Evaluation of artifact-corrected electroencephalographic (EEG) training: a pilot study

Marca, Jeffry P. La; Cruz, Daniel Marinho Cezar da; Fandino, Jennifer; Cacciaguerra, Fabiana; Fresco, Joseph J; Guerra, Austin T

doi:10.1007/s00702-018-1877-1

Cited by 7 publications

(6 citation statements)

References 37 publications

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“…After receiving neurofeedback treatment without any supportive counseling or coaching, all of them improved across the nine global and standard score measures of auditory and visual processing. Thus, the benefits of artifact corrected type neurofeedback demonstrated potential to help children improve their attentional functioning, which is consistent with the findings of La Marca et al (2018) and consistent with the findings of improved attentional functioning of McReynolds et al (2017).…”

Section: Discussionsupporting

confidence: 86%

Using Neurofeedback to Improve ADHD Symptoms in School-Aged Children

McReynolds

Villalpando

Britt

2018

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The diagnosis and treatment of the behaviors associated with attention-deficit/hyperactivity disorder (ADHD) predominantly involves pharmacological interventions. Many children experience significant negative side effects (e.g., appetite suppression, insomnia, headaches, stomachaches, irritability, and impaired height) from the initial and continued use of stimulant medication. Consequently, many parents are motivated to consider alternative treatments for ADHD such as neurofeedback. This paper presents an archival review of the improvements in auditory and visual attention and response control after 40 sessions of artifact-corrected neurofeedback for 51 children ages 6 to 17 with ADHD. Initially, the majority of these clients were identified as having severe to extreme auditory and visual attention impairments. The IVA-2 CPT was administered prior to treatment and after 20 and 40 treatment sessions were completed. After 20 sessions of neurofeedback significant improvements of both auditory and visual attention and response control were found with small to large size effects. The clients continued to improve after an additional 20 sessions, with medium to large size effects after 40 sessions. At completion of treatment the mean of eight of the nine attention and response control scores fell within the "normal" range.

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Section: Discussionsupporting

confidence: 86%

Using Neurofeedback to Improve ADHD Symptoms in School-Aged Children

McReynolds

Villalpando

Britt

2018

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“…As revealed in our sessions' observations, one participant used facial EMG interference to increase his SMR activity. As mentioned by La Marca et al (2018), controlling for artifact has a large effect on measurable outcomes and can be beneficial to improve the robustness of the training (La Marca et al, 2018). Offline EEG data processing allowed us to filter out the significant EMG artifacts from the EEG signals, which is the results we present.…”

Section: Discussionmentioning

confidence: 71%

Train Your Brain? Can We Really Selectively Train Specific EEG Frequencies With Neurofeedback Training

Dessy

Maîresse

Puyvelde

et al. 2020

Front. Hum. Neurosci.

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“…51,53 Furthermore,this study also provides evidence of the implications of neurofeedback training for schools’ academic achievement, especially in mathematical ability. 55…”

Section: Discussionmentioning

confidence: 99%

Effects of Twenty Hours of Neurofeedback-Based Neuropsychotherapy on the Executive Functions and Achievements among ADHD Children

Liao

Guo

et al. 2022

Clin EEG Neurosci

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Objective. Neurofeedback can reduce ADHD symptoms; however, current programs are relatively long, with fewer concerns about executive function (EF). The present study aimed to investigate a 20-hour combined computerized training neurofeedback program. Methods. Fifty ADHD children were randomly assigned to either the experimental group (EXP) or the wait-list control group (CON), who took training after the post-tests. The EF measures were the Tower of London (ToL), Wisconsin Card Sorting Test (WCST), and Comprehensive Nonverbal Attention Test (CNAT). SNAP-IV and questionnaires reported by parents constituted the behavioral measures. Two-way repeated-measures ANOVA and bootstrapping dependent t-tests were also used. Results. The F-tests revealed the interaction effects on ADHD symptoms and math scores. The EXP had increased the ToL scores, decreased the error and perseverative error rates on WCST, as well as the dysexecutive index on CNAT in the t-test. Conclusions. The training effects were related to behavioral symptoms and functions, EFs, and generalized achievement performances. We suggest that future studies could apply to different patients and examine the maintenance of the program.

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Evaluation of artifact-corrected electroencephalographic (EEG) training: a pilot study

Cited by 7 publications

References 37 publications

Using Neurofeedback to Improve ADHD Symptoms in School-Aged Children

Using Neurofeedback to Improve ADHD Symptoms in School-Aged Children

Train Your Brain? Can We Really Selectively Train Specific EEG Frequencies With Neurofeedback Training

Effects of Twenty Hours of Neurofeedback-Based Neuropsychotherapy on the Executive Functions and Achievements among ADHD Children

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