Open AccessTranscranial direct current stimulation to enhance mathematical performance in school going developmental dyscalculic children: A single group pretest-posttest, quasi experimental study
Author(s) -
Adarsh Kumar Srivastav,
Sharmistha Chatterjee
Publication year - 2021
Publication title -
revista de pesquisa em fisioterapia
Language(s) - English
Resource type - Journals
ISSN - 2238-2704
DOI - 10.17267/2238-2704rpf.v11i3.3826
Subject(s) - transcranial direct current stimulation , medicine , dyscalculia , intervention (counseling) , physical therapy , numeracy , physical medicine and rehabilitation , stimulation , psychology , audiology , dyslexia , psychiatry , reading (process) , political science , law , pedagogy , literacy
INTRODUCTION: Developmental dyscalculia (DD) deals with impaired mathematical performance and affects the educational and day-to-day activities of children. There is evidence that transcranial direct current stimulation (tDCS) applied to the posterior parietal cortex facilitates the hypoactive neuronal structure and improves mathematical performance in individuals with DD. OBJECTIVE: The objective of this study is to investigate whether tDCS adjuvant with conventional numeracy training (CNT) would enhance the mathematical abilities of school-going children affected with DD. MATERIALS AND METHODS: Thirteen school-going children affected with DD received tDCS and CNT three sessions per week for up to 2 consecutive weeks. Left anodal and right cathodal stimulation at P3/P4 region with 2mA intensity combined with CNT for 30 minutes in a day was given. Learning disability diagnostic inventory (LDDI) was used as an outcome measure and collected at baseline and the end of the 2-week intervention. RESULTS: There was a significant improvement in the mathematical performance of school-going children. The results show statistically as well as a clinically significant improvement after the 2 weeks of intervention. CONCLUSIONS: tDCS combined with CNT is effective for improving the mathematical abilities of school-going children affected with DD. The findings of this study provide a new perspective for the rehabilitation of school-going DD children.