Objective: Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common and chronic mental health disorder through childhood. It is characterized with symptoms such as: inattention, hyperactivity and impulsivity. The purpose of this article was to investigate the effect of verbal self-instruction on the recovery of inattention symptoms in elementary school students with Attention Deficit/ Hyperactivity Disorder Attention Deficit Disorder Type (ADD).

Materials & Methods: This research was experimental with pretest–posttest control group design. By cluster sampling from second and third grades students of elementary schools in Tabriz, 30 boys who were diagnosed ADD by using Children Symptom Inventory (CSI-4) and interviewing through clinical psychologist based on diagnostic and statistical manual of mental disorders-fourth edition-text revision (DSM-IV-TR) standards, selected and matched according to Raven intelligence test. Then subjects were assigned randomly to experimental and control groups. Experimental group received verbal self instruction training for 8 sessions. To study the relationship between inattention symptoms and intervention of verbal self-instruction and control of pretest effect, analysis of covariance was used.

Results: The results of analysis of covariance indicated significant relation (P<0.001) between intervention of verbal self-instruction and inattention symptoms.

Conclusion: In sum, the intervention of verbal self-instruction program decreased inattention symptoms of Attention Deficit Disorder students.