Executive functions and metaphonological skills are closely interconnected in supporting language development and learning processes.Investigating this relationship could offer new insights into how executive and metaphonological skills interact, supporting the development of integrated intervention strategies targeting both cognitive and linguistic domains.

This study aims to evaluate the effectiveness of a rehabilitation intervention using a virtual reality system (VRRS) in enhancing executive functions and monitoring metaphonological skills in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).The aim is to explore whether a semi-immersive digital cognitive training protocol can lead to measurable improvements in executive functions, and whether such improvements are associated with gains in metaphonological skills.

Participants will present deficits in executive functions and metaphonological skills and will undergo pre- and post-intervention assessments. These assessments include standardized neuropsychological and speech-language pathology tools designed to detect impairments in attention, inhibition, working memory, phonological awareness, and behavior in home and school settings.

Inclusion Criteria:Inclusion Criteria:

• Children aged 8 to 12 years
• Diagnosis of Attention Deficit Hyperactivity Disorder (ADHD)
• Attending 3rd, 4th, or 5th grade of primary school
• IQ greater than 70 (based on recent cognitive assessment)
• Presence of executive function impairment and/or metaphonological difficulties
• Availability of a baseline neuropsychological assessment (T0) completed within the last 3 months
• Parental consent obtained

Exclusion Criteria:

• Comorbid diagnosis of specific learning disorders (SLD)
• Neurological, genetic, or psychiatric comorbidities other than ADHD
• Uncorrected sensory impairments (vision or hearing)
• Lack of informed consent