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Unlocking Potential: Harnessing Neurofeedback for Enhanced Working Memory in Children with Learning Disorders

Unlocking Potential: Harnessing Neurofeedback for Enhanced Working Memory in Children with Learning Disorders

Introduction

In the ever-evolving field of special education, practitioners are constantly seeking innovative strategies to enhance the cognitive abilities of children with learning disorders (LDs). A recent study titled Effects of Neurofeedback on the Working Memory of Children with Learning Disorders—An EEG Power-Spectrum Analysis offers promising insights into the potential of neurofeedback (NFB) as a therapeutic tool. This blog explores the study's findings and encourages practitioners to consider integrating neurofeedback into their practice.

Understanding the Study

The research conducted by Martínez-Briones et al. aimed to assess the impact of neurofeedback on the working memory (WM) of children with LDs. Working memory is crucial for academic success, and its impairment is a common challenge among children with LDs. The study involved 18 children aged 8 to 11, who underwent 30 sessions of either neurofeedback or a placebo-sham treatment. The results were analyzed using EEG power-spectrum analysis during a Sternberg-type WM task.

Key Findings

Implications for Practitioners

For practitioners working with children with LDs, these findings highlight the potential of neurofeedback as a tool to enhance working memory and overall cognitive function. By incorporating neurofeedback into treatment plans, educators and therapists can offer a non-invasive, evidence-based approach to support cognitive development in children with LDs.

Moreover, the study underscores the importance of ongoing research and collaboration in the field of special education. Practitioners are encouraged to stay informed about emerging technologies and methodologies that can improve outcomes for students with learning challenges.

Encouraging Further Research

While the study presents promising results, it also opens the door for further exploration. Larger sample sizes and longitudinal studies are needed to validate and expand upon these findings. Practitioners and researchers are encouraged to collaborate in conducting additional studies to explore the long-term effects of neurofeedback on cognitive function in children with LDs.

Conclusion

The potential of neurofeedback to enhance working memory in children with learning disorders is an exciting development in the field of special education. By embracing innovative approaches and staying informed through research, practitioners can make a significant impact on the lives of children with LDs. To read the original research paper, please follow this link: Effects of Neurofeedback on the Working Memory of Children with Learning Disorders—An EEG Power-Spectrum Analysis.


Citation: Martínez-Briones, B. J., Bosch-Bayard, J., Biscay-Lirio, R. J., Silva-Pereyra, J., Albarrán-Cárdenas, L., & Fernández, T. (2021). Effects of Neurofeedback on the Working Memory of Children with Learning Disorders—An EEG Power-Spectrum Analysis. Brain Sciences, 11(7), 957. https://doi.org/10.3390/brainsci11070957
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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