Effect of Transcranial Direct Current Stimulation (TDCS) on Executive Functions of Children with Learning Disabilities

Document Type : Original article

Authors

1 MA in Clinical Psychology of Child and Adolescent, Science and Arts University, Yazd, Iran

2 Assistant Professor, Department of Psychology, Science and Arts University, Yazd, Iran

3 PhD student in Clinical Psychology, Science and Arts University, Yazd, Iran

Abstract

Background and Aims: Deficits in executive functions, such as behavioral adjustment skills (inhibition, attention transfer, emotion control) and metacognitive skills (planning, organizing materials, monitoring, working memory, initiation) and weak reading, writing, and maths, are common symptoms in learning disabilities. The purpose of the present study was to investigate the effect of Transcranial Direct Current Stimulation (TDCS) on executive functions of children with learning disabilities in Yazd province.
Materials and Methods: A semi-experimental with pre-test, post-test, and control group study was conducted. The statistical population included all students with learning disabilities in Yazd province during 2018-2019. A total of 30 students were selected as the sample group using the Purposeful sampling method.  We randomly divided the participants into two control and experimental groups (n = 15 each). The research tool was the executive functions questionnaire of Bariff (Gerard et al., 2000). The experimental group was exposed to 1.5 milliamperes direct and weak current by inserting the anode electrode 5 x 5 cm in the left posterior forehead area (FZ) and also exposed to 1 milliampere current by inserting the cathode 5 x 7 cm on the right forearm, for 10 sessions, each session lasting for 20 minutes. Data were analyzed using one-way analysis of covariance (ANCOVA) and multivariate covariance analysis (Mankova) as well as independent t-test.
Results: The results showed that Transcranial Direct Current Stimulation (TDCS) has been effective in both behavioral regulation skills (inhibition, attention transfer, emotion control) and metacognitive skills (planning, organizing materials, monitoring, working memory, initiation).
Conclusion: According to the results, Transcranial Direct Current Stimulation (TDCS) seems effective in improving the executive functions of children with learning disabilities as well as their behavioral and cognitive skills.

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 4
January 2021
Pages 91-101

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History

  • Receive Date: 03 December 2019
  • Revise Date: 20 February 2020
  • Accept Date: 03 March 2020
  • First Publish Date: 21 December 2020

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