Background and Aims This study aims to compare the effectiveness of two computerized cognitive training applications, “Brain Train” and" CogniPlus”, in improving the response inhibition, selective attention, and visual-spatial processing speed of children with attention deficit/hyperactivity disorder (ADHD). Methods This is a quasi-experimental. Participants were 45 elementary school students diagnosed with ADHD who were selected by a convenience sampling method. The students were divided randomly into three groups: intervention group 1 (n=15, receiving training by Brain Train), intervention group 2 (n=15, receiving training by CogniPlus) and control (n=15). Each intervention group separately received training for two months, three session per week, each for 50-60-minutes. Performance of three groups were evaluated in response inhibition, selective attention, and visual-spatial processing in pre-test and post-test phases using Stroop test, the integrated visual and auditory continuous performance test (IVA+Plus), and visual-spatial processing subscale of the Stanford-Binet Intelligence Scales. Collected data were analyzed using the analysis of covariance. Results Results showed a significant difference between the two intervention groups in the study variables (P<0.05), but there was no significant difference between two intervention groups in improving selective attention and response inhibition (P>0.05). However, in visual-spatial processing, the group received training by Brain Train application showed a significant improvement more than the group received training by CogniPlus (P< 0.05). Conclusion Computerized cognitive training applications can improve the cognitive skills of children with ADHD, where the Brain Train application is more effective than Cogniplus regarding the visual-spatial processing ability.

Background: Generalized anxiety disorder is among the most common psychiatric disorders. We aimed to compare the effectiveness of emotion regulation training and assertiveness training on resilience and clinical symptoms of students with generalized anxiety disorder. Methods: This study was a quasi-experimental pretest-posttest study with a control group. The statistical population included all 16-18 years old male high school students in Karaj who were studying in the academic year 2019-2020, of whom 75 were selected by multi-stage random sampling and assigned to two groups of 25. Participants in experimental group 1 received eight sessions of assertiveness training for 60 minutes per week. Participants in experimental group 2 received five sessions of emotion regulation training for 60 minutes per week, and participants in the control group did not receive any intervention. The Generalized Anxiety Disorder and Resilience questionnaires were used to collect data. Results: Multivariate analysis of covariance (MANCOVA) showed that both assertiveness and emotion regulation training programs increased resilience and reduced clinical signs of generalized anxiety disorder in the experimental groups (P<0.001). Moreover, there was no significant difference between the effectiveness of the two training programs. Conclusion: It is suggested that assertiveness and emotion regulation training be provided for students and included in their curriculum, to enhance assertiveness and emotion regulation skills.