Background: Studies on bilingualism and cognitive development are specifically invaluable among children with an intention to improve their future performance. Considerable evidence suggests that bilinguals are more capable of controlling their attention compared to monolinguals. Yet, these studies do not focus on specific populations such as children suffering from Attention Deficiency and Hyperactivity Disorder (ADHD). This study intended to evaluate the efficacy of English language teaching, as a means of becoming bilingual, and Parent Management Training (PMT) as alternates for medication to prevent the potential side effects. Methods: 30 ADHD preschool children benefited from English language teaching programswhile another 30 from PMT programs. The variations of their attention level means were assessed pre and post applying the interventions. Results: The initial and ultimate alterations were compared using paired t-test for each group and independent t-test for the two groups. After applying the interventions, attention level increased in both groups (p < .001). However, the group with PMT programs improved more. Conclusion: as was indicated both SLA and PMT could increase attention level of ADHD children. However, parent training was more efficient. Such effective interventions could be substituted for medication to prevent the potential side effects.
