Feedback Controlled Increases in P300 Visual Evoked Potential Amplitudes and Neurological Functioning and Academic Performance in Learning Disabled Children

Results indicated that LD children can learn to control the amplitude of their VEPs. Analysis of variance found that the experimental children were able to significantly raise their baseline VEP amplitudes when provided with feedback. Cognitively, the effects of VEP amplitude increases in LD children were best seen in measures reflecting basic neurological functioning. Tukey's Honesty Significant Differences found LD experimental subjects to have significantly improved scores on the Halsted-Reitan Index for Children when compared to a group of normal children. VEP training appeared to affect the EEG primarily in the right parietal-occipital areas.