parvaneh feiz - Ph.D. Candidate, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
sazan emamipour - Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Peyman Hassani-Abharian - Department of Cognitive Rehabilitation, Institute for Cognitive Science Studies, Brain and Cognition Clinic, Tehran, Iran
Shirin Kooshki - Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran

Students with attention disorders face many challenges in the educational process, which also affects their academic future. The goal of this study was to compare the effect of the Cup Stacking Method and Transcranial Direct Current Stimulation on the working memory and information processing rate on students with attention deficits. The research population included all fifth and sixth grade students in public schools in Tehran in ۲۰۱۹-۲۰۲۰. Forty-five students with attention deficit were purposefully selected and then randomly divided into three groups of ۱۵: Transcranial Direct Current Stimulation; Cup Stacking; and Control groups. The Transcranial Direct Current Stimulation group was given a ۱۰-session therapeutic trial; a ۳۰-minute cup stacking game was played for ۱۰ sessions by the second group. The Symbol Digit Modalities Test and the Digit Span subtest were used to assess the study variables. The results of mixed variance analysis showed that although both cup stacking and Transcranial Direct Current Stimulation improved the information processing rate and working memory of students with attention deficit, the two methods did not have a significant difference in their impact on these functions of the research subjects. It is recommended that school teachers use cup stacking in their daily interaction with the students, and that clinical professionals use Transcranial Direct Current Stimulation to address executive function issues.

Attention deficit, cup stacking, information processing rate, Transcranial direct current stimulation, working memory