Fatemeh Ramezankhani - Doctoral Student of Counseling at Borujerd Azad University, Borujerd, Iran
Masoud Sadeghi - Department of Psychology, Lorestan University, Khorramabad, Iran
Kourosh Goodarzi - Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran

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 ۹-۱۲-year-old students with behavioral disorders in Tehran. The sample size included ۴۵ boys with behavioral disorders which were selected from the male students of the ۷th 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, ۱۹۹۱), and the Behavior Disorder Diagnosis Questionnaire. The data was analyzed using repeated measure analysis of variance with SPSS ۲۲ 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.

Executive Functions, Mirror Neurons, Forehead, Behavior Disorder