Comparing the Effectiveness of Brain-based Learning and Cognitive Rehabilitation on Inhibition and Attention Shifting Functions in 10-12 Year-old Children with Attention Deficit Hyperactivity Disorder

Abstract

The aim of the present study was to compare the effectiveness of brain-based learning and cognitive rehabilitation interventions on the inhibition and attention shifting functions in 10-12 year-old children with attention deficit hyperactivity disorder. The research employed an experimental method with a pre-test-post-test design, with a control group. Participants were selected by random sampling and assigned to two experimental groups and one control group (with 15 members in each group) using the random assignment method. Data was collected using the Behavior Rating Inventory of Executive Function (BRIEF). Brain-based learning and cognitive rehabilitation interventions were carried out in the experimental groups, while no intervention was performed in the control group. The data was analyzed using SPSS software version 26. The MANCOVA analysis for the scores of inhibition and attention shifting functions showed there was a significant difference between groups (p<0.05). The results indicated a significant difference between the effectiveness of brain-based learning and cognitive rehabilitation interventions in terms of inhibition and attention shifting. Therefore, it was found that the effectiveness of brain-based learning was significantly greater than cognitive rehabilitation intervention. Based on these findings, it is suggested to prioritize brain-based learning intervention in order to increase the functions of inhibition and attention shifting.

Keywords

• brain-based learning
• cognitive rehabilitation
• inhibition
• orientation
• 10-12-year-old children
• attention deficit hyperactivity disorder