The Effect of Transcranial Direct Current Stimulation (tDCS) on Visual-Auditory Working Memory and Attention in Students with Dysgraphia

Dysgraphia is one of the psychoneurological problems that leads to academic failure, learning disabilities and also psychological problems in students In this purpose we evaluate the effect of transcranial direct current stimulation (tDCS) on the visual-auditory working memory and attention in elementary students with Dysgraphia.

In this study, the experimental method of pretest-posttest with the control group was used. The statistical population includes all male students of primary school in learning disorders in Saqqez city in 2020. A sample of 24 students (7 to 12 year old) was selected through a targeted sampling method that confirmed by a psychologist and psychiatrist and then with a clinical interview based on diagnostic criteria DSM-V were diagnosed with dysgraphia based on diagnostic criteria. The subjects were randomly divided into experimental and control groups, then the tests were performed before and after treatment by the n-back test and the researcher-made dictation test was evaluated, the intervention group consisted of 15 sessions of one-day, 1.5mA for 20 minutes in the DLPFC area under the treatment of transcranial direct current stimulation. Data were analyzed using SPSS 20 software, using covariance analysis.

Analysis of research data using central indicators, mean and standard deviation and variance, as well as covariance analysis, showed that there was a significant difference in visual auditory working memory and attention between the characteristics of children undergoing transcranial direct current stimulation (tDCS) and control group children.

The anodal stimulation DLPFC increased and improved individual performance on tasks involving visual –auditory working memory and has led to improved dysgraphia in children.