Neurofeedback as an Intervention to Improve Reading Achievement in Students with Attention Deficit Hyperactivity Disorder, Inattentive Subtype

Abstract

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a test of shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests-Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement.

Efficacy of Neurofeedback Training on Reading and Spelling Skills of 8 to 12 Years Old Children With Dyslexia

“…NFT no improve speed reading in two participants, due to the low scores in reading accuracy pretest could be noted that trying to increase accuracy of reading with more attention to content cause reading speed was decreased [7]. La Marca [35] mentioned that most participants did not read faster after 40 sessions NFT but their reading accuracy improved. So, it demonstrates that the intervention help participants to read with more attention to the content.…”

Proceedings of the 2014 ISNR Conference

“…However, there remains a veritable dearth of research that specifically examines the use of NF to directly address academic achievement; the literature deals primarily with symptoms of attention. This presentation will examine some of the findings of the first study to directly investigate the impact of NF on measures of reading achievement (La Marca, 2014). An examination of preand post-intervention QEEG and IVA CPT data will be presented.…”

Using Neurofeedback to Improve ADHD Symptoms in School-Aged Children

“…Furthermore, neurofeedback intervention in schools may provide educators with additional tools and knowledge to individualize student support. La Marca and O'Connor (2016) found that by using neurofeedback children were able to improve their reading comprehension and demonstrated more focused attention in the classroom.…”

“…The enhancement of social-emotional well-being has the capacity to improve a student's academic performance (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;La Marca & O'Connor, 2016). Additionally, by including neurofeedback as a form of support for school-aged children educators would have access to an alternative intervention.…”