en روانشناسی Psychology پژوهشي Original Research Articles <div style="text-align: justify;"><strong>Objectives</strong>: Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder characterized by impairments in response inhibition and social skills. This study examines whether cognitive rehabilitation exercises improve these domains in children with ADHD.<br> <strong>Methods</strong>: In a quasi-experimental study with a pre-test-post-test and 2-month follow-up design, 30 children aged 8-10 years from Tehran City, Iran (convenience sampling from a rehabilitation clinic) with ADHD were assessed. Participants were randomly assigned to the experimental or control groups, matched on disorder severity and IQ. Assessments included the Stroop color-word test (response inhibition) and the social skills rating system. The experimental group completed ten 40-minute sessions, twice weekly. The control group engaged in standard computer-based games. Data were analyzed using repeated-measures analysis of variance (ANOVA) and independent t-tests (SPSS software, version 25).<br> <strong>Results</strong>: No significant between-group differences emerged at pre-test, post-test, or follow-up for response inhibition or social skills, nor for IQ, age, or parental education. Within the experimental group, cognitive rehabilitation yielded significant improvements in response inhibition, accounting for about 45% of the post-intervention variance (&eta;&sup2;&asymp;0.45), with gains persisting at two months (P<0.05). For social skills and their components (cooperation, assertiveness, self-control, and responsibility), the intervention explained small variances (&eta;&sup2; ranging&asymp;0.01-0.013 per component), indicating a small overall effect.&nbsp;<br> <strong>Discussion</strong>: Cognitive rehabilitation significantly enhances response inhibition in children with ADHD and may be a valuable clinical tool for improving behavioral outcomes. Its impact on social skills is modest and requires further investigation. Generalization should be approached cautiously, given the small sample size and brief follow-up.</div> Attention-deficit/hyperactivity disorder (ADHD), Cognitive rehabilitation, Response inhibition, Social skills 51 64 http://irj.uswr.ac.ir/browse.php?a_code=A-10-179-15&slc_lang=en&sid=1 Milad Haidarian miladhaidarian37@gmail.com 0000-0003-0538-2637 No Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education Sciences, University of Isfahan, Isfahan- Iran. Masoume Pourmohamadreza-Tajrishi mpmrtajrishi@gmail.com, ma.tajrishi@uswr.ac.ir 0043945643 0000-0001-9445-4748 Yes Department of Psychology and Education of Exceptional Children, Faculty of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.