Objective

2

To observe the therapeutic effect of auricular acupoint pressing combined with visual cognitive training in children with Chinese developmental dyslexia (DD).

Methods

2

A total of 50 children with Chinese DD were randomly divided into an observation group (25 cases

2 cases dropped out) and a control group (25 cases

2 cases dropped out). The control group received visual cognitive training for 40 min

once a week. The observation group received auricular acupoint pressing treatment in addition to the same visual cognitive training. The selected auricular acupoints included Shenmen (TF

4

)

subcortex (AT

4

)

Kidney (CO

10

)

Heart (CO

15

)

Liver (CO

12

)

and Spleen (CO

13

)

applied alternately to both ears

once a week. Parents of both groups were instructed to provide 15-minute daily home-based reinforcement training according to the dayʹs session. The treatment lasted for 3 months. Before and after treatment

the motor-free visual perception test-4 (MVPT-4)

visual-motor integration (VMI)

and the strengths and difficulties questionnaire (SDQ) scores in the two groups were assessed.

Results

2

Compared with before treatment

the observation group showed significant increases in MVPT-4 sub-scores of visual discrimination

visual memory

spatial relations

visual closure

and total score after treatment (

P

<

0.05)

while the control group showed significant improvement in MVPT-4 sub-score of visual memory and total score (

P

<

0.05). Both groups had increased VMI sco

res and SDQ scores of prosocial behavior (

P

<

0.05). In the observation group

SDQ score for hyperactivity/inattention was significantly decreased (

P

<

0.05). After treatment

the observation group had higher MVPT-4 visual discrimination and total scores

and higher VMI score (

P

<

0.05) and lower SDQ emotional symptom score compared with the control group (

P

<

0.05).

Conclusion

2

Auricular acupoint pressing combined with visual cognitive training can improve visual perception and visual-motor integration in children with Chinese DD

reduce hyperactivity/inattention behaviors

and enhance prosocial behavior.