1- Azad University
2- Science and Arts University
2- Science and Arts University
Abstract: (24 Views)
Background & Objective: A learning disorder is a neurodevelopmental disorder that occurs in very young children, yet is usually not diagnosed until the child reaches school age. Learning disabilities can be lifelong conditions. Some people may have multiple learning disabilities that overlap. Other people may have a single, isolated learning problem that has little impact on their lives. A learning disability is a condition in the brain that causes problems with understanding or processing information and can be caused by several different factors. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Trial Edition defines a learning disability as a neurodevelopmental disorder that interferes with the ability to learn or use specific academic skills (reading, writing, or arithmetic), which are the foundation of other academic learning. Learners with a learning disability have more difficulty learning than most of their peers. A learning disability is identified by poor academic performance that is not caused by intellectual or sensory deficits. They need attention in terms of curriculum adaptation, teaching methods, and additional or specialized educational and learning materials, among other needs. Considering the various neuropsychological problems reported in students with learning disabilities and the emotional regulation problems that these students have expressed, treating problems related to emotional regulation in these students can reduce their academic problems. Therefore, considering that no study has been reported so far to investigate the effectiveness of transcranial Direct Current Stimulation on the emotion regulation of adolescents with learning disabilities, the aim of this study is to investigate the effectiveness of transcranial Direct Current Stimulation on the emotion regulation of adolescents with learning disabilities.
Methods: This study was a quasi-experimental study with a pre-test and post-test design with a control group. Among the 12–18-year-old students with learning disabilities who referred to counseling and psychology clinics in Yazd, 30 eligible volunteers were selected using a convenience sampling method and entered the study. 15 of them were randomly assigned to the intervention group and 15 to the control group. The emotion regulation variable was compared using the Cognitive Emotion Regulation Questionnaire (Granovsky, 2007) at two time points before and after transcranial direct electrical stimulation of the brain. Data analysis was performed using SPSS version 19 software and using the analysis of covariance statistical test. The significance level of the tests was 0. 05.
Results: Data analysis showed that the score of the Cognitive Emotion Regulation Questionnaire in adolescents with learning disabilities in the intervention group and after receiving direct electrical stimulation increased significantly compared to the control group (P=0.001).
Conclusion: In explaining the results of this study, it can be said that, considering the theories of dysfunctional and dual pathways, increasing inhibitory demands in our task through anodal stimulation of the left dorsolateral prefrontal cortex combined with cathodal stimulation of the right dorsolateral prefrontal cortex promotes greater cognitive control over emotional stimuli and prevents impulsive and emotional responses. Furthermore, improving the accurate estimation of the value and arousal of emotional stimuli by stimulating the left anodal/right cathodal dorsolateral prefrontal cortex facilitates the ability of participants to engage in effortful top-down modulation of their initial emotional responses, which constitutes a critical aspect of emotionality. This stimulation protocol also improves impaired bottom-up emotion/reward processes and reduces the arousal of emotional cues. Therefore, they are less likely to receive a large number of emotional resources. Transcranial direct electrical stimulation of the brain is effective in reducing stress-related emotional reactions. They reported that transcranial direct electrical stimulation of the brain may affect the emotion regulation process to reduce negative emotional responses and reduce negative emotions during emotion regulation, which does this by modulating neurotransmitters such as serotonin and dopamine in the stimulated areas. The results of the present study showed that 10 sessions of 20 minutes of 2 mA transcranial Direct Current Stimulation of the left anodic/right cathodic region of the dorsolateral prefrontal cortex have a significant effect on cognitive emotion regulation in adolescents with learning disabilities and improve cognitive emotion regulation in these adolescents. Therefore, transcranial Direct Current Stimulation can be used as an effective treatment to improve cognitive emotion regulation in adolescents with learning disorder.
Methods: This study was a quasi-experimental study with a pre-test and post-test design with a control group. Among the 12–18-year-old students with learning disabilities who referred to counseling and psychology clinics in Yazd, 30 eligible volunteers were selected using a convenience sampling method and entered the study. 15 of them were randomly assigned to the intervention group and 15 to the control group. The emotion regulation variable was compared using the Cognitive Emotion Regulation Questionnaire (Granovsky, 2007) at two time points before and after transcranial direct electrical stimulation of the brain. Data analysis was performed using SPSS version 19 software and using the analysis of covariance statistical test. The significance level of the tests was 0. 05.
Results: Data analysis showed that the score of the Cognitive Emotion Regulation Questionnaire in adolescents with learning disabilities in the intervention group and after receiving direct electrical stimulation increased significantly compared to the control group (P=0.001).
Conclusion: In explaining the results of this study, it can be said that, considering the theories of dysfunctional and dual pathways, increasing inhibitory demands in our task through anodal stimulation of the left dorsolateral prefrontal cortex combined with cathodal stimulation of the right dorsolateral prefrontal cortex promotes greater cognitive control over emotional stimuli and prevents impulsive and emotional responses. Furthermore, improving the accurate estimation of the value and arousal of emotional stimuli by stimulating the left anodal/right cathodal dorsolateral prefrontal cortex facilitates the ability of participants to engage in effortful top-down modulation of their initial emotional responses, which constitutes a critical aspect of emotionality. This stimulation protocol also improves impaired bottom-up emotion/reward processes and reduces the arousal of emotional cues. Therefore, they are less likely to receive a large number of emotional resources. Transcranial direct electrical stimulation of the brain is effective in reducing stress-related emotional reactions. They reported that transcranial direct electrical stimulation of the brain may affect the emotion regulation process to reduce negative emotional responses and reduce negative emotions during emotion regulation, which does this by modulating neurotransmitters such as serotonin and dopamine in the stimulated areas. The results of the present study showed that 10 sessions of 20 minutes of 2 mA transcranial Direct Current Stimulation of the left anodic/right cathodic region of the dorsolateral prefrontal cortex have a significant effect on cognitive emotion regulation in adolescents with learning disabilities and improve cognitive emotion regulation in these adolescents. Therefore, transcranial Direct Current Stimulation can be used as an effective treatment to improve cognitive emotion regulation in adolescents with learning disorder.
Type of Study: Original Research Article |
Subject:
Psychology
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