The effectiveness of transcranial electrical stimulation in individuals with specific learning disorder (SLD): systematic review and transfer analysis.

IF 3.6 2区医学 Q1 CLINICAL NEUROLOGY

Journal of Neurodevelopmental Disorders Pub Date : 2025-11-05 DOI:10.1186/s11689-025-09623-7

Vahid Nejati, Fateme Ghafuri, Katayoon Hosseini, Roozbeh Behroozmand

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Abstract

This comprehensive review aimed to investigate the transferability of transcranial electrical Stimulation (tES) interventions in individuals with specific learning disabilities (SLD) based on the FIELD model, encompassing function, implements, ecology, level, and durability. A systematic search of electronic databases yielded a total of 13 eligible studies, 11 transcranial direct current stimulation (tDCS), 1 transcranial random noise stimulation (tRNS), and 1 transcranial alternating current stimulation (tACS), encompass 286 individuals with SLD, for inclusion. The overall effect size analysis revealed positive transfer effects in all domains of FIELD, indicating the potential effectiveness of non-invasive brain stimulations (NIBS) interventions in enhancing various aspects of learning and behavior in individuals with SLD. The subgroup analysis further underscored the positive impact of age, dose, and concurrent intervention on transferability. In conclusion, this study contributes valuable insights into the transferability of tES interventions and holds promise for improving learning and behavioral outcomes in individuals with SLD.

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经颅电刺激治疗特殊学习障碍（SLD）的有效性：系统回顾和转移分析。

本综述旨在研究基于FIELD模型的经颅电刺激（tES）干预在特殊学习障碍（SLD）个体中的可转移性，包括功能、手段、生态、水平和持久性。通过对电子数据库的系统检索，共获得13项符合条件的研究，其中11项为经颅直流电刺激（tDCS）， 1项为经颅随机噪声刺激（tRNS）， 1项为经颅交流电刺激（tACS），涉及286例SLD患者。总体效应量分析显示，在FIELD的所有领域都存在正迁移效应，这表明非侵入性脑刺激（NIBS）干预在增强特殊障碍患者学习和行为的各个方面具有潜在的有效性。亚组分析进一步强调了年龄、剂量和同时干预对可转移性的积极影响。总之，本研究为tES干预的可转移性提供了有价值的见解，并有望改善特殊障碍患者的学习和行为结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Neurodevelopmental Disorders 医学-临床神经学

CiteScore

7.60

自引率

4.10%

发文量

审稿时长

>12 weeks

期刊介绍： Journal of Neurodevelopmental Disorders is an open access journal that integrates current, cutting-edge research across a number of disciplines, including neurobiology, genetics, cognitive neuroscience, psychiatry and psychology. The journal’s primary focus is on the pathogenesis of neurodevelopmental disorders including autism, fragile X syndrome, tuberous sclerosis, Turner Syndrome, 22q Deletion Syndrome, Prader-Willi and Angelman Syndrome, Williams syndrome, lysosomal storage diseases, dyslexia, specific language impairment and fetal alcohol syndrome. With the discovery of specific genes underlying neurodevelopmental syndromes, the emergence of powerful tools for studying neural circuitry, and the development of new approaches for exploring molecular mechanisms, interdisciplinary research on the pathogenesis of neurodevelopmental disorders is now increasingly common. Journal of Neurodevelopmental Disorders provides a unique venue for researchers interested in comparing and contrasting mechanisms and characteristics related to the pathogenesis of the full range of neurodevelopmental disorders, sharpening our understanding of the etiology and relevant phenotypes of each condition.