Background  In this study, we tested the effects of three different coping strategies (i.e. problem‐focused, emotion‐focused and relationship‐focused coping) on both positive and negative caregiving perceptions. Materials and Methods  Two hundred and twelve Chinese mothers of children with intellectual disability from a major non‐governmental organization were recruited across various districts in Hong Kong. Chinese versions of the Daily Caregiving Stress Scale, Modified Family Support Scale, COPE Inventory, Relationship‐Focused Coping Scale, Caregiver Burden Inventory, and subscales of the Kansas Inventory of Parental Perceptions were completed. Results:  Findings of the hierarchical regression analyses indicated that whereas problem‐focused and emotion‐focused coping was differentially related to positive and negative perceptions, respectively, relationship‐focused coping was significantly related to both types of perceptions. Results of the relationship between positive and negative perceptions showed preliminary support for their orthogonality. Conclusions:  Relationship‐focused coping was found to be more suitable for understanding caregiver perceptions within collectivistic cultures. Implications for professional services were discussed.

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.