Attention deficit / hyperactivity disorder is the most common childhood that can affect the child's social and educational life. Considering that different therapies have been used to relieve the symptoms of this disorder, the purpose of this study was to investigate the effectiveness of cognitive-educational teaching on verbal self-learning on social interactions, anxiety and autonomy of these children.
This is a semi-experimental research. The statistical population of this study was all children with attention deficit / hyperactivity disorder, of which 30 were selected from clients referring to Sabzevar Counseling and Psychology Clinic and completely Randomized in both experimental and control groups. Data were collected from the children's spence anxiety questionnaire, Social Interactions, Kearsam and Elliot (1990), and Michael King's Self-Defense Questionnaire and for attention deficit / hyperactivity disorder recognition. The Convergs Questionnaire (1960) was used for parents' form, for data analysis, statistics Descriptive, mean standard deviation and inferential statistics of multivariate covariance analysis were used and data were analyzed using spss22 software.
Findings showed that the effect of verbal self-learning on the social interactions of children with attention deficit / hyperactivity disorder was positive and significant (P