A Comparative Study of The Effectiveness of Teaching Brain Executive Function Strategies and Mirror Neurons on Critical Thinking In 9-12- Year-Old Boys with Conduct Disorder

Behavioral disorder is a common and very vulnerable mental disorder that usually occurs in childhood or adolescence and is characterized by severe antisocial and aggressive behaviors. The disease is associated with neurological disorders and often leads to antisocial personality disorder in adulthood.

Quasi-experimental repeated measures (pre-test، post-test and follow-up) with a control group of statistical population consisting of 45 boys aged 9-12 years with conduct disorder were selected by available sampling method، and were randomly divided into two experimental groups and a control group. The two experimental groups were trained in strategies for 8 weeks. The control group did not receive any training. The research data were analyzed using Ritex Behavior Diagnosis and Critical Thinking Questionnaire with SPSS 22 software.

showed that in the post-test and follow-up stages of the group of mirror neurons، the ratio of the control group showed a significant increase. (P <0.05) There was no significant difference between the components of maturity and commitment in the group of executive functions and control. There was a significant difference in the group of mirror neurons compared to the control group and the component of creativity was not significant. (p <0.05)

Teaching mirror neurons strategies had a positive and significant effect on critical thinking and the components of maturity and commitment on the component of creativity. Interventions of brain executive functions had no effect on critical thinking and its components.