Effect of cognitive behavioral intervention on electroencephalographic band powers of children with learning difficulty under eyes-closed and eyes-open conditions

Abstract

Background: Electroencephalography (EEG) plays an important role in assessing children with learning difficulties or related behavioral issues. Understanding EEG alterations in students with learning difficulties is crucial for evaluating cognitive functioning. Objective: The first aim was to examine the effects of the Program for Enhancing Academic and Behavioral Learning Skills (PEABLS), a cognitive-behavioral intervention on absolute and relative EEG band powers under eyes-closed and eyes-open conditions. Another aim was to examine the relationship between relative band powers of EEG waveforms through specific cognitive measurements like IQ, working memory and BGT for perceptual motor skills and organization. Methods: This study had a quasi-experimental pre-test post-test research design and involved a group of 50 students with learning problems. PEABLS, an accessible school-based intervention, was offered to academically low-performing students. EEG recordings were conducted before and after the intervention on prefrontal (FP1 FP2), temporal (T3 T4) and occipital (O1 O2) scalp locations. The data acquired were processed using MATLAB to find the absolute and relative band powers of waveforms. Results: Paired t tests on the recorded EEG data suggested that significant improvements in absolute and relative power values of waveforms were achieved, post-intervention. There were significant increases in relative alpha power values in the prefrontal and temporal regions under both eyes-closed and eyes-open conditions and significant increases in relative theta and delta power in the prefrontal and temporal regions. Pearson's correlation suggested that there was a significant relationship between relative alpha and beta power values in the prefrontal and occipital regions, through the cognitive measurements. Conclusion: PEABLS was significative in bringing changes to EEG band powers.

QEEG Characterizations During Hyperventilation, Writing and Reading Conditions: A Pre–Post Cognitive-Behavioral Intervention Study on Students with Learning Difficulty

“…PEABLS, a cognitive-behavioral intervention, has significantly improved academic, cognitive, and behavioral measurements. 5,30,32 Some significant findings included increased relative alpha power values at the FP1FP2, T3T4, and O1O2 scalp locations during writing and reading conditions. The results showed overall post-intervention changes in relative and absolute power values.…”

“…36 Recipients of PEABLS intervention exhibited improvements in cognitive skills like working memory, verbal and written expressions, self-regulation and resilience skills, and academic skills. 30,32…”

“…In another study, Fernandez et al 29 also reported that EEG absolute power of delta, theta, alpha, and beta bands decreased after twenty-half-hour neurofeedback sessions on children with a learning disability. In a recent study, Kaushik and Jena 30 reported a significant improvement in absolute and relative power values of waveforms achieved post-PEABLS intervention. The study reported a significant increase in relative alpha, theta, and delta band power values in the FP1FP2 and T3T4 scalp regions under both eyes-closed and eyes-open conditions.…”

“…36 Recipients of PEABLS intervention exhibited improvements in cognitive skills like working memory, verbal and written expressions, self-regulation and resilience skills, and academic skills. 30,32 Sampling Fifty students from primary and elementary government-run schools participated in the study. Their age ranged from 8 years to 12 years (mean age = 10.38, SD = 1.39), and they studied in grades 3 to 7 (mean = 4.78, SD = 1.32).…”

“…The beta activity decreases in posterior and temporal regions with tasks requiring sustained attention. Beta activity (15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) has also been related to cognitive activity. Similar results were obtained by Chabot et al, 24 Clarke et al, 25 and Lazzaro et al 26 However, several studies also indicate that early intervention can help manage EEG characterizations during resting and activity conditions.…”