Empowering Exceptional Children

Empowering Exceptional Children

Effectiveness of a Multimedia Educational Program with a Neuropsychological Approach on Attention and Working Memory in Adolescents with Externalizing Behavioral Disorder

Document Type : Original Article

Authors
moslem ashna 1
samira vakili 2
neda nazarboland 3
leila kashani vahid 2
javad hatami 4
1 Ph.D., Student of Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
4 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
10.22034/ceciranj.2026.549740.1992
Abstract
The present study aimed to investigate the effectiveness of a multimedia educational program based on a neuropsychological approach on attention and working memory in adolescents with externalizing behavioral disorders. This study employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The statistical population consisted of all second-cycle elementary school students (aged 10–13 years) with externalizing behavioral disorders in District 1 of Karaj during the 2024–2025 academic year. Following screening using the Child Behavior Checklist (CBCL), a Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5)-based clinical interview, and the Raven's Progressive Matrices (RPM), 30 eligible students were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in a 22-session multimedia educational intervention (50 minutes per session), whereas the control group received no intervention. Data were collected using the Integrated Visual and Auditory Continuous Performance Test, Second Edition (IVA-2) and the RehaCom Cognitive Rehabilitation Software. Data analysis was performed using repeated-measures analysis of variance in SPSS version 24. The findings indicated that the multimedia educational program had a significant positive effect on working memory and attention (p < .001), with the experimental group showing significantly greater improvements than the control group. Moreover, no significant differences were found between the posttest and follow-up scores for working memory and attention, indicating the stability of the intervention effects over the two-month follow-up period. These findings suggest that a multimedia educational program based on a neuropsychological approach can serve as an effective intervention for improving attention and working memory in adolescents with externalizing behavioral disorders. Therefore, its implementation is recommended in counseling centers, schools, and rehabilitation settings.
Keywords
Multimedia Educational Program
Neuropsychological Approach
Attention
Working Memory
Externalizing Behavioral Disorders
Adolescents
Subjects
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  • Receive Date 06 October 2025
  • Revise Date 31 July 2026
  • Accept Date 01 August 2026