Effectiveness of Compensation vs- Remediation Cognitive Training Courses Based on Neurocognitive Assessment; The Specific Case of Executive Functions in Adolescents

The purpose of the present study was to comprison the effectiveness of the compensatory and remediatory cognitive training aiming at enhancement of the executive functions in normal adolescents. The design of this study was a Quasi-experimental design with pretest-posttest and control group. The sample of this study was 31 students between 14 to 15 year old high school students who were studying at the 10th grade in (2018) in Tehran. Students were selected and randomly assigned into three groups (10 students in compensation and control person group and 11 person in remediation group). The first training group received a compensatory training for 6 weeks in 10 sessions and remediation training group performed 6 weeks training at the same time. Persian Paper and Pencil Cognitive Assessment Package (PCAP) was used to collect data. The results of analysis of Covariance (ANCOVA) showed that the two experimental groups had significant changes compared with the control group. Also, the two interventions of compensation and remediation showed significant differences in comparison with each other. That is, the compensation method has been more effective in promoting/ enhancement the executive functions (e.g. working memory, flexibility, & inhibitory control). The findings of the current study have been presented to improve the level of cognitive functions needed by adolescents.