Background: Children with attention deficit/hyperactivity disorder in executive functions such as attention, organization, and Planning face problems that need educational and therapeutic programs to improve it. Among the methods designed for this purpose, cognitive rehabilitation is a new educational method that Its effectiveness has been investigated in various studies. Aim:The purpose of this study is to know the effectiveness of cognitive rehabilitation training is improving the executive functions of students with attention deficit/hyperactivity disorder. The design of this research is a quasi-experimental type with a pre-test-post-test design with a control group and an experiment with a two-month follow-up period. The statistical population of the research is all students with attention deficit/hyperactivity disorder who go to the Education and upbringing of Bushehr’s counseling center and there are 30 people from this society available by sampling method, two control and experimental groups (15 people each) were assigned. The current research tools include the Tower of London test, The Stroop test and the Children's Sick Symptoms Questionnaire (CSI-4). In the analysis of data from covariance analysis was used with repeated measurements. Findings:The results of analysis of covariance with repeated measures showed that Cognitive rehabilitation training improves attention, organization and planning of students with attention deficit/hyperactivity disorder in the post-test and follow-up of the experimental group compared to the reference group. Findings between the two experimental and control groups were compared and the results showed that there is a significant difference between these two groups. In the implementation of the follow-up After two months, the difference between the two groups was still significant. Therefore, it can be concluded that the effect Cognitive rehabilitation training on attention, organization and planning of students with attention