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.

Background and Aim: The purpose of this study was to investigate the effects of perceptual – motor training on motor proficiency in children with hyperactivity disorder.

Materials and Methods: This study was semi-experimental. Fifty hyperactive children referred to Farabi hospital of  Kermanshah. Thirty patients (mean age, 8.8 years old) were randomly selected and examined in the control group were evaluated. The tools of the research were the Conners parent questionnaire, Bruininks-Oseretsky test of motor proficiency. Firstly, the per-test was held for all participants. Then, the experimental group did the perceptual- motor activities for 2 months (24 sessions) and after this period, the post test was administered to both groups. Paired t-test and t-test were used to compare the means (P<0.01).

the significant difference between pre-test and post-test scores of experimental group,  Results: In motor proficiency (total subtests: running speed and agility, balance, bilateral coordination, strength, upper body coordination, response speed, visual controls - motor skills and a high-speed trunk) was found.

Conclusion: It seems that perceptual – motor training improves motor skills in children.

Keywords: Perceptual – motor training, ADHD, Motor proficiency, Gross motor skills, Fine motor skills.