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

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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:   (1121 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. 
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Type of Study: Orginal Article |
Received: 2022/04/4 | Accepted: 2022/06/29 | Published: 2022/08/6

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