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Objective: In this study, the effect of cognitive rehabilitation on the selective attention and executive functions of students with attention-deficit/hyperactivity disorder (ADHD) was examined. Methods: This was a quasi-experimental study with a pretest-posttest design and a control group, in which 26 children with ADHD aged 7 to 13 years were selected using the convenience sampling method after diagnosis. Participants were randomly divided into experimental and control groups. The instrument used was Pars Cognitive Rehabilitation Package  for restoring attention and executive functions, the Stroop Test for evaluating selective attention, the Wisconsin Card Sorting Test for assessing executive functions, and Conners' Comprehensive Behavior Rating Scales (Parent and Teacher forms) for the diagnosis of ADHD. Cognitive restoration intervention was implemented in 10 1.5-hour sessions. The data were analyzed using MANCOVA in SPSS 22. Results: The results showed that cognitive rehabilitation intervention was effective on the selective attention and executive functions of students with ADHD (α=0.01 and α=0.05). Conclusion: Cognitive rehabilitation intervention can be used to improve the selective attention and executive functions of students with ADHD.