The Effectiveness of Cognitive Intervention Based on Neurofeedback on Improving Academic Performance and Emotional Regulation in Students with Learning Disabilities
Keywords:
Neurofeedback, Learning Disabilities, Academic Performance, Emotional RegulationAbstract
Objective: This study aimed to investigate the effectiveness of cognitive intervention based on neurofeedback in improving academic performance and emotional regulation in students with learning disabilities.
Methods and Materials: The study employed a randomized controlled trial design with 30 students diagnosed with learning disabilities from educational centers in Tehran. Participants were randomly assigned to either an experimental group (n = 15), which received 12 sessions of neurofeedback-based cognitive training over six weeks, or a control group (n = 15), which received no intervention. Assessments were conducted at three time points: pre-test, post-test, and five-month follow-up. Standardized tools were used to measure academic performance and emotional regulation. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests via SPSS-27.
Findings: The results revealed significant differences between the experimental and control groups over time. For academic performance, the between-group effect was statistically significant (F(1,28) = 22.51, p < 0.001, η² = 0.45), as was the effect for emotional regulation (F(1,28) = 25.16, p < 0.001, η² = 0.48). Bonferroni post-hoc tests indicated significant improvements from pre-test to post-test and from pre-test to follow-up in both outcome variables. Notably, these improvements were sustained at the five-month follow-up, confirming the long-term efficacy of the intervention. The control group showed only marginal improvements across all time points.
Conclusion: The findings suggest that neurofeedback-based cognitive intervention is an effective and durable approach for enhancing academic performance and emotional regulation in students with learning disabilities. The intervention demonstrated both immediate and sustained effects, supporting its application as a non-invasive and practical method within educational and clinical settings.
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Copyright (c) 2025 Niloofar Rezaei (Author); Fereshte Zarei (Corresponding Author)
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