Possible learning and reading disorder nonmedication correction methods

• Authors: Daina Voita , Evita Vaļēviča , Māra Marnauza , Tālis Gžibovskis , Anda Kauliņa
• Languages of publication: EN

Abstracts

EN

Learning disabilities, often connected with reading disorders, present major challenges to the educational system. Specific reading disability is a persistent reading dysfunction. A person with a specific reading disability is unable to acquire reading skills disregarding sufficient intellectual and speech capabilities and normal speech and hearing analizator function in an optimal learning environment. New non-medication problem solutions are constantly searched for. Since modern technology and knowledge about alternative treatment of pathology such as tension-type headache that can cause learning difficulties and consequently, develop reading disorders, is constantly developing, the importance of the Biofeedback (BFB) method is increasing.The aim of the study was to determine the efficiency of BFB on children with migraine and learning disorders, including reading disorder.Theoretical methods: analysis of medical, psychological and pedagogical literature; empirical methods: testing with Task Force® Monitor device (CNSystems Medizintechnik AG), Analog Visual Scale, Biofeedback X-pert 2000, parametric statistic analyses, a complex evaluation of cognitive abilities was used to detect specific reading disorders. Five boys with migraine and learning disorders accompanied with dyslexia participated in this study, age 10 ± 0,5.The children took part in 12 BFB temperature sessions, resulting in a reduced frequency of migraine attacks from 7 - 1 times, 3,0 ± 2,3 times a month on average. No changes in migraine intensity were observed. Two participants stopped use of tranquilizers, that could be explained with a positive BFB effect on the autonomic nervous system. All participants showed a better academic performance and a trend of improved reading fluency at the end of the course.The acquired data and literature analysis show that the usage of BFB has a potential in migraine treatment in children, it increases the quality of life and reduces learning and reading disorders. An increase in efficiency is possible with the inclusion of relaxation training. To reduce reading and language disorders, a complex system of therapeutic methods, including BFB, coordination exercises of percussion instrument play, relaxation and cognitive training sessions should be developed.

Keywords

EN

learning disorders; dyslexia; biofeedback; sensorimotor coordination; acquisition; playing percussion; migraine

• Publisher: Sciendo
• Journal: Ad verba liberorum
• Year: 2011
• Volume: 3
• Issue: 1
• Pages: 32-45

Dates

published

2011-12-01

online

2012-08-21

Contributors

author

Daina Voita

author

Evita Vaļēviča

• Research Institute of Cardiology, Latvia University of Latvia, Riga, Latvia

author

Māra Marnauza

• Riga Teacher Training and Educational Management Academy, Scientific Research Institute of Pedagogy and Psychology, Riga, Latvia

author

Tālis Gžibovskis

• Riga Teacher Training and Educational Management Academy, Scientific Research Institute of Pedagogy and Psychology, Riga, Latvia

author

Anda Kauliņa

• Riga Teacher Training and Educational Management Academy, Scientific Research Institute of Pedagogy and Psychology, Riga, Latvia

References

• Anvari, S. H., Trainor, L. J., Woodside, J. & Levy B. Z. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83, pp. 111-130.
• Attanasio, V., Andrasik, F., Burke, E., Blake, D., Kabela, E., McCarran, M. (1985). Clinical issues in utilizing biofeedback with children. Clinical Biofeedback and Health, 8: pp. 134-141.
• Behavioral Medicine Research and Training Foundation (2011). Biofeedback [online]. [Accessed 15 March, 2011]. Available from:
• Blakemore, S. J. & Frith, U. (2000). The implications of recent developments in neuroscience for research on teaching and learning. Institute of Cognitive Neuroscience. pp. 211-229.
• Blanchard, E. B. & Andrasik, F. (1987). Biofeedback treatment for vascular headache. In Hatch, J. P., Fisher, J. G. & Rugh, J. D. (Ed.), Biofeedback: Studies in clinical efficacy. New York: Plenum Press., p.313.
• Blanchard, E. B. & Kim, M. (2005). The Effect of the Definition of Menstrually-Related Headache on the Response to Biofeedback Treatment. Applied Psychophysiology and Biofeedback, 30(1). pp. 53-63.[Crossref]
• Civier, O., Tasko, S. M., Guenther, F. H. (2010). Overreliance on auditory feedback may lead to sound/syllable repetitions: Simulations of stuttering and fluency-inducing conditions with a neural model of speech production. Journal of Fluency Disorders. pp. 246-279.
• Dubin, D. (2005) EEG biofeedback for reading disability. Child Adolescent Psychiatric Clinicals. (14) pp. 137-162.
• Fentress, D. W., Masek B. J., Mehegan J. E., Benson H. (1986). Biofeedback and relaxation -response training in the treatment of pediatric migraine. Developmental Medicine & Child neurology. (28). pp. 139-146.
• Flohr, J. W., Miller, D. C., DeBeus, R. (2000). EEG studies with young children. Music Educators Journal. 87(2). pp. 28-32.
• Foster, P. S. (2004). Use of the Calmset 3 Biofeedback/Relaxation System in the Assessment and Treatment of Chronic Nocturnal Bruxism. Applied Psychophysiology and Biofeedback 29 (2). pp. 141-147.[Crossref]
• Fried, R. G. & Hussain, S. H. (2008). Nonpharmacologic management of common skin and psycho - cutaneous disorders. Dermatologic Therapy. 21. pp. 60-68.
• Fried, R. G. (2002). Non pharmacologic treatments in psychodermatology. Dermatologic Clinics, 20(1). pp. 177-185.[Crossref]
• Gaab, N., Gaser, C. & Zaehle. (2005). Neural correlates of rapid spectrotemporal processing in musicians and nonmusicians, Annals of the New York Academy of Sciences, (1069). pp. 82-88.
• Glenberg, A. M., Gallese, V. (2011). Action-based language: A theory of language acquisition, comprehension, and production. Cortex. pp. 1-18.
• Greene M. G. (1991). The Harriet Lane Handbook, 12th ed, pp. 151-152. St Louis, MO: Mosby Yearbook.
• Gromko, J. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of College Reading and Learning. 53(3). pp. 199-209.
• Gžibovskis, T., Marnauza, M., Voita, D., Perepjolkina V. (2009). Development of youth sensomotor coordination in acquisition of playing percussion instruments. Signum Temporis. 2(1). pp 12-21.
• Hallam, S. (2010) ‘The power of music: its impact of the intellectual, personal and social development of children and young people. International Journal of Music Education. 38 (3). pp. 269-289.
• Hermann, C., Kim, M. & Blanchard, E. B. (1995). Behavioral and prophylactic pharmacological intervention studies of pediatric migraine: an exploratory metaanalysis. Pain. 60 (3). pp. 239-255.
• Humpal, M. E. & Wolf, J. (2007). Music in the Inclusive Classroom. Young Children. 58(2). pp. 103-107.
• Jēgere, D., Puriņa, I., Voita, D., Ābele U. (2005). "Galvassāpju sastopamība Rīgas skolniekiem.-Bērnu un jauniešu veselība 2004./2005. mācību gadā" / "Prevalence of headache among schoolchildren in Riga. Children and adolescent health in year 2004/2005"/. Rīgas domes organizētās konferences "Bērnu un jauniešu veselība" tēzes Rīgas dome, 21.-23. lpp.
• Kabbouche, M. A. & Gilman, D. K. (2008). Management of migraine in adolescents. Neuropsychiatric Disease Treatment. 4(3). pp. 535-548.
• Kaiser, D., Othmer, S. (2000) Effect of neurofeedback on variables of attention in a large multi-central trial. Journal of Neurotherapy. (3). pp. 17-50.
• Kardachi, B. J. & Clarke, N. G. (1977). The use of biofeedback to control bruxism. Journal of Periodontology. 48(10). pp. 639-642.[Crossref]
• Klicpera, C., Schabmann, A. & Gasteiger-Klicpera, B. (2003). Legasthenie. Modelle, Diagnosen, Therapie und Förderung. München: Ernst Reinhardt. S.312.
• Klicpera, C., Schabmann, A., Gasteiger-Klicpera, B. (2007). Legasthenie. Modelle, Diagnose, Therepie und Förderung. GmbH&Co KG, Verlag, München. S.311.
• Learning Disabilities Association of America [online]. (2011) [Accessed 20 August, 2011]. Available from:
• Lobezoo, F., Van der Zaag J., Naeije M. (2006). Bruxism: its multiple causes and its effects on dental implants-an updated review. Journal of Oral Rehabilitation. (33) pp. 293-300.[Crossref]
• Magne, C., Schon, D. & Besson, M. (2006). Musician children detect pitch violations in both music and language better than nonmusician children: behavioural and electrophysiological approaches. Journal of Cognitive Neuroscience. (18) pp. 199-211.
• Martin, P. R., Forsyth, M. R., & Reece J. (2007). Cognitive-behavioral Therapy Versus Temporal Pulse Amplitude Biofeedback Training for Recurrent Headache. Behavior Therapy. (38) pp. 350-363.[Crossref][PubMed]
• McCrory, D. C., Penzien, D. B., Hasselblad, V. & Gray, R. N. (2001). Evidence report: Behavioral and physical treatments for tension type and cervicogenic headache. Des Moines, IA. Foundation for Chriopractic Education and Research (Product No. 2085).
• Moreno, S. & Besson, M. (2006). Musical training and language-related brain electrical activity in children. Psychophysiology. (43). pp. 287-291.[Crossref]
• Mullally, W., Hall, K. & Goldstein, R. (2009). Efficacy of Biofeedback in the Treatment of Migraine and tension Type Headaches. Pain Physician. (12) pp. 1005-1011.[PubMed]
• Nestoriuc, Y. & Martin, A. (2007). Efficacy of biofeedback for migraine: A meta-analysis. Pain. 128. pp. 111-127.
• Nestoriuc, Y., Martin, A., Ref, W. & Andrasik. F. (2008). Biofeedback Treatment for Headache Disorders: A Comprehensive Efficacy Review. Journal of Applied Psychophysiology and Biofeedback. (33) pp. 125-140.[Crossref]
• Patel, A. D. (2003). Language, music, syntax and the brain. Nature Science Nat. Neurosci. 67 (6). pp. 674-681.
• Patel, A. D. (2009). Music and the Brain. In Hallam, S., Cross, I & Thaut, M. (Ed.) The Oxford Handbook of Psychology of Music. Oxford: Oxford University Press, pp. 208-216
• Penzien, D. B., Rains, J. C., & Andrasik F. (2002). Behavioral Management of Recurrent Headache: Three Decades of Experience and Empiricism. Applied Psychophysiology and Biofeedback. 27 (2). pp. 163-181.[Crossref]
• Peynircioglu, Z., Durgunoglu, A. Y. & Uney-Kusefoglu, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25(1), pp. 68-80.[Crossref]
• Powers, S. W. & Hershey A. D. (2005). Biofeedback for childhood migraine. In: BC Decker, B.C & Inc, B. L. M. Current Management in Child Neurology. pp. 67-70.
• Sarafino, E. P. (2008). Health psychology: Biopsychosocial interactions. John Wiley & Sons, Inc., USA. p. 321.
• Schulte-Körne, G. (2009). Elternrategeber Legasthenie. Weltbild GmbH, Ausburg. München. S.180.
• Schwartz, M. S. & Andrasik, F. (2003). Biofeedback. A practitioner's guide. In Schwartz, M. S. & Andrasik F (Ed.) Third edition. Headache. The Guilford press, London. pp. 275-348.
• Shane, R. Jimerson, Sarah, M. W. (2005). Alternative to Grade Retention. National Association of Schools Psychologists. Conseling 101, 02.2005.
• Shenefelt, P. D. (2005). Complementary Psychocutaneous Therapies in Dermatology. Dermatologic Clinics. 23, pp. 723-734.[Crossref]
• Siniatchkin, M., Hierundar, A., Kropp, P. (2000). Self-regulation of slow cortical potentials in children with migraine: an exploratory study. Applied Psychophysiology and Biofeedback. 25, pp. 13-32.[Crossref]
• Tallal, P. & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in Neurosciences. (29), pp. 382-370.[Crossref]
• Tansey, M. A., Bruner, R. L. (1983). EMG and EEG biofeedback training in the treatment of a 10-year old hyperactive boy with developmental reading disorder. 8(1), pp. 25-37.
• TeenHelp.com [online]. (2011) [Accessed 27 August, 2011]. Available from:
• Thornton, K. (2002). Rehabilitation of memory functions with EEG biofeedback. Neurorehabilitation. 17(1). pp. 69-81.
• Wenck. L. S. & Leu, P. W. (1996). Evaluating the efficacy of a biofeedback intervention to reduce children's anxiety. Journal of Clinical Psychology. 52(4). pp. 469-473.
• Wong, P. C. M., Skoe, E., Russo, N. M., Dees, T., & Kraus, N. (2007). Musical experience shapes human brainstem encoding of linguistic pitch patterns. Nature Neuroscience. 10, pp. 420-422.

Identifiers

DOI

10.2478/v10196-011-0024-z