EFFECT OF NEUROFEEDBACK: CASE STUDY ON CHILDREN WITH DYSLEXIA

Presenter: Eva Wong

OBJECTIVES OF THE PAPER

Seeks to present the effectiveness of Neurofeedback as strategy to improve

children with Dyslexia in word recognition

WHY?• PREVALENCE RATE OF ASD• IMPLICATIONS OF THE

CONDITION: PSYCHOLOGYSOCIAL BEHAVIOUR

• CONDITION IN MALAYSIA

7% Standard 2 Malays students (Gomez, 2000)

METHODOLOGY

Embedded experimental design

QUAL + quan

Creswell, 2003

Research Design

• n= 10, DDT (Dysphoneidesia)

• Age (mean): 8.4

• Sampling: Purposive

• Design: Pre-post

• Group: Intervention (A-E),

Control (F-J)

• Duration: 30 sessions

qual

Dyslexia Determination Test

Post-positivism

Quan

Burt Reading Test

positivism

WHAT?• Intervention group Educational TherapyNeurofeedback

• Intervention group Educational Therapy

Educational Therapy

Phonetic Task

Writing Task

INTERVENTION GROUP

Block Duration Instruction

1 0 - 5 minutes Toy play

2 5 - 25 minutes Phonic Task

3 25 - 55 minutes Games + Neurofeedback

4 55 – 75 minutes Writing tasks Neurofeedback Protocol T6 Delta F7 – C3 Alpha Marinus, et al (2009)

CONTROL GROUP

Block Duration Instruction

1 0 - 5 minutes Toy play

2 5 - 25 minutes Phonic Task

3 25 - 55 minutes Games

4 55 – 75 minutes Writing tasks

FINDINGS:Intervention Group

•Quantitative Data• Pre: Avg 3.67• Post: Avg 4.08 • 11.36% (Improvement)

SubjectsChro. Age

BurtPre Post

A 7;4 3;9 4;3

B 7;7 4;1 4;5

C 7;6 3;3 3;9

D 7;3 3;8 4;2

E 7;8 3;7 4;2

0

1

2

3

4

5

6

7

8

9

A B C D E

Reading Age Pre and Post Intervention (Intervention Group)

Pre Post

FINDINGS:Control Group

•Quantitative Data• Pre: Avg 3.58 • Post: Avg 3.83 • 7.00% (Improvement)

SubjectsBurt Burt

Before AfterF 3;1 3;3G 3;6 3;9H 4;1 4;4I 3;3 3;3J 4;0 4;7

0

1

2

3

4

5

6

7

8

9

10

F G H I J

Reading Age Pre and Post Intervention (Control Group)

Pre Post

Findings: Qualitative Data (Intervention Group)Dyslexia Determination Test

Subjects Pre – Intervention Post - Intervention

Basal Level Ceiling Level Basal Level Ceiling Level

A Pre-Primer Pre-Primer Primer Primer

B Pre-Primer Pre-Primer Pre-Primer Primer

C - - Pre-Primer Pre-Primer

D - - Pre-Primer Pre-Primer

E Pre-Primer Pre-Primer Primer Grade 1

Findings: Qualitative Data (Control Group)Dyslexia Determination Test

Subjects Pre – Intervention Post - Intervention

Basal Level Ceiling Level Basal Level Ceiling Level

A - -

B Primer Primer

C Pre-Primer Pre-Primer

D Pre-Primer Grade 1

E Pre-Primer Pre-Primer

DISCUSSION

•Result (intervention and control group)

•Quantitative and Qualitative

•Literature (Vanessa, 2014; Edelson, 2014)

Limitation

•Limited number of subjects

•Short intervention duration

•Long term effect?

THANK YOU