The Effect of Decision Making and Problem Solving Skills Training on Inattention and Social Deviance in Male Students with ADHD

 The present study was conducted with the aim of investigating the effect of teaching decision-making and problem-solving skills on inattention and social misbehavior in male students with ADHD in the 12th district of Tehran. The statistical population of this research is the boy students of the second year of high school in the academic year of 1400-1401 in Tehran, who were diagnosed with attention deficit hyperactivity disorder after referring to special treatment centers for hyperactivity, 24 students were selected as a statistical sample. In terms of methodology, this research is quasi-experimental with a pre-test and post-test design with an experimental group and a control group. To collect data in this research, Khodabakhshi and Rahmani Asl's Social Distortion Questionnaire (2016) and Connors' Attention Deficit Hyperactivity Disorder Questionnaire (1999) were used. In this research, the method of teaching decision-making and problem-solving skills was presented to the experimental group during 8 sessions, while the control group did not receive any intervention. The results of the analysis of covariance showed that in the post-test stage, there was a significant difference between the expe]rimental and control groups in terms of the improvement of symptoms related to inattention and social deviance (P≤0.01). Based on the findings of the present research, it is concluded that problem solving and decision making training can be effective as an effective intervention to reduce inattention and social deviation in students with ADHD.