Document Type : Review Article
Authors
1 Psychology, Faculty of Psychology, Payamenoor University, South Tehran Branch, Tehran, Iran
2 Counseling, Islamic Azad University, Arak Branch, Arak, Iran
3 Cognitive Science, Cognitive Psychology Orientation, Azarbaijan Shahid Madani University, Tabriz, Iran
Abstract
This detailed analysis examines the success of neurofeedback as a treatment for learning disorders. Learning disabilities vary widely, which manifests in different educational outcomes, as well as in the strengths and weaknesses in processing information. Neurofeedback, a technological method, is utilized for individuals requiring psychological therapy and the rehabilitation of perceptual and cognitive functions, or for those who are struggling mentally, offering significant benefits. This study compiles and assesses the current research on how neurofeedback techniques influence various learning disabilities. The findings suggest that neurofeedback therapy has been beneficial in enhancing the abilities of children with learning challenges. Likewise, this study looks into the efficacy, limitations, and future prospects of neurofeedback as a method for tackling learning difficulties. According to the results, Cognitive Rehabilitation (CR) was found to be more effective in improving Sustained Attention (SA) than neurofeedback (NFB), with significant statistical evidence (p<0.001). Moreover, neurofeedback interventions have shown positive effects on the performance of primary school children with learning disabilities, as measured by Wechsler's tests (P<0.05). The review also covers the implications for upcoming research and the possible applications in both educational and clinical environments.
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