سوران رجبی

Aim: This study Biography neurofeedbacko r EEG feedbacke ffect is to treat dyslexia. Methods: Sample study of 3l dyslexic boys' center in the city of Ardabil, especia] leaming disabilitiest hat were availablef or samplingw as selectedM. ethods Experimec--ar design and pretest-posttest control group were used. Tools used in this study inclrtin Neurofeedback (lrlFT), ADHD Vanderbilt Assessment Scale (parent form), and impairme= testsi n readinga nd wechslerI ntelligences caleR evisedc hildren. Results: Two-factor analysis of variance with repeated measurements for a significa= improvement on scales measuring (reading errors) during the two-month follow-up trainin.: sessionsa nd Neurofbedback,s howed.T he significant interactionb etweent ime and group a-. well as for reading effors that were fundamentali mprovementi n Neurofeedback.B ut resul1.. for the scalem easuringc omprehensions, howedn o significant improvementi n group denote the Neurofeedback. The result, a significant improvement for measured brain waves (delta and theta frequency range) in Neurofeedback training sessions and follow-up after tq-o months, showed. The other hand, a significant interaction between time and g.oup for both the delta and theta range showed significant improvement in group denote the Neurofeedbacktr aining. Conclusion: The results of this study suggest that efficiency and sustainability ol Neurofeedback as a method of therapy in treating attention problems and modify brain wavest o studentsw ith dyslexiai s comparedw ith placebo.