The Effectiveness of the Maher Fluid Intelligence Psychoeducational Intervention Package on Executive Functions in Children with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

Purpose: This study aimed to investigate the effectiveness of the Maher Fluid Intelligence Psychoeducational Intervention Package on executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD).   Methodology: The study employed a quasi-experimental design with a pre-test and post-test control group. The statistical population included all children with ADHD attending psychological clinics in District 1 of Tehran. From this population, 30 children were selected using multi-stage cluster sampling and randomly assigned to experimental and control groups. Data collection tools included standardized scales for assessing executive functions and structured clinical interviews. The Maher Fluid Intelligence Psychoeducational Intervention was conducted in 10 sessions, each lasting 45 minutes, for the experimental group. After completing the interventions, the executive functions of both groups were reassessed.   Findings: The results of the statistical analyses, using Analysis of Covariance (ANCOVA), showed that the Maher Fluid Intelligence Psychoeducational Intervention significantly improved the executive functions of children with ADHD. The mean scores of executive functions and their components in the experimental group significantly decreased in the post-test phase. These findings indicate the high effectiveness of the intervention on components such as time management, self-organization/problem-solving, self-restraint, self-motivation, and emotional self-regulation in these children.   Conclusion: Based on the results, the Maher Fluid Intelligence Psychoeducational Intervention Package can be considered an effective approach to improving the executive functions of children with ADHD. This intervention not only helps reduce executive function deficits in these children but also potentially enhances their academic and social outcomes. It is recommended that this intervention be included in educational and therapeutic programs related to ADHD.