Abstract
Neurofeedback is a biofeedback training of electroencephalogram (EEG) activity through operant conditioning where an individual is trained to increase or inhibit the brain activity in specific frequency ranges. Studies have demonstrated its efficacy to reduce inattention, impulsivity and hyperactivity in children with attention deficit hyperactivity disorder (ADHD), with the mostly used training protocols on modulation of θ/β ratio. Given the comorbidity and common cognitive deficits between ADHD and developmental dyslexia, this study aimed to explore the effects of θ/β neurofeedback on cognitive deficits in Chinese dyslexic children. In the present case study, a multiple-baseline design was adopted, and the effects of training were investigated from both neurophysiological and neuropsychological levels. Four dyslexic children completed 10 weekly sessions of θ suppression and β enhancement neurofeedback training in the sensorimotor cortex. Pre- and post-assessments consisted of neurophysiological measures, neuropsychological assessments, and parental reports. Neurofeedback training reduced θ/β ratios in all participants. All participants also improved in measures of auditory vigilance and phonological awareness.
Acknowledgments are made to Jay Gunkelman, Dr. Moshe Perl, Dr. Richard Sherman, and Dr. Cindy Kerson for their valuable comments.
Conflict of interest statement
Authors’ conflict of interest disclosure: The authors stated that there are no conflicts of interest regarding the publication of this article.
Research funding: None declared.
Employment or leadership: None declared.
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