See the full article here: Neurofeedback for Elementary Students· with Identified Leaming Problems Peter C. Orlando, PhD Richard 0. Rivera, BS

Disclaimer: The content below was generated with the assistance of AI and then reviewed and edited by BrainMaster Technologies, Inc. It is provided for educational and informational purposes only and does not constitute medical advice.

1. Overview #

The article “Neurofeedback for Elementary Students with Identified Learning Problems” by Orlando & Rivera (2004) examines whether neurofeedback can support improvements in reading abilities and IQ measures among 6th–8th grade students receiving special education services. The study included a neurofeedback intervention group and a control group, randomly assigned.

2. Study Purpose #

The research aimed to determine whether weekly neurofeedback sessions could enhance:

• Basic Reading

• Reading Comprehension

• Reading Composite Scores

• Verbal IQ, Performance IQ, and Full-Scale IQ

3. Methods #

Participants #

• Students from grades 6–8 identified with Specific Learning Disabilities or Other Health Impairments, plus three students with ADHD on 504 plans.

• Experimental group: 12 completing neurofeedback training.

• Control group: 14 receiving standard educational services only.

Intervention #

• Average of 28 neurofeedback sessions per student over seven months.

• Session length: 30–45 minutes each.

• Protocols guided by QEEG brain maps, clinical judgement, and teacher input.

• Neurofeedback performed using Lexicor NRS-2D and BrainMaster Type 2E Module systems.

Assessments #

• Reading outcomes measured using the Wechsler Individual Achievement Test (WIAT).

• IQ outcomes measured using WISC-III (pre-test) and WASI (post-test).

4. Key Findings #

Reading Outcomes #

Neurofeedback produced significantly greater improvements than the control group in:

• Basic Reading: Wilks’ λ = .69, p < .01

• Reading Comprehension: Wilks’ λ = .75, p = .01

• Reading Composite: Wilks’ λ = .65, p < .01

IQ Outcomes #

• Verbal IQ: Significant improvement in neurofeedback group (λ = .62, p < .01)

• Full Scale IQ: Significant improvement (λ = .56, p < .01)

• Performance IQ: No significant change (λ = .87, p = .10)

5. Interpretation #

The study demonstrates that neurofeedback was associated with improvements in reading performance and certain IQ measures, particularly Verbal and Full-Scale IQ.
The authors suggest neurofeedback may serve as a supplement to special education, though not a replacement, and emphasize the need for further research.

6. Limitations #

• No post-intervention QEEGs were collected.

• Small sample size.

• Control group performance decreased, raising questions about unmeasured variables.

• No measures of classroom behavioral changes, despite anecdotal reports of improvements (e.g., motivation, homework completion).

7. Conclusion #

The article provides early evidence that neurofeedback may support gains in reading skills and certain cognitive measures for students with learning difficulties when incorporated into school-based services. Additional studies with stronger controls and larger samples are recommended.