Background: Executive functions have different tasks and roles that are effective in all people of any age and gender depending on their age, strength and health. In fact, this force, which is considered as a cognitive structure, tasks such as problem solving, It is responsible for attention, reasoning, organization, planning, memory, response inhibition, inhibitory control, impulse control, attention retention and attention change. As a result, failure in this field is associated with disruption in daily functions.
Purpose: The main purpose of the research was to investigate the effectiveness of academic optimism skills training on improving the executive functions of students with attention deficit hyperactivity disorder.
Methodology: The research method was a semi-experimental type with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study was all students suffering from attention deficit/hyperactivity disorder who referred to the Kharg Island Education Counseling Center. 30 people who have the necessary characteristics based on the diagnosis of attention deficit/hyperactivity disorder, the Wechsler test and the criteria of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (2013) were listed from among the statistical population using the available sampling method, and then they were divided into two experimental groups and control (15 people in each group). The sample groups are selected using available sampling. Descriptive statistics methods such as frequency, percentage, mean and standard deviation and inferential statistics methods such as variance analysis with repeated measurements were used for data analysis. All these data were analyzed by SPSS statistical analysis software.
Findings: The findings showed that academic optimism training has an effect on improving attention, improving planning and improving the organization of students with attention deficit h