Neuropsychology
Lila Noshad; Ami Azizi
Abstract
Background:The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder. Methods: The current study was an experimental type with a pre-test-post-test design with ...
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Background:The aim of this study was to determine the effectiveness of neurofeedback on continuous attention, working memory and visual - motor perception in primary school students with specific learning disorder. Methods: The current study was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all primary school students in Tabriz city, among them, 30 people diagnosed with learning disorders in Tabriz learning disorders centers were selected by purposive sampling method and using randomly were replaced into experimental and control groups (15 people in each group). In all two groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Neurofeedback was performed in the experimental group for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group received no interventions. Data were analyzed by using multivariate covariance analysis in SPSS.20. Results: There is only a significant difference between the average pre-test and post-test scores of the experimental and control groups in the variables of continuous attention (p=0.001) and visual-motor perception (p=0.001). This means that neurofeedback training was effective in improving continuous attention, working memory and visual-motor perception. Conclusion: The use of neurofeedback is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disorders.
