Roghieh Nooripour, Maryam Ghanbari Viki, N. Ghanbari, Fardin Farmani, F. Emadi
{"title":"Alpha/Theta Neurofeedback Rehabilitation for Improving Attention and Working Memory in Female Students with Learning Disabilities","authors":"Roghieh Nooripour, Maryam Ghanbari Viki, N. Ghanbari, Fardin Farmani, F. Emadi","doi":"10.21926/obm.neurobiol.2403229","DOIUrl":null,"url":null,"abstract":"Learning disabilities (LDs) encompass a range of cognitive challenges that can significantly influence students' educational experiences and overall academic performance. This study aimed to investigate the effects of alpha/theta neurofeedback rehabilitation on attention and working memory in female students with learning disabilities. This study employed a quasi-experimental design with pre-tests, post-tests, and a two-month follow-up and included a control group. Convenience sampling was used to select 40 female students with learning disabilities referred to psychological clinics in Tehran during the 2020-2021 academic year. The participants were randomly assigned to the neurofeedback experimental group (n = 20) or the control group (n = 20). Three students from each group withdrew from the study, leaving 17 participants for the final analysis. Attention and working memory were assessed using the n-back task, Stroop test, and Reverse Stroop test. Data analysis involved mixed repeated ANOVA, independent t-tests, and chi-square tests. The findings revealed that alpha/theta neurofeedback rehabilitation improved all aspects of working memory and attention in female students with learning disabilities during the specified period. These improvements remained consistent during the two-month follow-up (p < 0.001). This study demonstrated that alpha/theta neurofeedback rehabilitation can potentially enhance the attention and working memory of female students with learning disabilities.","PeriodicalId":507111,"journal":{"name":"OBM Neurobiology","volume":"4 2","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"OBM Neurobiology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21926/obm.neurobiol.2403229","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Learning disabilities (LDs) encompass a range of cognitive challenges that can significantly influence students' educational experiences and overall academic performance. This study aimed to investigate the effects of alpha/theta neurofeedback rehabilitation on attention and working memory in female students with learning disabilities. This study employed a quasi-experimental design with pre-tests, post-tests, and a two-month follow-up and included a control group. Convenience sampling was used to select 40 female students with learning disabilities referred to psychological clinics in Tehran during the 2020-2021 academic year. The participants were randomly assigned to the neurofeedback experimental group (n = 20) or the control group (n = 20). Three students from each group withdrew from the study, leaving 17 participants for the final analysis. Attention and working memory were assessed using the n-back task, Stroop test, and Reverse Stroop test. Data analysis involved mixed repeated ANOVA, independent t-tests, and chi-square tests. The findings revealed that alpha/theta neurofeedback rehabilitation improved all aspects of working memory and attention in female students with learning disabilities during the specified period. These improvements remained consistent during the two-month follow-up (p < 0.001). This study demonstrated that alpha/theta neurofeedback rehabilitation can potentially enhance the attention and working memory of female students with learning disabilities.