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Background and aim: Visuo-spatial attention is an ability by which a portion of visuo-spatial space is selected for efficient processing of the information orienting from it. people show a normal bias in visuo-spatial attention. The direction of this bias in Attention deficit Hyperactivity disorder (ADHD) is different from normal people's bias. Some cases diagnosed with ADHD can show a significant inattention in one side of the space, which is called unilateral neglect. The aim of this study is to investigate on how the visou-spatial bias is in children with ADHD.
Materials and Methods: In this cross-sectional study, fifteen children (7-10 years) were classified with ADHD-combined type (ADHD-C) and 15 children were matched for age, gender and IQ. Samples had been chosen through simple random sampling and they did Wechsler Intelligence Scale for children(WISC-IV) and also  the Edinburgh Handedness Inventory for assessing whether they had inclusion criteria or not. For participants, visuo-spatial attention was assessed using the Star Cancellation Test.
Results: The results suggest that, there is a significant difference between ADHD-C groups performance and control group's performance in the Star Cancellation Test (p<0.05). Unilateral neglect recognized in ADHD-C group and it was in the left half of the space.
Conclusion: There is a significant difference in visuo-spatial attention between ADHD group and control group. Moreover, unilateral neglect which has seen in some ADHD-C cases should consider as an important item in this disorder. Further research in this area is needed.

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Background and Aim:Set-shifting that is one of the most important executive functions in learning tasks and intelligence Quality (IQ) reactions was studied in high functioning children with autism. Mental ability can play an important role in learning tasks and activities of daily living. Assessment of this component is important in rehabilitation programs. The aim of this study is to compare set-shifting in high functoning children with autism and normal subjects between 6 to 12 years old. 

Materials and Methods: In this cross-sectional study, 30 children between 6 to 12 years old were participated and divided in two groups randomly. The mean age of autism and normal groups was 7.86(1.38) and 8(1.68) respectively. Cambridge neuropsychological test automated battery and wechsler for children were used. Data were analyzed by t-test.

Results: High functioning children with autism showed significant differences in set-shifting in comparison with normal subjects particulary in extradimensional stages (stages 8 and 9).

Conclusion: High functioning children with autism have poor capability in set-shifting in comparison with normal subjects. 

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Background and Aim: Many key problems in autistic children are related to executive dysfunction. This dysfunction is usually occurred due to structural and functional dissociation between brain regions. So neurofeedback can be used as a new treatment procedure in improving children's executive function through modifying brain waves but behavioral changes are usually reflection of long-term changes in the brain level. Therefore the purpose of this study is to investigate the overall effect of neurofeedback training and behavioral effects caused by adding occupational therapy based on cognitive rehabilitation.
Materials and Methods: Single system (A-B-A-B+C-A) design was used in this study. Participants were 2 children with autism spectrum disorder who completed 41 sessions during the study. They received neurofeedback intervention alone (B) during 20 sessions and in the following 12 sessions neurofeedback with occupational therapy (B+C). In this study, Wisconsin card sorting and tower of london tests were used for collecting information on children,s executive functions.
Results: According to the obtained results, the effect size of neurofeedback training on executive function was high for both participants. The rate of shifting attention was improved as one of the executive function items after adding occupational therapy and also the increasing effect of neurofeedback in planning was maintained.
Conclusion: The results of this study showed that neurofeedback can improve executive function in autistic children and the effect of neurofeedback can be more obvious if occupational therapy will be added. But gaining more significant behavioral changes after receiving occupational therapy needs more sessions.

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Background and Aim : Investigating the relationship between sensory processing and behavior in 7 to 10 years old children with attention deficit disorder and hyperactivity

Objective: This study examined the association between behavioral problems and emotional status of children with attention deficit disorder and hyperactivity

  

Materials and Methods : In this descriptive-analytic study, 24 children with ADHD and 24 normal matched children in the age range of 7- 10 years old were participated. After completing a demographic questionnaire and consent informed Letter , The children's parents were asked to complete Sensory Profile Questionnaire (SP) and Child Behavior Checklist (CBCL).

  

Results: Data analysis was performed using SPSS 16 software. Kolmogorov-Smirnov test are used to assess compliance of each variable distribution with normally distributed variables. T-test were used to compare variables (CBCL and SP scores) in the 2 groups. T-test results show that the difference between the means of two groups in sensory seeking, emotional reactivity, and low endurance /muscle tone.

  Inattention / distractibility, poor sensory registration, fine movement/ perception and emotional reactivity are significant. The calculated t value is lower from the t-critical (1.96) and the probability error (CI 5%). But in variables such as the oral sensory sensitivity, sensory sensitivity and sedentary difference between the two groups’ averages is not significant.

 There are significant correlations between some of Child Behavior Checklist questionnaire variables and sensory profile in sensory seeking and emotional reactivity variable, low endurance / muscle tone variables, the variable inattention and distractibility, fine movements/ perception and sensory registration.

  

Conclusion : our study suggest that behavioral problems in the Child Behavior Checklist grows by increasing these problems in sensory profile questionnaire .

  

Key words : Sensory processing, Attention deficit and hyperactivity disorder, Behavioral problems.