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.
Hoseyn Akbarifar; parviz sharifidaramadi; Hoseyn Rahimzade; Shahla Pezeshk
Abstract
Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental ...
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Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental study carried out with pre-test post-test design with control group.30 students aged 7 to 9 years with Dyslexia in Ahvaz participated in a sampling study. In the pretest phase, all the participants were tested for work memory and then the participants were randomly divided into two groups of experimental and control groups. The experimental group was subjected to an intervention of active plays for 6 weeks and 2 sessions per week. The main purpose of this program was to use a set of different muscles of the upper and lower trunk to perform various aerobic activities. After the end of the intervention of the active plays, Post-test was performed from both groups. Data were analyzed using MANCONA and using SPSS software version 22. Findings: The results showed that an intervention with active plays approach can improve the components of working memory, Progressive numbers, retrograde numbers, logical memory, mental control, Associate and retrieval. Conclusion: In a general conclusion, active plays can improve working memory in children with Dyslexia. Therefore, educators, teachers, and people dealing with children with Dyslexia impairments are encouraged to consider active plays in their practice interventions and use them.
