The effect of primary motivational program on mediating components of learning,implications for being effective on mental health

The significant number of attention deficit hyperactivity disorder (ADHD) children in families andthe problems related to their education and medical services creates financial burdens andproblems for families, Schools & the government. Finding early intervention programs to promotelearning can help reduce those problems associated with ADHD. The present study attempted toinvestigate the effect of organized motivational program (OMP) on working memory (WM) inADHD children. The participants (۴ girls and ۸ boys) were divided into experimental and controlgroups. They were selected from among ۳۶ subjects after primary tests to be matched. The designof the study was semi-experimental including an independent variable, a pretest and a posttest.After considering the research hypotheses using descriptive statistics and one-way Analysis ofCovariance (ANCOVA), the results suggested a significant difference in posttest scores ofexperimental and control groups after independent variable being applied. The results showed thata motivational program including math assignments that it had coincided with children'smotivations can have a positive effect on WM in children with ADHD. Due to the effect of thenature and method of applying the motivational program, an increase was observed in the workingmemory performance of the experimental group. The findings have critical implications forpotential policies adopted for children and adolescents with ADHD.