Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School

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 ۶۰۰ elementary school students with LD in Lar city in ۲۰۱۷ (N=۲۱۲). A sample of ۶۰ 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, ۲۰۰۳) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, ۱۹۹۵). NFB training was done according to the guidelines recommended by Monastra et al. (۲۰۰۵) in ۲۰ sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (۲۰۰۹) in ۲۰ 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<۰.۰۱) and attention (p<۰.۰۱) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.

کلیدواژه ها:

Learning Disability ، attention ، Cognitive Function ، Neurofeedback ، Play therapy