Learning difficulties
Learning difficulties
Neurofeedback for learning difficulties - based on learning theory, sustainable
Who is Neuroflex suitable for?
For schoolchildren and students with dyslexia, dyscalculia or general concentration problems.
Do you know that?
No grades despite intensive practicing? Learning is difficult, frustration increases? This is often due to unfavorable EEG patterns that hinder concentration and information processing.
How does neurofeedback help?
Theta/beta ratio training reduces excessive theta activity (dreaming) and strengthens beta activity (focus). This leads to better receptiveness and learning performance.
What makes Neuroflex special?
We combine neurofeedback with learning strategy coaching and digital homework transfer for maximum suitability for everyday use.
Course of the training
Start - initial consultation, trial training, qEEG
The process begins with a discussion to clarify the goals. This is followed by an anamnesis with qualitative EEG measurement (qEEG). An individual training protocol is created on this basis.
Phase 1 - Initial phase
The first 15 training sessions are used to test whether neurofeedback has measurable effects. The brainwave changes are statistically evaluated. With daily training, this phase is often completed after two to three weeks.
Phase 2 - Deepening phase
If there is clear evidence of effectiveness, the learning process is intensified in a targeted manner. This phase usually lasts 6-9 months - depending on the individual learning curve and neuroplasticity. The aim is to stabilize the desired brain activity patterns.
Phase 3 - Transfer phase
To ensure that the successes remain noticeable in everyday life, transfer exercises and coaching videos support the sustainable anchoring of the effects - for more control and focus.
Studies on neurofeedback for learning difficulties
In the area of neurofeedback in connection with reading (dyslexia) and arithmetic disorders (dyscalculia), the number of studies is significantly smaller than for AD(H)S, for example. However, there are some studies (some pilot studies, individual case studies and a few controlled studies) that investigate the effects of neurofeedback on reading and spelling performance. Below you will find a selection of references that you can research. Some of these are explicitly on dyslexia, some are more general on learning disabilities (sometimes including children with reading and spelling difficulties or numeracy problems).
Important: Not all studies are freely accessible (if necessary, obtain them from the university library or document delivery services). The exact results, training protocols (e.g. electrode placement, frequencies) and limitations of the studies should be taken directly from the full texts.
1. neurofeedback for dyslexia
(reading and spelling disorder)
a) Breteler et al. (2010)
Reference:
Breteler, M. H. M., Arns, M., Peters, S., Giepmans, I., & Verhoeven, L. (2010). Improvements in spelling after QEEG-based neurofeedback in dyslexia: A pilot study. Journal of Neurotherapy, 14(3), 193-204.
https://doi.org/10.1080/10874208.2010.501517
Brief contents
Study design: Pilot study with children who had a reading and spelling disorder.
Neurofeedback protocol: QEEG-based individual training (i.e. the frequency bands or discharge points that were conspicuous according to the QEEG findings were trained).
Results: Improvements in spelling and reading accuracy. As this was a small sample, the findings are preliminary.
b) Fernandez et al. (2007)
Reference:
Fernandez, T., Herrera, W., Harmony, T., et al. (2007). Neurofeedback in learning disabled children: Preliminary findings. Clinical EEG and Neuroscience, 38(2), 79-85.
(Depending on the database, the page number may vary slightly, sometimes 73-80 or 45-53 can be found in an older edition; see full text).
Brief contents
Study design: Children with learning disabilities (including children with reading and spelling difficulties) received neurofeedback training.
Results: Showed improvements in areas including attention, reading and other academic performance. However, the design was partly open (no large control group).
c) Surmeli & Surmeli (various works)
Example reference (pilot study):
Surmeli, T., & Surmeli, O. (2012). A 12-year follow-up study of 11 children with learning disabilities who received QEEG-guided NF training. Journal of Neurotherapy, 16, 265-278.
Brief contents
Study design: Long-term follow-up of various children with learning disorders (including reading disorders).
Neurofeedback protocol: QEEG-based, usually a combination of theta reduction and beta/SMR optimization, adapted to the individual EEG abnormalities.
Results: Long-term improvements in academic performance and behavior. However, the sample is very small.
d) Angelakis & Lubar (various works)
Some of her work examines EEG profiles in dyslexia (cf. Angelakis et al., 1999). Lubar herself is one of the pioneers in the field of neurofeedback for AD(H)S and
Learning disorders.
Topic & research question: The paper primarily deals with QEEG profiles (“quantitative EEG”) in students performing various reading tasks.
Focus: Subtypes of dyslexia are to be differentiated or characterized on the basis of different EEG patterns or profiles.
Neurofeedback aspect:
From the title, it can be assumed that the aim was primarily to identify EEG patterns (e.g. which frequencies or brain areas are particularly conspicuous in reading problems).
Angelakis and Lubar (Lubar in particular is well known in the field of neurofeedback for AD(H)S and learning disorders) have also conducted studies in which they recommend neurofeedback training protocols based on such QEEG findings.
Specific training recommendations could include, for example, a reduction in certain theta frequencies or an increase in beta/SMR frequencies if these were conspicuous in certain dyslexia subtypes.
Why neurofeedback?
The authors typically argue that normalizing or optimizing the EEG activity pattern can have a positive effect on reading behavior.
Since the QEEG creates a kind of “map” of brain activity, the training can be individualized (e.g. training specific brain areas that are particularly relevant for reading).
2. neurofeedback for dyscalculia (dyscalculia)
Unfortunately, studies that focus exclusively on dyscalculia are rarer than those on dyslexia. Children with learning disabilities are often studied in general, which can include reading and/or arithmetic problems. Nevertheless, you will sometimes find individual case reports or small pilot studies. Examples are studies with mixed learning disorders (incl. dyscalculia), e.g.
Surmeli, T., Ertem, A., Eralp, E., & Surmeli, O. (2014).
Scholastic improvement of students with specific learning disorder through qEEG-guided neurofeedback: An outcome study.
→ Some of the studies by Surmeli et al. cover a broader spectrum of learning disorders (including children with math and reading problems). The full text is sometimes broken down into subgroups, e.g. dyslexic vs. dyscalculic.
Krause, C. M. & Hynds, J. K. (sample paper, partly conference proceedings)
In this conference contribution
Haddadi P, Rostami R, Moradi A, Pouladi F. Neurofeedback training to enhance learning and memory in patients with cognitive impairment. Procedia Soc Behav Sci. 2011;30:608-610.
https://www.sciencedirect.com/science/article/abs/pii/S0973050809800373
Haddadi and colleagues (2011) investigated whether EEG-based neurofeedback (NF) can help to improve learning and memory performance in people with cognitive impairments.
Key elements of the article
Target group and context
The participants suffered from various forms of cognitive impairment (e.g. mild memory problems).
The aim was to use targeted neurofeedback training to positively modify brain activity and thus support learning and memory processes.
Neurofeedback protocol
EEG sensors were used to record specific frequency ranges (e.g. beta and theta waves) during training.
Through real-time feedback, participants learned to adjust their brain activity so that slower waves are reduced and faster frequencies are increased, which is generally associated with improved cognitive processing.
Learning and memory tests
Before and after the NF training, the researchers carried out standardized cognitive tests to measure changes in learning and memory functions.
The measured progress was compared with a control or comparison group (as far as this was possible in the original setting).
Main results
The study indicates a significant improvement in memory performance, particularly in areas such as memory and processing speed.
The authors see the neurofeedback approach as a non-drug option for alleviating cognitive impairment or at least slowing its decline.
Outlook
Despite encouraging findings, the authors emphasize that larger, methodologically robust studies are needed to prove the effectiveness of NF interventions in various forms of cognitive impairment in the long term.
Closer individualization of the training protocol could further improve the results.
Conclusion:
The article provides initial evidence that neurofeedback training could be a helpful supplement to strengthen learning and memory functions in people with cognitive impairment. In particular, an increase in certain EEG frequency bands correlated with improved memory performance.
Do you have any questions? I am here for you.
Wolfgang Maier
MA in Special Education HfH
MAS in Neuropsychology UZH
Wolfgang Maier
MA in Special Education HfH
MAS in Neuropsychology UZH