---

Introduction: Executive functions involve higher-order cognitive functioning that is critical for goal directed behavior. The aim of this research was to determine the effect of rhythmic movement on executive function in children with educable intellectual disability. Materials & Methods: This study was quasi-experimental, with pretest-posttest control group. In this study, 20 children from seven to ten years from Tabriz Special schools in academic year of 2014-2015, through multistage randomized sampling were selected. They were divided into two groups based on age and IQ in the intervention (rhythmic movement) and control groups. Inclusion criteria of the research was right-handedness, lack of handicap or disability, Down syndrome and ADHA and obtaining 50-70 IQ score in (Goodenough Man Test) and "Leiter International Performance Scale". The program was held in 18 sessions, two sessions per week and each session lasted for 45 minutes. To evaluate executive function before the initial session and at the end of last session, the “Conners Neuropsychological Questionnaire” (face validity was approved by 10 experts and internal consistency reliability α= 0.73) was used. The questionnaire was completed by their parents. Obtained data was analyzed by SPSS/18. Findings: The rhythmic movement group in the executive functions (12.86±3.16) and solution problem/programing subtest (7.03±1.78) organization emotion-behavior subtest and (5.83±1.71) performed better than the control group (19.6±3.16), (9.76±1.78) and (9.82±1.71) (P≤ 0.05). Conclusion: According to superiority rhythmic movement group, it is suggested to use rhythmic movement in physical education program at schools and at home.

---

Introduction: Attention Deficit-Hyperactivity Disorder (ADHD) affects social, emotional, and familial functioning. The present study aimed to determine the effectiveness of "Neurofeedback" and "Transcranial Direct Current Stimulation" on the Executive Function of Response Inhibition of Boys 6 to 11 years with Attention Deficit- Hyperactivity Disorder.
Methods:  The present study is a quasi-experimental with pre-test and post-test and control group. The statistical population included all students aged 6 to 11 in Islamshahr boys' primary and preschool levels in the 96-97 academic year. The research sample was 34 people who were identified by the convenience sampling method among Attention Deficit-Hyperactivity Disorder and by simple random sampling (simple lottery) were divided into two intervention groups and a control group (12 people in each group). However, one person from each intervention group withdrew. Research instruments  include the “SNAP-IV Scale”, the “Stanford-Binet Intelligence Scales (Fifth Edition)”, the “Conner's Parent Rating Scale”, and  “Go/No Go Test”. The validity and reliability have been measured in previous studies.Interventions included neuro feedback 20 sessions of 30 minutes (Three days a week) and tDCS included 10 sessions of 10 minutes with intensity of 1 Ma (two days a week). Data were analyzed with SPSS. 23.
Results: Average response inhibition scores were improved in two measurements, with the largest change in the neurofeedback group being controlled on accuracy scores (12.04). Also, by eliminating the pre-test effect, it was determined that "Transcranial Direct Current Stimulation” had a significant difference in accuracy and speed of execution and” neurofeedback” in the implementation speed score compared to the control group (p˂ 0.001).
Conclusions: Due to the number of sessions and the type of waves corrected, "neurofeedback" is not effective in improving inhibitory response. But "Transcranial Direct Current Stimulation" is an effective method. Therefore, it is suggested that the "Transcranial Direct Current Stimulation” be used to solve the above problem."

---

Introduction: It is necessary to help students with writing disorders to recognize the factors that affect the creation of problems and improve them using different methods. The aim of this study was to determine the effectiveness of "Executive Function Training" on emotional self-regulation and test anxiety of female students with writing disorders
Methods: The research method is quasi-experimental and pre-test, post-test with control group. The statistical population included all female students with writing disorders who referred to the Rehabilitation Training Center for Special Learning Disabilities in Islamabad West Education Department in 2019, who according to the psychological counseling file, had writing disorders. There were about 129 of them. Samples were selected from 30 people by convenience sampling method and were randomly replaced by random assignment method using lottery in 2 intervention and control groups. Data were collected using a demographic questionnaire, “Written Expression Test”, “Emotional Self-Regulation Questionnaire” and “Test Anxiety Inventory”. Content validity was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. The intervention group received "Executive Function Training" for 10 weeks. In the pre-test and post-test stages, questionnaires were completed for both intervention and control groups. During this period, the control group did not receive any intervention and after the intervention, the relevant training course was held for them in the same center. Data were analyzed in SPSS. 24. 
Results: Significant differences were shown between the intervention and control groups in the post-test stage (P<0.01). The level of emotional self-regulation in the intervention group increased significantly compared to the control group in the post-test stage (P<0.01). In addition, the test anxiety of the intervention group was significantly reduced compared to the control group in the post-test stage (P<0.01). 
Conclusions: "Executive Function Training" has a positive and significant effect on the level of emotional self-regulation and test anxiety of female students with writing disorders. It is suggested that teachers use the above method to increase the level of emotional self-regulation and reduce the test anxiety of female students with writing disorders.