Effect of Brain Gym Training on Intelligence, Knowledge and Information Retention among Children with Developmental Disabilities

Abstract

Background: Brain Gym is a simple and pleasant movement, consisting of 26 simple movements that are believed to enhance academic and behavioral performance by activating both hemispheres of the brain through neurological re-patterning to promote whole-brain learning. Aim: To evaluate the effect of brain gym training on intelligence, knowledge, and information retention among children with developmental disabilities. Method: A quasi-experimental research design was used to achieve this study. Settings: The study was conducted in integration classes at ten primary schools in Sohag City. Subjects: A purposive sample of 100 students with developmental disabilities as (autism and Attention Deficit Hyperactivity Disorder) was involved in this study were randomly assigned and divided into two equal groups of 50 students in each group. Group (I) was called the study group that was exposed to brain gym training and Group (II) was the control group. Tools for data collection: Tool I Howard Gardner Multiple Intelligence Test and Tool II: Achievement Retention Test. Results: The present study revealed that there were statistically significant differences between study and control groups and within study group before and after the application of brain gym technique with improvement after the application regarding all types of intelligence and achievement retention test total score. Conclusion: Brain gym training had a higher intelligence, knowledge, and information retention score in the study group than those of the control group. Recommendations: The brain gym technique should be incorporatedin nursing theory and clinical education to improve the level of students' knowledge and retention.