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

Mohamed El Swerky, Fatma; Abd Elaziem Mohamed, Amel; Abdallah Mohammed, Hanan; Mohamed Ahmed Ayed, Manal; Alghamdi, Wael; Elsayed Awad Negm, Hanan; Ahmed Mahmoud, Samar

doi:10.21608/ejhc.2021.238552

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

Document Type : Original Article

Authors

¹ Lecturer of Family & Community Health Nursing Department, Faculty of Nursing, Port Said University

² Community Health Nursing, Faculty of Nursing, Beni- Suef University

³ Lecturer of Pediatric Nursing, Faculty of Nursing, Fayoum University

⁴ Pediatric Nursing Department, Faculty of Nursing, Sohag University, Egypt

⁵ Assistant Professor of Rehabilitation, Faculty of Applied Medical Sciences, AL Baha University, Saudi Arabia

⁶ Lecturer of Community Health Nursing Department, Faculty of Nursing, Port-Said University

⁷ Community Health Nursing Department, Faculty of Nursing, Aswan University, Egypt. Currently, Faculty of Applied Medical Science, Al Baha University, KSA

10.21608/ejhc.2021.238552

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.

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