Effect of Neurofeedback on Anxiety, Dyslexia, and Dysgraphia in Elementary Students Afflicted with Attention Deficit Hyperactivity Disorder- a Pilot Study

Background:  Neurofeedback as a behavioral technique has an important role in the attention on internal changes along with strengthening and increasing focus and attention of children in some fields.Objectives: This study aimed to investigate the effect of neurofeedback on anxiety, dyslexia, and dysgraphia in elementary students afflicted with Attention Deficit Hyperactivity Disorder (ADHD).Methods: In this pilot study, five elementary students with ADHD from Yazd, Iran were included. According to the electroencephalogram (EEG) pattern, brainwave training was accomplished with the neurofeedback method. Children received ۳۰ sessions of neurofeedback treatment, ۳ times per week (for ۱۰ weeks). Before and after neurofeedback training, the children were evaluated and compared with tools of EEG, the Beck Anxiety Inventory (BAI), the Conner’s Parent Rating Scale (CPRS) for ADHD, and the Conner’s test for dyslexia and dysgraphia.  Results: Neurotherapy is effective on dyslexia and dysgraphia; in other words, the students' learning performance significantly improved after Neurotherapy (P=۰.۰۰۰ and P=۰.۰۰۱, respectively). There was no significant difference regarding anxiety (P=۰.۱۷۸) before and after neurofeedback.  Conclusion: Neurofeedback improves dyslexia and dysgraphia but does not affect anxiety in elementary students.