Arina S., 7 year old. Diagnosis: minimal mental dysfunction (MMD), hypertensive syndrome, syndrome vertebrobasilar insufficiency, neuroasthenic syndrome, retard mental development (RMD), general speech delay 3 -th level, dysgraphia. Tests showed that she was adequate and sociable. Her self-service habits had been formed. She prefered single games, got tired of children group - it made her anxious and tense. Sometimes she spoke about herself as a third person. She could count up to 10, knew geometric figures, understood the meaning of the text, consisting of familiar words. Her motor functions were well developed, she had a neat handwriting. She had difficulties in auditory memory. She was interested in playing, learning and was good at learning, at the same time without repetition she quickly forgot everything. She mixed up tenses, hardly distinguished lexic-grammar parts of the words. Her phonemic hearing was disturbed.Her speech was full of grammar mistakes, she confused endings and prepositions. But her reading and dictations didn't have mistakes.
She had 6 sessions of tDC during two month. By the end of the course the speech teacher marked fast reading, improvement in reading, understanding of Speech grammar; auditory-speech memory and attention improved. She managed to analyse sounds, words, made up small stories after the pictures. By the middle of the first form she showed following results: increase in the speed of reading up to 85 words per minute, good text understanding, counting up to 20. She coped with the school programme for the children with RMD excellently. She can be moved to a secondary school.
So, children with retarded mental development who had no good effect from traditional classical correction therapy, had good results after adequate use of tDC: marked progress in corrective process and improvement in social adaptation of children.
These changes begin from the forming of steady interest in learning, general increase in the activity, efficiency (growth of energetic potential), the strengthening of positive emotions, communicative functions. The success of complex therapy using TCMP (tDCS) depends on many factors: heaviness of initial defect in mental development, form of neurological symptomatology, compensatory abilities of CNS, child's learning ability, regularity of treatments and psychological and pedagogical correction, and, moreover, it depends on the family relations and their concern in the problems of child's development.
