Background and Aim: A review of previous research shows the increasing attention of researchers and planners in the field of children to the effect of music therapy in improving educational and psychological conditions. This research was conducted with the aim of determining the effectiveness of music therapy on executive functions and the level of aggression of students with behavioral/emotional disorders.
Methods: The research was semi-experimental with a pre-test and post-test design with two experimental and control groups. All male children studying in the fourth to sixth grade of elementary school in Tehran in the academic year of 2024 formed the statistical population of this study, from among them 40 students were selected by the available sampling method and according to the inclusion criteria, and they were assigned in two equal groups (experimental 20 people and control 20 people). In order to collect data, in addition to the demographic information checklist-researcher's form, a questionnaire for measuring the child's weaknesses and weaknesses, an aggression questionnaire and a list of behavioral ratings of executive functions of the elementary school version were used. For the experimental group, 12 sessions of music therapy (2 sessions per week and 1 hour session) were performed, but the control group did not receive this program. According to the eta square, it can be said that 53% and 42% of the variance of aggressive behavior and executive function in the subjects of the experimental group was due to participation in the music therapy program, respectively.