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Background and aim: The present study evaluates spatial working memory and strategy use, that are from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy ( spastic diplegia ).

Materials and methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: twenty children with cerebral palsy ( spastic diplegia ), with mean age of 8.94 years and 20 normal children with mean age of 8.86 years. Data were collected using Strengths and Difficulties Questionnaire ( SDQ ), CANTAB and Raven test of intelligence. Data were analyzed using t-test.

Results: Children with cerebral palsy differ from the normal children in spatial working memory. Comparing of the means of errors, were illustrated in 3 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ),except in double error ( p>0.05 ) however there was no significant difference in function of strategy use between 2 groups ( p>0.05 ).

Conclusion: In regard with these findings, cognitive rehabilitation with focus on executive skills can be useful in clinical treatment, parallel to the traditional methods, for spatial working memory in children with cerebral palsy.

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Back ground and aim: The present study evaluates attentional set shifting, that is from the most important executive functions in performing the learning tasks and intellectual actions in children with cerebral palsy (spastic diplegia).
Materials and Methods: For this cross sectional/analytical study, 40 children between 7 and 12 were recruited by random sampling into 2 groups: 20 children with cerebral palsy (spastic diplegia), with mean age of 8.94 years old and 20 normal children with mean age of 8.86 years old. Data were collected using Strengths and Difficulties Questionnaire (SDQ), CANTAB and Raven test of intelligence. Data were analyzed using independent t-test.
Results: Children with cerebral palsy did not differ from the normal children in attentional set shifting. Comparing of the means of errors, trials and complete stages, with 18 outputs over all, demonstrated no significant difference between 2 groups (p>0.05).
Conclusion: In regard with these findings, it seems that children with cerebral palsy are not weak in attentional set shifting in comparing with peers, while in some other metacognitive functions such as spatial planning, working memory capacity and spatial working memory, these children are more retarded than normal children.

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Background and aim: Cerebral palsy is the most common motor disorder in childhood that affects on motor performance and functional activity. Impaired hand function is the secondary problem in children with spastic diplegia.

Individuals with hand dysfunction encounter with difficulties in self care, educational and recreational activities. The goal of this study is to investigate the effect of task oriented training on upper extremity function in children with spastic diplegia (8-12 years old).

Material and methods: Fifteen spastic diplegic children were participated in task oriented training three days weekly up to 8 weeks. The outcomes were measured with Jebsen-Ttaylor hand function test for upper extremity function, Purdue peg board test for hand dexterity, goniometer for range of motion and Ashworth scale for spasticity.

 Results: The data showed significant improvement in upper extremity function (P≤0.0001) , hand dexterity (P≤0.001) , wrist and elbow range of motion (P≤0.0001) and wrist and elbow spasticity (P≤0.05) after interventions.

Conclusion: Our findings suggest that task oriented training can improve upper extremity function in children with spastic diplegia.