Comparison of the impact of cognitive rehabilitation and neurofeedback on attention, working memory, processing speed, and anxiety in dyslexia
Cognitive rehabilitation versus neurofeedback
DOI:
https://doi.org/10.22122/cdj.v10i4.641Keywords:
Rehabilitation, Neurofeedback, Attention, Working Memory, Processing Speed, AnxietyAbstract
BACKGROUND: The aim of this study was to compare the effect of cognitive rehabilitation and neurofeedback (NFB) on attention, working memory, processing speed, and anxiety among dyslexic children.
METHODS: The method of the present study was quasi-experimental with a pretest- posttest, follow-up design and a control group. The statistical population of the study included all dyslexic students (boys and girls) of 7 to 10 years of age in Peiyk Enghelab School, District 2 of Karaj city, Iran, who were referred to Irana Counseling Center in 2018. The subjects were selected through available sampling method and were randomly divided in two groups of 15 people (Cognitive Rehabilitation and NFB). The educational content included cognitive rehabilitation sessions and NFB training. The data collection tools included the Integrated Visual and Auditory (IVA) function test, Wechsler Memory Scale, Clinical evaluation of Q, and the Spence Children's Anxiety Scale (SCAS). Multivariate analysis of covariance (MANCOVA) was used in SPSS software to compare the effectiveness of cognitive rehabilitation and NFB on attention, working memory, processing speed, and anxiety in dyslexic children.
RESULTS: The findings showed a greater increase in attention, memory, and processing speed scores in the NFB group, compared to the cognitive rehabilitation group, and in contrast, a greater decrease in anxiety scores in this group in the follow-up phase. Moreover, the continuation of the results of neurofeedback treatment compared to cognitive rehabilitation was observed.
CONCLUSION: Based on the findings, it can be concluded that NFB can be used to increase attention, working memory, and processing speed, as well as reduce the anxiety of dyslexic children. The results of such studies can help psychiatrists, psychologists, and counselors provide useful treatments.
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