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