Introduction: The aim of the current study was to examine effectiveness of parent training program, working memory training and the combination of these two interventions on the improvement of working memory in children with ADHD.
Method: 36 children with ADHD (aged between 6 to 12 years) were selected according to a convenience sampling method. SNAP–IV, CBCL and clinical interviews were employed to diagnose ADHD. The WISC-IV intelligence test was conducted to control of participant's intelligence. The participants were randomly assigned to the three intervention groups. The data were analyzed using MANCOVA.
Result: The performance of the children of the combined group regarding spatial-visual memory assessed via A and B forms of the Rey test as well as A and D forms of the Benton test showed significant difference compared with the other two groups (p<0.05)It was also found that there was a significant difference between thecombined treatment group and working memory training group in Wechsler's visual test (p<0.01). Nevertheless, the results of the reverse visual memory of the test demonstrated significant difference only between the combined treatment group and the parent training group (p<0.01). A significant difference was observed between the combined treatment group and the other two groups concerning the Wechsler's forward auditory memory assessing auditory component of the working memory (p<0.001). In reverse auditory memory component, a significant different was also shown between the combined treatment group and the other two groups (p<0.01).
Conclusion: The combined treatment (Barkley's parent training program, working memory training) with a new approach can resulted in further improvement of working memory as one of the main impaired components of  this disorder.