Students with learning disabilities are found in all educational environments. The current study was conducted with the aim of investigating the effectiveness of Hebert's psychological toolbox on sustained attention and self-control of 7-9-year-old children with attention deficit hyperactivity disorder.

The research method was a quasi-experimental design with pre-test-post-test and a 45-day follow-up period with a control group. The statistical population included all 7-9-year-old children with attention deficit hyperactivity disorder in Isfahan in 1403. Using a random sampling method, 40 children were selected and randomly assigned to two groups of 20: experimental and control. The experimental group received Hebert's psychological toolbox (2023) during 12 45-minute sessions, but the control group did not receive any intervention. The research tools included the Connors-Form Teacher Child Behavior Rating Scale (1990) and the Wilcoxon Self-Control Questionnaire (1979). The data were analyzed using repeated measures analysis of variance using SPSS version 26.

The findings showed that Hebert's psychological toolbox had a significant effect on improving sustained attention and behavioral control in children with attention deficit hyperactivity disorder (p < 0.001).

According to the findings, it can be concluded that Hebert's psychological toolbox is effective in improving the cognitive components of children with attention deficit hyperactivity disorder. Therefore, this effective treatment can be used along with other existing treatment approaches to reduce their psychological problems in psychological, educational centers and other related organizations.