Basic Informations
C.V
Bachelor of Special Needs Sciences.
Intellectual Disability Department, Faculty of Special Needs Sciences, Beni Suef University.
Grade: Excellent with honors (A-), (Total GPA: 3.8/4), ranked first in the department.
Special Diploma, Faculty of Special Needs Sciences.
Intellectual Disability Department, Faculty of Special Needs Sciences, Beni Suef University.
Grade: B+, (Total GPA: 3.62/4), ranked first in the department.
Training Scholarship of International Cooperation Entitled Introduction to International Cooperation.
Hiroshima University, Japan.
Pre-Masters, Faculty of Special Needs Sciences.
Intellectual Disability Department, Faculty of Special Needs Sciences, Beni Suef University.
Grade: Excellent with honors (A-), (Total GPA: 3.9/4).
Master’s Degree, Faculty of Special Needs Sciences.
Intellectual Disability Department, Faculty of Special Needs Sciences, Beni Suef University.
Master Title
Neurofeedback Techniques to improve some cognitive processes in children with mild intellectual disability
Master Abstract
The present study sought to examine the effect of neurofeedback techniques to improve some cognitive processes in children with mild intellectual disability. A quasi-experimental approach was employed, with a sample comprising 7 children (four boys and three girls) diagnosed with mild intellectual disability. Their chronological ages fell between (8-12) years with an average chronological age of 11.14 years and with a standard deviation of 1.46, while their Intelligence Quotient (IQ) ranged between (55-70) with an average IQ of 65 and a standard deviation of 6.42. The study utilized several assessment tools, including the Stanford-Binet Intelligence Scale, Fifth Edition (Abd El-Samee, 2003/2017), and the Adaptive Behavior Scales (ABS) (Abd El-Mawgoud Abdel-Samee, 2016). Additionally, the socio-economic and cultural level of the Egyptian family was measured using a scale prepared by (Ayman Salem, 2018). Additionally, the Researcher prepared Cognitive Processes Scale for children with disability. Moreover, an intervention program was designed by the Researcher: a neurofeedback-based program to improve some cognitive processes in children with mild intellectual disability. The study results indicated statistically significant differences between the mean ranks of the scores of the experimental group between the pre- and post- assessments, with the differences favoring the post-assessment. Additionally, no significant differences were found between the post- and follow-up assessments within the experimental group.
PHD Title
Neurofeedback Techniques to improve some cognitive processes in children with mild intellectual disability
PHD Abstract
The present study sought to examine the effect of neurofeedback techniques to improve some cognitive processes in children with mild intellectual disability. A quasi-experimental approach was employed, with a sample comprising 7 children (four boys and three girls) diagnosed with mild intellectual disability. Their chronological ages fell between (8-12) years with an average chronological age of 11.14 years and with a standard deviation of 1.46, while their Intelligence Quotient (IQ) ranged between (55-70) with an average IQ of 65 and a standard deviation of 6.42. The study utilized several assessment tools, including the Stanford-Binet Intelligence Scale, Fifth Edition (Abd El-Samee, 2003/2017), and the Adaptive Behavior Scales (ABS) (Abd El-Mawgoud Abdel-Samee, 2016). Additionally, the socio-economic and cultural level of the Egyptian family was measured using a scale prepared by (Ayman Salem, 2018). Additionally, the Researcher prepared Cognitive Processes Scale for children with disability. Moreover, an intervention program was designed by the Researcher: a neurofeedback-based program to improve some cognitive processes in children with mild intellectual disability. The study results indicated statistically significant differences between the mean ranks of the scores of the experimental group between the pre- and post- assessments, with the differences favoring the post-assessment. Additionally, no significant differences were found between the post- and follow-up assessments within the experimental group.