Historical Overview of Attention Deficit-Hyperactivity Disorder and Neurofeedback: Implications for Academic Achievement, Assessment, and Intervention in Schools

Marca, Jeffry P. La

doi:10.1007/s40688-017-0155-9

Cited by 4 publications

(5 citation statements)

References 91 publications

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“…Despite suggestions that CT, or NF, or NCT should be used in school contexts [ 9 , 19 ], understanding how to do this in a way that generates the expected outcomes and does not negatively affecting academic learning will require in-depth investigation. One of the critical factors is “buy-in” or acceptance of the approach by teachers and other stakeholders (e.g., school administrators).…”

Section: Discussionmentioning

confidence: 99%

“…Typical goals of neurofeedback training for children with ADHD involve enhancing higher frequency brain activity (e.g., alpha and beta), as well as inhibiting lower frequency activity, e.g., delta and theta; see a review by [ 6 ]. Previous studies have reported positive outcomes of CT or NF in reducing the core symptoms of neurodevelopmental disorders such as ADHD [ 7 , 8 ], as well as improving psychosocial outcomes [ 9 ]. These approaches can also facilitate the learning process in young children with typical development [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

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Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions

Jiang

Johnstone

2022

Children

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Neurocognitive training has been shown to improve a range of cognitive/executive functions and behavior in children. Delivering this training in a school context may enhance its ecological validity and improve training outcomes. The current study examined the efficacy of two school-based neurocognitive training approaches for enhancing executive functions (EF) in typically developing children: neurocognitive training with no teacher positive feedback (NCT), and neurocognitive training with teacher positive feedback (NCT-TPF). Using a randomized control design, 45 children were randomly allocated to the no-training control, NCT, or NCT-TPF group and completed pre- and post-training assessments on the core executive function (EF) domains of inhibitory control, working memory, and task switching. Teachers’ subjective acceptance of the two training protocols was investigated to explore potential ecological validity. The two training groups completed six sessions of training in a kindergarten over a 3-week period. The results showed significant post-training improvements in an untrained inhibitory control task for both training groups when compared with the control group. Different effects were found for each group for the untrained task switching task. While reduced reaction time (RT) in correct Color and Shape trials at Time 2 were reported for the NCT-TPF group, there was no difference compared to the control group for the NCT group. The NCT group showed increased RT in Switch trials but reduced Shape errors compared to controls at Time 2, while these effects were not significant for the NCT-TPF group. An unexpected outcome was that children in both training conditions did not show a significant improvement in an untrained working memory task. Teachers’ subjective acceptance consistently supported including positive feedback as part of NCT. While further research is needed, these results support use of neurocognitive training and/or neurocognitive training with teacher positive feedback for typically developing children in a school context.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions

Jiang

Johnstone

2022

Children

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“…Since only two participants where rated into the low compliance category, they were merged with the neutral compliance group into a Neutral Compliance (NC) group. In order to facilitate the analysis, we grouped sessions into three periods: early (sessions 1-5), middle (sessions 10-15) and late sessions (sessions [20][21][22][23][24][25].…”

Section: Discussionmentioning

confidence: 99%

“…Still, side effects such as anxiety, emotional lability, headaches, nausea and insomnia are common and occur in between 20% to 50% of medicated children [17][18][19][20]. In addition, an equally large percentage of individuals with ADHD show little to no response to pharmacological treatment, or are forced to terminate treatment due to mood instability or hypomania [18,21]. Finally, long-term effects of pharmacological treatment are not well investigated, and concerns have been raised regarding the effectiveness of long-term symptom suppression and long-term side effects, in particular height suppression [22], lower body-mass-index [23] and cardiovascular functioning [24].…”

Section: Introductionmentioning

confidence: 99%

Neurofeedback in ADHD: A qualitative study of strategy use in slow cortical potential training

et al. 2020

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Neurofeedback (NF) as a treatment for children and adolescents with attention deficit hyperactivity disorder (ADHD) has gained growing interest in recent years. Most research has been quantitative, focusing on treatment outcomes, while qualitative approaches exploring the treatment process and participants' experiences are scarce. The objective of this study was to examine NF participants' use of cognitive and other strategies for approaching and solving NF tasks, their development over the course of the training and the influence of participants' compliance. Method We collected 130 short semi-structured interviews following treatment sessions from 30 participants with ADHD receiving NF using slow cortical potential training (SCP). The interviews were transcribed verbatim and analyzed using thematic analysis. Themes where evaluated for changes overtime and between participants with high/low treatment compliance. Interviews from 14 participants who had undergone at least five completed interviews were examined in more depths, aiming to establish typical strategy/training profiles. Results We identified 16 strategies covering four domains: cognitive, physiological, emotional and unspecified. Typical of most strategies were that they served as a vehicle to regulate mental arousal. Overall, no clear patterns of changes over time were found. Highly compliant participants reported to use the strategies from the emotional domain and the strategy focus more frequently than neutral compliant participants did, while neutral compliant participants reported the use of the strategies muscular activity and passivity more often than participants did with high compliance. Across participants, three strategy profiles were derived, those who handled the task by manipulating their state of mind in relation to the NF task, those who were mainly manifest and concrete towards the task, and those who were mostly unaware of what they were doing. These profiles differed in self-regulatory performance,

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“…19 Many meta-analysis studies that have reviewed neurofeedback treatment in ADHD have shown the short-term and follow-up effects in the symptoms of ADHD [20][21][22] Standard neurofeedback training protocols, including TBR, sensorimotor rhythm(SMR), and slow cortical potential(SCP), have been considered viable treatment alternatives for ADHD [21][22][23] Indications are that neurofeedback can find considerable utility as an intervention strategy in academic settings for individuals with ADHD. 24 Neurofeedback is a complementary and alternative treatment for many brain dysfunctions. Learning theory, including operant conditioning and classical conditioning, explains the changing mechanisms.…”

Section: Introductionmentioning

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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Historical Overview of Attention Deficit-Hyperactivity Disorder and Neurofeedback: Implications for Academic Achievement, Assessment, and Intervention in Schools

Cited by 4 publications

References 91 publications

Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions

Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions

Neurofeedback in ADHD: A qualitative study of strategy use in slow cortical potential training

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

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