Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School

Zahra Hajmohammadi; kobra Hajializadeh; Roghayeh Arteshdar

Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School

Publish place: Iranian journal of Learning and Memory، Vol: 5، Issue: 20

Publish Year: 1402

Type: Journal paper

Language: English

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https://civilica.com/doc/1690575

Document National Code:

JR_IJLM-5-20_003

Index date: 9 July 2023

Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School abstract

This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.

Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School Keywords:

Learning Disability , attention , Cognitive Function , Neurofeedback , Play therapy

Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School authors

Zahra Hajmohammadi

MA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

kobra Hajializadeh

Associate Professor of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

Roghayeh Arteshdar

MA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.