Effectiveness of Working Memory Training Technique on On-Task Attention Problems in Classroom Assignments Among Third Grade Children with Attention-Deficit/Hyperactivity Disorder in District 10 of Tehran
Keywords:
instructional technique, working memory, Attention-Deficit/Hyperactivity Disorder (ADHD)Abstract
The present study aimed to improve working memory and enhance behavioral attention performance in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). To this end, four third-grade male students from an elementary school in District 10 of Tehran, identified with ADHD, were selected through convenience sampling. The study employed a single-subject experimental design using baseline data and a working memory training strategy implemented over 12 sessions, followed by a four-session follow-up phase. The results indicated that the children showed improvement in classroom behavioral attention performance, and this progress remained stable during the four-session follow-up. Therefore, it is concluded that the working memory strategy had a significant effect on the behavioral performance of children with ADHD.
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