The current study examines the efficacy of cognitive rehabilitation approaches in managing behavioral issues and emotional self-regulation in students with attention deficit hyperactivity disorder (ADHD). Using a quasi-experimental approach with a pretest and posttest control group design, the sampling frame included all students between the ages of 9-13 years with ADHD seeking counseling at a counseling center in Yazd province in Iran in the 2023-2024 academic year. A sample of 30 students was systematically selected using convenience sampling and randomly assigned to the experimental and control groups. Both the Rutter Behavioral Problems Questionnaire (RBPQ) and the Emotional Self-Regulation Questionnaire (ESRQ) were utilized to assess the variables of interest in the pretest and posttest phases. While the experimental group underwent eight one-hour sessions using the computerized cognitive rehabilitation program in weekly sessions, the control group did not receive any intervention. Analysis of the results using analysis of covariance (ANCOVA) showed that cognitive rehabilitation had a positive impact in managing behavioral problems and boosting the emotional self-regulation abilities of students with ADHD. As a result, computerized cognitive rehabilitation interventions are an effective approach in reducing behavioral problems and improving emotional self-regulation in students with ADHD.
