Investigating the Effectiveness of the Educational Package for Modifying Self-destructive Behavior Patterns in Afghan Students

Background and Objectives: The present study was conducted with the aim of comparing the effectiveness of cognitive play therapy and computer-based working memory training on the attention of children with attention deficit-hyperactivity disorder (ADHD) in Farsan City in 2021. Materials and Methods: The research method was quasi-experimental with a pretest-posttest and follow-up design and a control group. The statistical population consisted of all students aged 7 to 12 years with ADHD (n=180) in the city of Farsan. Thirty children diagnosed with mixed ADHD were selected using purposive sampling from clients of the Sobhe Omid Counseling Center in Farsan, following diagnosis by a psychiatrist and the completion of a children's symptoms questionnaire. These children were assessed using a Continuous Performance Test for sustained attention and impulsivity. A working memory training software and a structured short-term play therapy protocol specifically designed for children with ADHD were utilized. For data analysis, mixed-design ANOVA and Bonferroni post-hoc tests were applied. Results: The results showed that cognitive play therapy and computer-based working memory training affected the attention of children with ADHD in Farsan City (P<0.01, F=6.132, Eta=0.321). However, there was no difference in the effectiveness of cognitive play therapy and computer-based working memory training, and the effects of these interventions remained lasting. Conclusion: Therefore, both interventions can be utilized to reduce impulsivity in children with Attention Deficit Hyperactivity Disorder (ADHD).