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The effectiveness of transcranial Direct Current Stimulation with mindfulness education on Learning Difficulties, Avoidance and Fusion and anxiety of Children with reading disorder
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Abdol Salam Nosrat Nahooki1    , Fatemeh Shahabizadeh 2, Mohamad Reza Hormozi3 , Ghas Ahie4 |
1- PhD student, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.
2- Associate Professor, Department of Psychology, Birjand Branch, Islamic Azad university, Birjand, Iran. (Corresponding Author) Email: f_shahabizadeh@yahoo.com , f_shahabizadeh@yahoo.com
3- 3- Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad university, Birjand, Iran. And Department of psychiatry, Zahedan university of medical science, Zahedan, iran.
4- 4- Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad university. |
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Abstract: (845 Views) |
Introduction: anxiety is a consequence of avoidance and fusion, also bringing about learning problems. Therefore, the purpose of conducting the present research was to review the extent of the effectiveness of transcranial direct current stimulation with mindfulness education on learning difficulties, avoidance, and fusion/anxiety of children with reading disorder.
Methods: the method of this study was of a semi-experimental type, including pretest-posttest and a control group with a follow-up phase. The statistical population consisted of all second-grade primary school students referred to Saravan city care center for learning disorders during the fall and winter of 2019-2020. Those students with the reading disorder were then identified following conducting Wechsler’s test, Karami et al.’s questionnaire of reading and dyslexia (NEMA), and Mikaili and Farahni’s list of reading disorders (teacher’s form), whereby 45 out of them were purposively selected based on inclusion criteria. They were then divided randomly into three groups (of fifteen), namely, group one: transcranial direct current stimulation with mindfulness education; group two: transcranial direct current stimulation; and a control group. The research tools were Colorado Willcut et al.’s learning difficulties questionnaire, March’s multidimensional anxiety scale for children, and Greco et al.’s avoidance and fusion questionnaire. Data analysis was carried out by SPSS software version 25 through the covariance analysis method.
Findings: Results of the covariance analysis showed that learning difficulties, anxiety, avoidance/fusion scores dropped in the posttest phase compared to the pretest for both groups (p<0.001), and these changes were invariable in the follow-up phase (p>0.05).
Conclusion: results indicate the effectiveness of direct current stimulation devoid of the role of mindfulness education’s preference in reducing learning difficulties, anxiety, and avoidance/fusion. Hence, it is recommended for education advisors and experts to use transcranial direct current stimulation to increase children’s learning and reduce their anxiety in reading disorder. |
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| Keywords: Mindfulness education, Direct current stimulation, learning difficulties, Anxiety, Avoidance and Fusion, Reading disorder |
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Full-Text [PDF 589 kb]
(381 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2021/11/6 | Accepted: 2022/05/28 | Published: 2023/12/1
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