期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：1603-1610
DOI：10.9756/INT-JECSE/V14I3.187
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This study aimed to evaluate the effectiveness of neurofeedback therapy on sustained attention of dyslexic students. The research method was quasi-experimental, pretest-posttest with a control group, and 1-month follow-up. The available sample selection method and the sample number of 30 students with dyslexia were selected and randomly divided into experimental and control groups. The experimental group received neurofeedback treatment in 8 sessions once a week. The research instruments used in this study were Karami, Nouri, and Moradi's (2005) reading performance questionnaire and sustained attention to continuous performance test (Rosvold, 1956). The results of repeated measures analysis of variance showed that neurofeedback treatment was effective on sustained attention (P <0.05). Therefore, it can be concluded that neurofeedback therapy can be used to increase sustained attention in dyslexic children.
