Does it help to train attention in dyslexic children: Pilot case studies with a ten-session neurofeedback program

May Lan Alma Mary Gerardina Au, Gladys S.M. Ho, Elizabeth W.M. Choi, Patrick Leung, Mary M.Y. Waye, Kenneth Kang, Kit Yee Au

Research output: Journal article publicationJournal articleAcademic researchpeer-review

1 Citation (Scopus)

Abstract

Neurofeedback is a biofeedback training of electroencephalogram (EEG) activity through operant conditioning where an individual is trained to increase or inhibit the brain activity in specific frequency ranges. Studies have demonstrated its efficacy to reduce inattention, impulsivity and hyperactivity in children with attention deficit hyperactivity disorder (ADHD), with the mostly used training protocols on modulation of θ/β ratio. Given the comorbidity and common cognitive deficits between ADHD and developmental dyslexia, this study aimed to explore the effects of θ/β neurofeedback on cognitive deficits in Chinese dyslexic children. In the present case study, a multiple-baseline design was adopted, and the effects of training were investigated from both neurophysiological and neuropsychological levels. Four dyslexic children completed 10 weekly sessions of θ suppression and β enhancement neurofeedback training in the sensorimotor cortex. Pre- and post-assessments consisted of neurophysiological measures, neuropsychological assessments, and parental reports. Neurofeedback training reduced θ/β ratios in all participants. All participants also improved in measures of auditory vigilance and phonological awareness.
Original languageEnglish
Pages (from-to)45-54
Number of pages10
JournalInternational Journal on Disability and Human Development
Volume13
Issue number1
DOIs
Publication statusPublished - 1 Jan 2014

Keywords

  • Attention training
  • Dyslexia
  • Neurofeedback

ASJC Scopus subject areas

  • Rehabilitation
  • Sensory Systems
  • Geriatrics and Gerontology
  • Psychiatry and Mental health
  • Advanced and Specialised Nursing
  • Speech and Hearing

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