The present research have done with concentration on examining the impact of selected and divided attention-shaping training in reinforcing attention and the academic improvement and self-efficacy of primary school children with attention deficit-hyperactivity disorder.

The research method was a quasi-experimental design with per- and post-test and follow-up with control group. Statistical society contained all of the primary school children with attention deficit-hyperactivity disorder in Rafsanjan City. Forty children with attention deficit-hyperactivity disorder were chosen by the method of random sampling and randomly assigned in control and experimental groups (20 children in experimental group and 20 children in control group). At first in pretest stage used academic self-efficacy questionnaire and the software of selected and divided attention. For measurements of academic improvement were used the scores of a teacher build test mathematic and spelling. Then, experimental group take 8 sessions education of selected and divided attention-shaping Training. The data were analyzed by analysis of variance with repeated measurement test.

Results of this research show that selected and divided attention training improved the amount of divided and selected attention and academical improvement of children < but it's not effective significantly on reaction time and academic self-efficacy of children with attention deficit disorder-hyperactivity.

Attention training can be effective to increase attention and academical achievement in children with ADHD.

The authors have not supplied their declaration of competing interest.