Children with attention-deficit/hyperactivity disorder (ADHD) have problems, and the purpose of this study is to investigate the effect of the creative drama method on the problem-solving strategies of children with ADHD. The present research was applied research in terms of purpose, nature, and method; it was quasi-experimental with a pre-test-post-test design and a control group. The statistical population included preschool children with ADHD from Baharestan City in Region 1 in the academic year of 2019. With the sampling method, 30 children with ADHD were selected and randomly divided into two control and experimental groups. The control group (lecture method) and the experimental group (creative drama method based on Janasen’s constructivism model) were taught the concept of saving and optimal consumption. The data collection tool was Cassidy’s standard problem-solving strategies questionnaire, Connors’ ADHD questionnaire, and the educational program in the creative drama environment based on Janasen’s constructivism model in the classroom. The validity of the questionnaires and educational program was confirmed by educational psychology experts using the content validity method, and the reliability of the questionnaires was calculated using Cronbach’s alpha method as 0.75 and 0.79, respectively. The results showed that the use of creative drama based on Janasen’s constructivism model increases problem-solving strategies, constructive ways (creativity, trust, and tendency), and non-constructive ways (helplessness, control, and avoidance) of hyperactive children (attention deficit) of preschool students. The dynamic creative drama environment based on Janasen’s constructivism model has a positive effect on the problem-solving strategies of ADHD children, and this effective learning environment can be used to improve problem-solving skills in hyperactive children.