions educational package and investigate its effectiveness on inhibitory control in preschool children. The following 4-stage experiment was conducted to achieve this goal:First Stage: Conducting a literature review for the research background.Second Stage: Designing an educational package - training to enhance inhibitory response skills and assessing content validity. To assess content validity using the Lawshe method, the content was evaluated by ten specialists in executive functions evaluated the content. The content validity ratio (CVR) and content validity index (CVI) were evaluated, and the content was modified based on the experts' opinions.Third Stage: Pilot study. Ten available students underwent 12 one-hour sessions over two days per week. After a reassessment, the number of sessions was ultimately adjusted to 20 one-hour sessions conducted thrice weekly.Fourth Stage: Main study. Before the experiment, parents of the students in both the experimental and control groups responded to the inhibitory response section of the Brief questionnaire. Then, the educational package was implemented for 20 one-hour sessions over three days per week with the students in the experimental group. The control group students did not receive this training. After the experiment, parents of both groups responded to the Brief behavioral questionnaire as a post-test. After a two-month interval from the pre-test, a follow-up test was conducted, and parents of both groups answered the Brief questionnaire again, and the collected data was analyzed.

To understand the average performance and distribution of test scores in the inhibitory response variable, statistical descriptions of inhibitory response variables for both the experimental and control groups were examined, including means, standard deviations, and skewness. In the control group, the total scores for inhibitory response were 35 in the pre-test, 34.84 in the post-test, and 34.78 in the follow-up, indicating very slight changes. In the experimental group, the average scores were 35.42 in the pre-test, 28.52 in the post-test, and 25.5 in the follow-up, showing a decreasing trend. The average performance in the control group compared to the experimental group had an imperceptible difference in the pretest (0.42), a difference of 6.32 scores in the post-test favoring the control group, and reduced to 11.11 in the follow-up. This trend suggests a decrease in inhibitory response scores and an improvement in inhibitory response skills in the experimental group compared to the control group. At the same time, no significant difference was observed in the control group in the scores between pre-test, post-test, and follow-up.Additionally, to investigate the homogeneity of the variables’ covariance, Mauchly’s sphericity test was utilized. Given that Mauchly’s sphericity test is less than 0.5, indicating a significant violation of homogeneity assumption (P<0.05; χ²=6.62; ε=0.03), suggesting that covariance homogeneity is questioned. Therefore, adjustments for the violation of assumptions were made using the Huynh-Feldt Epsilon correction due to the adequate sample size in this study.The summary of the within-group analysis of variance indicates a significant effect on inhibitory response (P< 0.001; F=145.83). Moreover, there is a significant interaction effect between inhibitory response and group (P<0.001; F=135.16). This interaction suggests that different results are obtained from combining levels of inhibitory response (pre-test, post-test, and follow-up) and group levels (control and experimental). The between-group analysis of variance, based on observed means, reveals a significant difference between the two groups (P<0.001; F=95.36), indicating a significant effect of the experiment on the experimental group.Finally, a Bonferroni follow-up test was employed to determine which two intervals differ significantly among the three-test means.

The primary objective of this research was to develop an executive functions educational package and determine its impact on inhibitory response in 5-6-year-old preschool children. Improvements in executive functions during the pre-school years occur due to physiological changes in the brain, specifically in the pre-frontal cortex, and this region’s increased connectivity and integration with other brain areas. While the physiological reasons behind the development of executive abilities have been somewhat clarified, less attention has been paid to the influence of environmental factors on the development of these skills during this age period. Additionally, limited studies have focused on developing educational packages targeting executive functions and examining their effect specifically on the preschool age group.In this research, the program content is based on Barkley’s approach, emphasizing exercises such as emotional recognition, appropriate expression and management, understanding others’ perspectives, proper interaction in social situations, and ultimately, exercises in inhibitory response and thinking before acting. The research results indicate the effectiveness of the educational intervention. Moreover, ten experts in the executive function field have endorsed the educational package’s validity. However, the role of age ensures the sustained positive effects of cognitive interventions, in addition to the continuation of educational exercises. Vas et al.’s research findings have shown that the effectiveness of cognitive training is more impactful and enduring when children are in the early stages of growth and early childhood.