The Effectiveness of Executive Functions on the Level ofSocial Interactions, Self-stigma and Anxiety in Childrenwith Attention Deficit/Hyperactivity Disorder (AD/HD)

Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety. The aim of this study was to determine the executive functions on the level of child interactions with peers, spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).

Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling and Psychological Services Clinic were randomly divided into two intervention and control groups and underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and immediately after the intervention. The comparison between the two groups was performed by multivariate analysis of covariance

Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children with AD/HD were not significantly different, but the mean scores of the two groups at times immediately after the intervention were significantly different, so the mean scores of social interactions, autism and anxiety in children with AD/HD did not change significantly in the control group, but showed a significant change in the intervention group.

Intervention of executive functions has been able to improve social interactions, spontaneity and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety of children with AD/HD is recommended.