Background and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in children, characterized by low self-control. The aim of this study was to investigate the effectiveness of a child-centered neuropsychological program combined with emotion regulation training on improving self-control in children with ADHD.

Research Method: This quasi-experimental study employed a pretest-posttest design with a control group and a two-month follow-up. The statistical population included 7-11-year-old students diagnosed with ADHD in Yazd during the 2024-2025 academic year. Thirty participants were selected through cluster random sampling and assigned to experimental and control groups. The research instruments included the Conners' ADHD Rating Scale and the Self-Control Questionnaire (SCQ). The intervention consisted of 10 two-hour sessions of child-centered neuropsychological training integrated with emotion regulation education. Data were analyzed using SPSS-26 and repeated measures ANOVA.

Findings: The results indicated that the independent variable (child-centered neuropsychological training combined with emotion regulation education) significantly influenced the dependent variables, including overall self-control (F=7.98, P=0.002) and its dimensions: self-control (F=6.25, P=0.002), impulsivity (F=7.50, P=0.001), and self-control/impulsivity (F=5.75, P=0.002). Furthermore, no significant difference was observed between posttest and follow-up scores, indicating the stability of the intervention's effects. No significant changes were observed in the control group.

Conclusion: The child-centered neuropsychological program combined with emotion regulation training is an effective intervention for improving self-control in children with ADHD. It is recommended that this program be implemented in educational and therapeutic settings to support children with ADHD.