Evaluation of Neurofeedback Exercises on Executive Performance of Cognitive Flexibility and Attention in Students with Learning Disabilities

Abstract

This study aimed to evaluate the impact of neurofeedback exercises on executive performance, cognitive flexibility, and attention in students with learning disabilities. Material & Methods: In this study, a total of 30 male students with learning disabilities were referred to the Movafaghiat Clinic in Tehran, Iran, and were randomly assigned to two groups (each including 15 students). The first group (experimental group) received 16 sessions of neurofeedback training (two sessions per week) and the second group (control) did not receive any intervention. The study instruments included the Wisconsin cognitive flexibility test and the Stroop attention test. The data were analyzed using the univariate and multivariate analysis of covariance in SPSS software (version 24). (Ethic code: IR.IAU.TNB.REC.1401.031) Findings: The results showed that the experimental group had superiority in terms of the indicators of the Stroop Attention test and Wisconsin Cognitive Flexibility test. Discussion & Conclusion: Based on the obtained results, neurofeedback training is effective in improving the executive functions of students with learning disabilities. Accordingly, this method can be used to improve the executive functions of these groups of students.