Effect of Brain Gym Training on Intelligence, Knowledge and Information Retention among Children with Developmental Disabilities | ||||
| Egyptian Journal of Health Care | ||||
| Article 97, Volume 12, Issue 1, March 2021, Page 1591-1603 PDF (401.95 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2021.238552 | ||||
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| Authors | ||||
| Fatma Mohamed El swerky1; Amel abd Elaziem Mohamed2; Hanan Abdallah Mohammed3; Manal Mohamed Ahmed Ayed4; Wael Alghamdi5; Hanan Elsayed Awad Negm6; Samar Ahmed Mahmoud7 | ||||
| 1Lecturer of Family & Community Health Nursing Department, Faculty of Nursing, Port Said University | ||||
| 2Community Health Nursing, Faculty of Nursing, Beni- Suef University | ||||
| 3Lecturer of Pediatric Nursing, Faculty of Nursing, Fayoum University | ||||
| 4Pediatric Nursing Department, Faculty of Nursing, Sohag University, Egypt | ||||
| 5Assistant Professor of Rehabilitation, Faculty of Applied Medical Sciences, AL Baha University, Saudi Arabia | ||||
| 6Lecturer of Community Health Nursing Department, Faculty of Nursing, Port-Said University | ||||
| 7Community Health Nursing Department, Faculty of Nursing, Aswan University, Egypt. Currently, Faculty of Applied Medical Science, Al Baha University, KSA | ||||
| 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. | ||||
| Keywords | ||||
| Brain gym Training; Intelligence; Knowledge and Information retention; children with developmental disabilities | ||||
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