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

## TL;DR

This study reviews how transcranial electrical stimulation can help individuals with learning disorders improve their learning and behavior.

## Contribution

The study provides new insights into the transferability of tES interventions for individuals with SLD using the FIELD model.

## Key findings

- Positive transfer effects were observed in all domains of the FIELD model.
- Age, dose, and concurrent interventions significantly impact transferability.
- tES shows potential for enhancing learning and behavior in individuals with SLD.

## 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.