In-school neurofeedback training for ADHD: sustained improvements from a randomized control trial

Area of Science:

• Neuroscience
• Child Psychology
• Clinical Psychology

Background:

• Attention-deficit/hyperactivity disorder (ADHD) affects children's attention and executive functions.
• In-school interventions aim to improve attention and related symptoms in children with ADHD.
• Sustained efficacy of attention training interventions requires long-term evaluation.

Purpose of the Study:

• To assess sustained improvements 6 months post-intervention in children with ADHD.
• To compare the long-term effects of neurofeedback versus cognitive training (CT).
• To evaluate the impact on ADHD symptoms, executive functioning, and stimulant medication use.

Main Methods:

• 104 children (7-11 years) with ADHD were randomized to neurofeedback, CT, or a control group.
• A 40-session in-school intervention was administered.
• Sustained effects were measured at 6 months post-intervention using parent reports (Conners 3-P, BRIEF) and classroom observations.

Main Results:

• Neurofeedback participants showed sustained significant gains in ADHD symptoms and executive functioning at 6 months.
• Cognitive training participants demonstrated delayed improvements in some areas.
• Neurofeedback group maintained stimulant medication dosage, unlike CT and control groups who increased it.

Conclusions:

• Neurofeedback offers prompt and sustained improvements in ADHD symptoms compared to CT and control conditions.
• Neurofeedback is a promising attention training intervention for children with ADHD.
• Sustained benefits suggest neurofeedback's potential as a long-term treatment option.