Improvements in Spelling after QEEG-based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study

Phonological theories of dyslexia assume a specific deficit in representation, storage and recall of phonemes. Various brain imaging techniques, including qEEG, point to the importance of a range of areas, predominantly the left hemispheric temporal areas. This study attempted to reduce reading and spelling deficits in children who are dyslexic by means of neurofeedback training based on neurophysiological differences between the participants and gender and age matched controls. Nineteen children were randomized into an experimental group receiving qEEG based neurofeedback (n = 10) and a control group (n = 9). Both groups also received remedial teaching. The experimental group improved considerably in spelling (Cohen’s d = 3). No improvement was found in reading. An indepth study of the changes in the qEEG power and coherence protocols evidenced no fronto-central changes, which is in line with the absence of reading improvements. A significant increase of alpha coherence was found, which may be an indication that attentional processes account for the improvement in spelling. Consideration of subtypes of dyslexia may refine the results of future studies

Design, development and implementation of inclusive education.

In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning 'multilevel contextual learning theory' was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of lnternet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing, and learning procedures were first based on the screening results. The preschools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress

Beyond contact: European perspectives on work with families of children placed away from home

No description supplie

Effectiveness on the Horizon

The thesis Effectiveness on the Horizon gives an account of a study on research into results of child protection measures and the interventions that could take place within this legal framework. The central question of this study is: to what extent, and in what way in The Netherlands between 1945 and 2005 were results of interventions studied that took place within the framework of a legal child protection measure ? This question was answered through an analysis of journal articles from the field of child protection and of research reports published between 1945-2005.This study led to the conclusion that professionals and academics involved in legal child protection measures and the resulting interventions have between 1945-2005 always been interested in studying the results of these interventions. Also, grounding this work in a scientific knowledge base has been a constant ambition. At the same time, ideas about how a ‘good result’ can be defined, operationalized and studied in research changed during the second half of the twentieth century. It also became clear that ideas about how to study results changed over time and that throughout the period studied there was discussion regarding this topic. Therefore, those involved in developing, studying and carrying out interventions should always be aware of what exactly is seen as a ‘good result’ and reflect on the question of what this means for research methods