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LEARNING DISABILITIES AND DYSLEXIA
Learning Disabilities and Dyslexia
Learning disability is a neurologically based problem experienced in the areas of reading, writing, attention, memory, mathematics, and information processing. It is not intellectual disability. The child wants to learn, but has difficulty perceiving, processing, and remembering information. This situation can lead to loss of self-confidence, decreased school performance, and stress within the family.
Symptoms of Learning Disability
The presence of one or more of the following symptoms may suggest a learning disability:
Difficulty learning to read and write
Writing letters and numbers backward
Attention and concentration problems
Forgetting what has been learned quickly
Difficulty following instructions
Difficulty with calculations
Impulsivity, getting bored easily, aggression
Low self-esteem and school avoidance
The Importance of QEEG and Neurofeedback
With QEEG (Quantitative EEG), irregularities that may cause learning disabilities can be objectively evaluated by analyzing the electrical activity of the brain. Slow brain waves are frequently seen, especially in the attention, reading, and language processing areas. Neurofeedback therapy is a drug-free brain training method that aims to regulate these irregular brain waves. Scientific studies have shown that neurofeedback therapy:
Improves reading and writing skills
Improves attention and concentration
Enhances academic performance
And increases IQ scores in some children.
A Case Example from Our Clinic
A 7-year-old first-grade girl was evaluated for learning difficulties, forgetfulness, and aggressive behavior. She wrote letters backwards, couldn't combine syllables, and quickly forgot what she learned. Her attention span was short, and her school performance was poor. A QEEG examination revealed findings consistent with learning difficulties. While the TOVA test showed no attention problems, difficulties in learning and information processing were assessed.
After neurofeedback treatment:
Reading and writing skills significantly improved.
Writing letters backward disappeared.
Attention and learning capacity increased.
Forgetfulness decreased.
School grades improved.
Behavioral problems significantly decreased.
After 40 sessions, a significant improvement was observed in the child's academic and social functioning. Follow-up examinations showed that the improvement was permanent.
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Neurofeedback Therapy in Learning Disabilities
Accurate brainwave analysis allows us to identify problematic areas, which guides us in neurofeedback treatment.
In a placebo-controlled study, Fernandez et al. (2003) demonstrated that neurofeedback is an effective treatment for learning disabilities, and these improvements were still visible after two years of follow-up (Becerra et al., 2006).
In a supplementary article by Fernandez (Fernandez et al., 2007), 16 children with learning disabilities were studied, and significant EEG changes were recorded 2 months after neurofeedback. In contrast, the placebo group showed no EEG changes, and 10 out of 11 children in the neurofeedback group showed objective improvements in academic performance. In the placebo group, only 1 out of 5 children showed improvement.
Other articles documenting the importance of neurofeedback in learning disabilities have also been published (Orlando & Rivera, 2004; Tansey, 1991a; Thornton & Carmody, 2005).
A randomized controlled trial with dyslexic children (Breteler, Arns, Peters, Giepmans, & Verhoeven, 2010) recorded significant improvement in spelling, and Walker (2010a; Walker & Norman, 2006) observed significant improvements in reading skills in 41 dyslexic cases.
In the first 12 cases documented by Walker (Walker & Norman, 2006), after 30 to 35 sessions, the children's reading skills showed an improvement of at least two grades.
Barnea, Rassis, and Zaidel (2005) found improvements in reading skills in children with learning disabilities after 20 sessions.
Studies have shown that neurofeedback training increases IQ scores by 9 to 13 points in children with learning disabilities.
Don't Fear Learning Disabilities, Fear Delay!
If learning disabilities are not detected and treated effectively in a timely manner in children who are progressing to the next grade, it can lead to a decrease in IQ scores.
Learning Disabilities & Neurofeedback Research
Linden M, Habib T, Radojevic V (1996). A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities. Biofeedback and Self Regulation, 21, 35-49.
Othmer S, Othmer SF, & Marks C (1991). EEG Biofeedback Training for Attention Deficit Disorder, Specific Learning Disabilities, and Associated Conduct Problems.
Tansey, M.A. (1985). Brainwave signatures an index reflective of the brain's functional neuroanatomy: further findings on the effect of EEG sensorimotor rhythm biofeedback training on the neurologic precursors of learning disabilities. International Journal of Psychophysiology, 3, 85-99.
Lubar, J.F. (1985). EEG biofeedback and learning disabilities. Theory Into Practice, 24, 106-111.
Spectral analysis of EEG differences between children with and without learning disabilities. Lubar JF, Bianchini KJ, Calhoun WH, Lambert EW, Brody ZH, Shabsin HS (1985). J Learn Disabilities, 18 , 403-8.
EEG sensorimotor rhythm biofeedback training: some effects on the neurologic precursors of learning disabilities. Tansey M.A. (1984). Int J Psychophysiology, 1 , 163-177
Fenger, TN (1997).Visual-Motor Integration and its Relation to EEG Neurofeedback Brain Wave Patterns, Reading, Spelling, and Arithmetic Achievement in Attention Deficit Disorders and Learning Disabled Students.
Cunningham MD & Murphy PJ (1981). The effects of bilateral EEG biofeedback on verbal, visual-spatial & creative skills in learning disabled male adolescents. Journal of Learning Disabilities, 14, 204-208.
Othmer S & Othmer SF (1989)EEG Biofeedback Training for Hyperactivity, Attention Deficit Disorder, Specific Learning Disabilities, and Other Disorders.
Fernandez, T., Harare, W., Harmony, T., Diaz-Comas, L., Santiago, E., Sanchez, L., Valdes, P. (2003). EEG and behavioral changes following neurofeedback treatment in learning disabled children. Clinical Electroencephalography, 34, 145–150.
Fernandez, T., Harmony, T., Fernandez-Bouzas, A., Diaz-Comas, L., Prado-Alcala,R. A., Valdes-Sosa, P., Garcia-Martinez, F. (2007). Changes in EEG current sources induced by neurofeedback in learning disabled children. An exploratory study. Applied Psychophysiology & Biofeedback, 32, 169–183.
Becerra, J., Fernandez, T., Harmony, T., Caballero, M. I., Garcia, F., Fernandez- Bouzas, A., Prado-Alcala, R. A. (2006). Follow-up study of learning-disabled children treated with neurofeedback or placebo.
Orlando, P. C., & Rivera, R. O. (2004). Neurofeedbck for elementary students with identified learning problems. Journal of Neurotherapy, 8(2), 5–19.
Tansey, M. A. (1991b). Wechsler (WISC–R) changes following treatment of learning disabilities via EEG biofeedback in a private practice setting. Australian Journal of Psychology, 43, 147–153.
Thornton, K. E., & Carmody, D. P. (2005). Electroencephalogram biofeedback for reading disability and traumatic brain injury. Child & Adolescent Psychiatric Clinics of North America, 14(1), 137–162.
Walker, J. E., & Norman, C. A. (2006). The neurophysiology of dy
slexia: A selective review with implications for neurofeedback remediation and results of treatment in twelve consecutive cases. Journal of Neurotherapy,10(1), 45–55.
Walker, J. E.(2010a, Fall).Case report: Dyslexia remediated with QEEG-guided neurofeedback.NeuroConnections, p. 28.
Breteler, M. H. M., Arns, M., Peters, S., Giepmans, I., & Verhoeven, L. (2010). Improvements in spelling after QEEG-based neurofeedback in dyslexia: A randomized controlled treatment study. Applied Psychophysiology & Biofeedback, 35(1), 5–11.
Barnea, A., Rassis, A., & Zaidel, E. (2005). Effect of neurofeedback on hemispheric word recognition. Brain & Cognition, 59, 314–321.