This study aimed to evaluate the impact of a self-instruction program on enhancing attention among female primary school students with emotional and behavioral disorders in Rafha Province, Saudi Arabia. The research employed a quasi-experimental design featuring pretest, posttest, and follow-up assessments. The sample consisted of 20 students aged 6 to 8 years, divided equally into an experimental group and a control group, each with 10 students. A 22-session intervention was conducted, with evaluations carried out before, immediately after, and one month following the program. Results indicated that the self-instruction program significantly improved attention levels in students with emotional and behavioral disorders. Statistically significant differences were found between the experimental and control groups’ attention impairment scores following the intervention. Additionally, no significant differences were observed between the posttest and one-month follow-up scores within the experimental group, suggesting sustained improvement.
