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International Journal on Disability and Human Development

Official journal of the the National Institute of Child Health and Human Development in Israel

Editor-in-Chief: Merrick, Joav

Editorial Board Member: Brooks, Tony / Carmeli, BPT, Eliezer / Caron, MPH, Rosemary M. / Davidson, Philip W / Galil, Ahron / Heller, Tamar / Huff, Marlene B. / Janicki, Matthew P. / Kerr, Mike / Levy, Howard B / Lindström, Bengt / Morad, Mohammed / Omar, Hatim A. / Postolache, Teodor T. / Prasher, Vee / Shek, Daniel T.L. / Sher, Leo / Stratakis, Constantine A

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2191-0367
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Volume 13, Issue 1 (Feb 2014)

Issues

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

Alma Au
  • Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, P.R. China
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
/ Gladys S.M. Ho / Elizabeth W.M. Choi / Patrick Leung / Mary M.Y. Waye / Kenneth Kang / Kit-yee Au
  • Corresponding author
  • Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, P.R. China
  • Email
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
Published Online: 2013-07-10 | DOI: https://doi.org/10.1515/ijdhd-2013-0005

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.

Keywords: attention training; dyslexia; neurofeedback

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About the article

Corresponding author: Kit-yee Au, Network for Health and Welfare Studies, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong, P.R. China, E-mail:


Received: 2013-02-13

Accepted: 2013-06-05

Published Online: 2013-07-10

Published in Print: 2014-02-01


Citation Information: International Journal on Disability and Human Development, ISSN (Online) 2191-0367, ISSN (Print) 2191-1231, DOI: https://doi.org/10.1515/ijdhd-2013-0005.

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