Background and Objectives: Attention deficit/hyperactivity disorder in childhood is a neurodevelopmental disorder that often continues into adulthood and affects different aspects of life. Therefore, this study aims to compare the fine and gross motor skill and sensory profiling in with and without HYPERACTIVE DISABILITY students.Materials and Methods: This study was an Ex Post Facto design. The statistical population includes all elementary students city of Tehran in 2015-16. The sample of study consists of 97 students with HYPERACTIVE DISABILITY and 123 students without HYPERACTIVE DISABILITY that were selected by random cluster sampling method. To collect the data, Behavioral disorders inventory Conners (form teacher), Bruininks Oseresky Motor Proficiency Scale (large form), profile sensory Dunn inventory were used. Multivariate analysis of variance were used for data analysis.Results: The study showed that there was a significant difference (P<0.001) between profile sensory with an average score of sensory processing (F=25.5), sensory modulation (F=19.1), behavioral and emotional responseand (F=23.1) and fine and gross motor skills with an average score of gross motor skills (F=92.1) and fine motor skills (F=86.1) the student with and without ADHD.Conclusion: Whereas the fine and gross motor skills and sensory profile of students with ADHD compared to normal students in trouble, it is essential to focus attention to clinical interventions to increase and improve fine and gross motor skills and sensory profile of students with ADHD to enhance their social adjustment and quality of life

Attention deficit/hyperactivity disorder is a very common disorder that is usually diagnosed in childhood. The present study was conducted with the aim of comparing mental indicators in mothers with HYPERACTIVE and normal children. The method of this research was causal-comparative. The population of the research included all mothers in Ardabil city in 2022. A sample of 50 mothers with HYPERACTIVE children were selected by availability sampling and 50 mothers with normal children were selected by purposive sampling from the relevant population as a comparison group and participated in the study. They answered the questionnaire of mental disorder and Connors parent rating scale in the presence of researchers. The collected data were also analyzed using descriptive statistics of mean, standard deviation, and multivariate analysis of variance through SPSS (25) software. The results of multivariate analysis of variance showed that there is a significant difference in average mental indices of interpersonal sensitivity (F = 11.512), depression (F = 127.956) and anxiety (F = 42.468) in mothers with HYPERACTIVE and normal children (p < 0.001). From a practical point of view, it is suggested that prevention strategies be taken to promote parents' mental health so that addressing parents' stress and anxiety can have long-term positive effects on children's health, well-being, and behavioral outcomes.

Background and Aim: Brain-based learning is student-oriented and uses the whole brain. The aim of the research was to design a supplementary curriculum compatible with the brains of inattentive/HYPERACTIVE students. Method: The research was applied in terms of purpose and exploratory mixed method. The qualitative part consisted of documents, databases, and curriculum planning and brain science experts, 17 of whom were selected using the purposeful sampling method and theoretical saturation, and the quantitative part included educational experts and elementary teachers of Mashhad, 2013, who were selected using the multi-stage cluster sampling method, 419 people. The qualitative tool was a semi-structured interview, which was validated by content validity and reliability by coding agreement coefficient. Quantitative part, researcher-made questionnaire, content validity with the opinion of curriculum experts and reliability with Cronbach's alpha of 83%. The analysis of the qualitative part was done with the method of thematic analysis and coding and a small part of descriptive statistics (SPSS23) and EMOS26. Findings: Findings: It indicated that the elements considered for the supplementary curriculum are valid from the point of view of teachers and experts, and it is necessary to prioritize brain characteristics and special needs, remove time limits, reduce the amount of assignments and assessments, and present them in a diverse and attractive manner. . The results of the confirmatory factor analysis showed that the model has ten basic elements that are formed in the form of four philosophical, social, neurological and psychological dimensions. Conclusion: Based on the findings of qualitative and quantitative analysis, the desired curriculum can be compiled, and in order to make it effective, it is necessary to include 187 components in design, production, implementation and evaluation. The model is suitable and helps to improve performance, and its implementation is inevitable for the optimal education of HYPERACTIVE/inattentive children, and its implementation requires the formulation of effective policies, programs and strategies.

The present study aimed to compare family’s emotional setting in HYPERACTIVE and normal children. The research was of follow-up type. The statistical population included all HYPERACTIVE children aged 7-12 in 1389 covered by mental and nervous ward of Roozbeh hospital; and also all normal children as the same in respect to age and gender. 45 HYPERACTIVE and 45 normal children were chosen through random sampling. Moos and Moos Questionnaire was used to collect data. The data were analyzed using MANOVA. The results indicated that among the six factors of family’s emotional setting, only the extroversion factor was significantly different between the two groups (p<.05). In respect to reflective effects of status and gender in family’s emotional setting, only the difference in adversity factor was significant (p<.05). But the gender effect was not significant alone, i.e. there was not a significant difference in respect to family’s emotional setting factors between two groups of male and female HYPERACTIVE children.

Background & Objectives: This research focused on estimating the mean of Neurological Soft Signs scores in children with Attention Deficit and Hyperactivity Disorder and comparing them with normal children.Methods: We evaluated 25 children with Attention Deficit- Hyperactivity Disorder in the age group of 7-12 years (mean age: 10.16±1.5y) using the DSM-VI Attention Deficit - Hyperactivity Disorder Questionnaire, Conner’s Parents’ Rating Scale, and the 28-item NES Questionnaire. There was no significant age difference between cases and controls. The mean total NES score was 11.4±4.14 in cases and 5.6±2.79 in controls(P<0.0001). Compared to the control group, the cases had significantly more problems with the glabellar reflex, rapid alternative movements and right-left discrimination.Results: Soft Neurological signs are observed with greater frequency among children with ADHD compared to normal subjects and the difference is more significant in certain domains such as rapid alternative movements, right- left confusion, and glabellar reflex.Conclusions: Considering the relatively high frequency of soft neurological signs in children with Attention deficit- Hyperactivity Disorder, earlier diagnosis and treatment of the disease might be possible through careful neurological examination.

Introduction: Attention deficit hyperactivity disorder (ADHD) ranks among the most prevalent neurodevelopmental disorders in early childhood. Children with ADHD often exhibit weaker motor and cognitive skills compared to their peers. This study aimed to examine the effects of fundamental motor games on the motor skills of HYPERACTIVE children. Materials and Methods: This quasi-experimental study employed a pre-test and post-test design with experimental and control groups. Thirty HYPERACTIVE boys aged 8 to 12 from Hamadan, Iran were voluntarily selected and randomly assigned to either the experimental or control group. Participants’ height, weight, and body mass index were recorded, followed by a pre-test assessment using Ulrich’s Motor Performance Test. The experimental group then participated in fundamental motor games for eight weeks, while the control group continued their regular activities. Afterward, all participants completed a post-test identical to the pre-test. Results: The findings indicated that fundamental motor games significantly improved locomotor and manipulation skills, as well as overall motor competence in children with ADHD. Conclusion: Fundamental motor games can be an effective intervention for enhancing motor skills in HYPERACTIVE children and could be incorporated into their developmental programs.