Comparing the Effectiveness of Teaching Mirror Neuron Strategies and Brain Executive Function on the Function of the Frontal Lobe of Boys with Conduct Disorder

Introduction: The purpose of this study was to compare the training strategies of executive functions of the brain and mirror neurons on the function of the frontal lobe in boys with behavioral disorders. Method: In this research, a quasi-experimental method of repeated measurement (pre-test, post-test and follow-up) was used with a control group. The statistical population included 9-12-year-old students with behavioral disorders in Tehran. The sample size included 45 boys with behavioral disorders which were selected from the male students of the 7th district of education in Tehran and were divided into two experimental groups and one control group. The tools used in this study included the Stroop test, the Children's Morbid Symptoms Questionnaire (Parent Form, 1991), and the Behavior Disorder Diagnosis Questionnaire. The data was analyzed using repeated measure analysis of variance with SPSS 22 software. Results: The intervention of educational strategies of executive functions had a positive and significant effect on the performance of the frontal lobe and its components, including cognitive flexibility and pre-test inhibitory response components in the post-test and follow-up phases, but it did not affect the selective attention component. Also, teaching mirror neuron strategies had a positive and significant effect on the function of the frontal lobe and its components. Conclusion: The interventions of both strategies have been effective in improving frontal function, but mirror neuron strategies have had a more effective role on the frontal function and its components.