Comparing of brain exercise training and filial therapy training on cognitive avoidance and executive functioning of students with learning disabilities

This research aimed to compare the effectiveness of brain exercise training and filial therapy training on cognitive avoidance and executive functioning of students with learning disabilities. The method of this research was semi-experimental with a pre-amon-post-test design with a control group and a three-month follow-up period. The research population consisted of all 7-9-year-old students (first and third grades) with learning disabilities referred to the learning disability centers of Tonkabon City in the academic year of 1402-1401. Among them, 45 people were selected and were divided into two experimental groups and a control group. The first group underwent brain exercise training during 8 sessions and the second group underwent filial therapy sessions during 10 sessions. The research tool was the executive functions questionnaire. (BRIEF, Gerrard et al., 2008) was the Cognitive Avoidance Questionnaire (CAQ, Saxon and Dagas, 2008). The findings obtained from mixed variance analysis showed that there is a significant difference between the groups in the post-test and follow-up phases (p<0.001). Both intervention methods have reduced cognitive avoidance and increased executive functioning, and the level of effectiveness had a lasting effect over time, and there was no significant difference between the effectiveness of the two methods (p<0.001). In general, the results obtained from the research showed that both ways of intervention are effective in cognitive avoidance and executive functioning of students with learning disabilities.