This study investigated the effect of third fold instructional interventions (self-regulation of attentional behavior, self-regulation of motivational behavior and verbal self-instruction) on attention deficit and hyperactivity symptoms. In this study, semi-experimental a random sampling procedure was conducted to replace 40 grade 3 students from the city of Tabriz in to four groups. Instruments included diagnostic interview on the basis of DSM-TR criteria, Interview with parents and teachers and children pathological symptoms questionnaire. Data were analyzed through on-way variance and multi-variable variance procedures. The results revealed that: a) Instruction of self-regulation of attentional behavior reduced the attention deficit symptoms of ADHD students b) Instruction of self-regulation of motivational behavior and verbal self-instruction strategies reduced the hyperactivity symptoms of the ADHD students.
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