The effect of neurotherapy learning disorders of elementary school students

Background and Aim: Learning disorder is one of the most common problems among children that failure to diagnose and treat it in a serious manner damages the present and future life of the child. Methods: This study is a quasi-experimental study with a pretest-posttest design with one group. The sample included ۲۳ students with learning disabilities who were in the age range of ۷-۱۳ years. Patients underwent neurotherapy with a combination of transcranial electrical stimulation and neurofeedback for ten sessions based on protocols that were considered according to the pattern of brain electrical activity. Research variables were measured before and after the end of ten sessions by the short form of the ۲۰-question learning disorder questionnaire of Colorado Wilkat et al. Data were analyzed using SPSS-۱۷ software and paired t-test. Results The purpose of this study was to investigate the effect of neurotherapy on learning difficulties in students with this disorder. Conclusion: Following neurotherapy, reading disorders, social cognition, social anxiety, spatial and mathematical problems of students improved (p-value≤۰.۰۵). Since neurotherapy improves learning disorders and related problems, it can be used as a treatment for reading disorder, social cognition problems, social anxiety, spatial problems and mathematical problems.

کلیدواژه ها:

Neurotherapy ، Specific Learning Disorder ، Colorado Questionnaire