Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School
(ندگان)پدیدآورHajmohammadi, ZahraHajializadeh, kobraArteshdar, Roghayeh
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
کلید واژگانLearning Disability
ناشرIranian Educational Psychology Association
سازمان پدید آورندهMA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
Associate Professor of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
MA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.