Objective: This study aimed to compare the effectiveness of brain-based learning and cognitive rehabilitation on emotional control in 10- to 12-year-old children with attention deficit hyperactivity disorder (ADHD).

Methods: This applied study used an experimental design with pre-test, post-test, and control groups. The sample was selected through random sampling and then assigned to two experimental groups and one control group, with 15 participants in each group. Data were collected using the Executive Functions Scale of Gerrard et al. (2000) and the ADHD scale of Gado and Sprafkin (2001). The experimental groups received one month of training based on brain-based learning and cognitive rehabilitation protocols, while the control group received no intervention. Data were analyzed using SPSS version 26 and one-way analysis of covariance.

Results: The results of covariance analysis showed a significant difference among the groups in emotional control scores at the post-test stage (p < 0.05). Pairwise comparison of mean scores indicated that both interventions were effective, but brain-based learning had a greater effect than cognitive rehabilitation on improving emotional control.

Conclusion: The findings suggest that brain-based learning is more effective than cognitive rehabilitation in improving emotional control in children with ADHD. Therefore, brain-based learning can be considered a useful educational intervention for enhancing emotional regulation in this population.