Systematic review of neurofeedback interventions for dyslexia: Methodological insights and International Classification of Function and Disability-Child and Youth (ICF-CY) framework analysis.
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Abstract
Purpose: The present study is a systematic review aimed at examining the impact of neurofeedback interventions on the body structure and function, as well as the activity and participation of children with developmental dyslexia, in accordance with the International Classification of Functioning, Disability, and Health-Children and Youth version.
Method: Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, databases including Scopus, Cochrane, Science Direct, PubMed, and Google Scholar were searched using keywords such as "Neurofeedback," "Dyslexia," and related terms based on Mesh terms, without any time restrictions, until January 2024. The inclusion criteria were clinical experimental and randomized controlled trials that investigated the impact of neurofeedback in children with reading and writing disorders, and their full-text articles were available in English or Persian. The studies were screened in two stages, and their data were extracted and analyzed.
Results: Following the two-stage screening process, a total of 39 studies met the inclusion criteria. Among them, there were 4 randomized clinical trials, 19 experimental studies, and 16 case studies, examining the impact of neurofeedback on the body structure and function in 342 children with reading and writing disorders, aged 7 to 15 years.
Conclusion: Developmental dyslexia restricts children's performance at all levels of functioning. Therefore, a comprehensive assessment of a child's functioning level and the environmental factors affecting it is necessary. Neurofeedback-based interventions have a significant impact on the body structure and function, as well as the activity and participation of children with developmental dyslexia. These interventions can be used as part of multidimensional approaches in the rehabilitation of these children.
目的：根据国际功能、残疾和健康分类（儿童和青少年版），本研究旨在系统回顾神经反馈干预对发展性阅读障碍儿童身体结构和功能以及活动和参与的影响。方法：根据PRISMA （Preferred Reporting Items for Systematic Reviews and meta - analysis）指南，检索Scopus、Cochrane、Science Direct、PubMed和谷歌Scholar等数据库，使用关键词如“Neurofeedback”、“Dyslexia”以及基于Mesh术语的相关术语，不受任何时间限制，检索时间截止至2024年1月。纳入标准为临床实验和随机对照试验，研究神经反馈对读写障碍儿童的影响，其全文文章有英文或波斯语版本。研究分两个阶段进行筛选，提取数据并进行分析。结果：经过两阶段筛选，共有39项研究符合纳入标准。其中，随机临床试验4项，实验研究19项，案例研究16项，研究了342例7 ~ 15岁读写障碍儿童的神经反馈对身体结构和功能的影响。结论：发展性阅读障碍限制了儿童各层面的功能表现。因此，对儿童的功能水平和影响它的环境因素进行综合评估是必要的。基于神经反馈的干预对发展性阅读障碍儿童的身体结构和功能以及活动和参与有显著影响。这些干预措施可作为这些儿童康复的多层面办法的一部分。
期刊介绍：
Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.
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