Volume 12, Issue 5 (Sep & Oct 2022)                   J Research Health 2022, 12(5): 297-308 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Nooripour R, Farmani F, Emadi F, Ghanbari N, Hassani-Abharian P, Matacotta J J. The Effectiveness of Neurofeedback on Working Memory and Processing Speed Among Girl Students With Learning Disabilities. J Research Health 2022; 12 (5) :297-308
URL: http://jrh.gmu.ac.ir/article-1-2071-en.html
1- Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. , nooripour.r@gmail.com
2- Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
3- Department of Counseling, Faculty of Education and Psychology, Allameh Tabataba'i University, Tehran, Iran
4- Clinical Psychology (Prevention and Treatment of Addiction) Faculty of Education and Psychology, Shahid Beheshti University (SBU), Tehran, Iran
5- Institute for Cognitive Science Studies, Brain and Cognition Clinic, Tehran, Iran
6- College of Health Sciences, Western University of Health Sciences, USA
Abstract:   (360 Views)
Background: Learning disorders (LDs) are diagnosed in children impaired in the academic skills of reading, writing, and/or mathematics. Children with LDs usually exhibit a slower resting-state electroencephalogram (EEG), corresponding to a neurodevelopmental lag. The present study aimed to investigate the effectiveness of neurofeedback treatment on working memory and processing speed among girl students with learning disabilities. 
Methods: The design used in the current study was a quasi-experimental design, including pretest, post-test, and follow-up with a control group. Using the convenience sampling method, 40 girl students with LDs were selected from among all students referred to the psychological clinics in Tehran City, Iran, in the 2020-2021 academic year. Therefore, samples were assigned to two control and experimental groups (n=17). Samples were assessed for structured clinical interviews for DSM-IV (SCID), n-back task, and Stroop and reverse-Stroop tests. The experimental group received 20 sessions of neurofeedback and standard psychological intervention treatment, while the control group received only standard interventions. Mixed repeated analysis of variance, independent t tests, and chi-square were used for data analysis.
Results: The findings showed that neurofeedback treatment improved all the components of working memory (correct answer and correct response time) and processing speed in girl students with LDs during a two-month follow-up (P<0.0001).
Conclusion: It is recommended that the principles and concepts of neurofeedback treatment, confirmed in the current study, be considered an educational mission and executive task for school counselors for girls with learning disabilities. 
 
Full-Text [PDF 641 kb]   (103 Downloads) |   |   Full-Text (HTML)  (15 Views)  
Type of Study: Orginal Article |
Received: 2022/04/4 | Accepted: 2022/06/29 | Published: 2022/08/6

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Journal of Research and Health

Designed & Developed by : Yektaweb