Masoumeh Rostami - Department of Health Psychology, Faculty of Humanities, Marand Branch Islamic Azad University, Marand, Iran.
Saeed Bakhtiarpour - Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Fariba Hafezi - Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Farah Naderi - Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

Objective: This research aims to study the effectiveness of verbal self-instruction training on symptoms of attention-deficit/hyperactivity disorder (ADHD) and academic procrastination in male teenagers with ADHD.  Methods: This was a quasi-experimental study with a pre-test, post-test, and follow-up with a control group. The statistical population included all male teenagers with ADHD in Tabriz City, Iran. A total of ۳۰ male teenagers with ADHD were selected via the purposive sampling method and were randomly assigned to experimental and control groups. The research tools were the child symptom inventory-۴ questionnaire and the Solomon and Rothblum academic procrastination scale. Descriptive statistical indices and the analysis of covariance tests were employed for data description and testing of the research hypotheses.  Results: The F ratio of the univariate analysis of covariance for dependent variables showed a significant difference in the variables of academic procrastination and ADHD symptoms between the experimental and the control (P>۰.۰۰۱) group. Accordingly, verbal self-instruction is effective in improving academic procrastination and ADHD.  Conclusion: The results showed that verbal self-instruction training affects symptoms of ADHD and academic procrastination.

Verbal self-instruction, Symptoms of attention-deficit /hyperactivity disorder, Academic procrastination