This thesis explores how neurotherapeutic programs have been implemented independently in schools across the nation and how educators could encourage the growth of neurotherapy programs in schools. Neurofeedback has proven to be a successful means of reducing or alleviating symptoms associated with a vast array of psychological and or physical pathologies that have a neurological origin. If untreated, such symptoms may impair learning or adversely impact behavior in a classroom setting. The primary purpose of this study is to investigate how neurotherapy programs have been implemented in schools. This research will address how educators can overcome challenges inherent in such an endeavor. Though neurofeedback has been applied within a small number of formal education programs, the goal is to uncover how such programs could succeed on a larger scale. Successful programs could serve as adequate models for future school-neurotherapy programs.
|Commitee:||Rendon, Patricia, Sharp, Lloyd|
|Department:||Education / School Guidance Counseling|
|School Location:||United States -- Arizona|
|Source:||MAI 48/05M, Masters Abstracts International|
|Subjects:||Neurosciences, Neurobiology, Educational psychology, Counseling Psychology, Educational technology|
|Keywords:||Biofeedback, Educational, Implementation, Neurofeedback, Neurotherapeutic, Neurotherapy|
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