The Relation Between Encounter Style and Effective Factor's in Parent Intervention with Academic Achievement in Children with ADHD

The aim of peresent study was to investigate the relationship between incounter style and effective factors in parents intervention with academic achievement in children with ADHD. Method of the peresent study is descriptive and correlational. Participants in this study were 50 third grade elementary students(25 female and 25 male). The Raven Intelligence Scale for Children, self-made academic achievement test, family- school questionnaire, parents involvement questionnaire, and parent Conners scale was used as a research tools. Multiple regression was used to analyze of data. The results showed that, there is a significant relationship between parents Encounter Style with children's academic achievement, Results also showed that except of the school Invitations and teacher requests, other effective factors in parents, intervention were significantly related to academic achievement. the reaults indicated that Most of the parents in dealing with children used of negative and controlling method. Among the influencing factors in parental involvement, the knowledge and skills most associated with academic achievement of children with ADHD.