Comparison of Computer-Assisted Cognitive Rehabilitation and Self-Regulatory Strategies Training in Students with Attention Deficit/Hyperactivity Disorder

Comparing Computer Cognitive Rehabilitation Effectiveness and Self -Regulated Strategies Training on Cognitive Flexibility, Academic Emotion, and Motor Impulsivity in 9 to 11 Years of Attention Deficit Hyperactivity Disorder

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250824066968N1

Enrollment

Registered

2025-08-27

Start date

2025-09-11

Completion date

Unknown

Last updated

2025-09-15

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Students with Attention Deficit/Hyperactivity Disorder. Attention-deficit hyperactivity disorder, predominantly inattentive type

Interventions

Intervention 1: Intervention group:Computer-assisted cognitive rehabilitation: This program will be implemented once a week for 12 60-minute sessions. The Captain Log program is one of the software pr

Eligibility

Sex/Gender

Male

Age

9 Years to 11 Years

Inclusion criteria

Inclusion criteria: Diagnosis of attention deficit/hyperactivity disorder by a psychologist specializing in child disorders Not taking medication Written parental consent to participate in the research Age 9 to 11 years

Exclusion criteria

Exclusion criteria: Subject's participation in other educational or therapeutic interventions Having disorders such as visual impairment or hearing impairment

Design outcomes

Primary

Measure	Time frame
Cognitive flexibility. Timepoint: At the beginning of the study (before the intervention) and about three months after the intervention, i.e. after the intervention ends. Method of measurement: Cognitive flexibility in the present study refers to the score that participants obtain from answering cards 1 to 64 of the Wisconsin Grant and Berg cards.	—

Secondary

Measure	Time frame
Academic excitement. Timepoint: At the beginning of the study (before the intervention) and about three months after the intervention, i.e. after the intervention was completed. Method of measurement: Academic excitement in the present study refers to the score that participants obtain from answering questions 1 to 150 of the Pekran Academic Emotion Questionnaire.;Motor impulsivity. Timepoint: At the beginning of the study (before the intervention) and about three months after the intervention, i.e. after the intervention was completed. Method of measurement: In the present study, motor impulsivity refers to the score that participants obtain from responding to steps 1 to 100 of the O'Connor Placement Test.	—

Measure

Time frame

Academic excitement. Timepoint: At the beginning of the study (before the intervention) and about three months after the intervention, i.e. after the intervention was completed. Method of measurement: Academic excitement in the present study refers to the score that participants obtain from answering questions 1 to 150 of the Pekran Academic Emotion Questionnaire.;Motor impulsivity. Timepoint: At the beginning of the study (before the intervention) and about three months after the intervention, i.e. after the intervention was completed. Method of measurement: In the present study, motor impulsivity refers to the score that participants obtain from responding to steps 1 to 100 of the O'Connor Placement Test.

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactSharareh Shams

Islamic Azad University

Shararehshams2112@gmail.com+98 21 6661 6972

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026