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Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Related Experiment Video

Updated: Jul 10, 2026

Mapping Cortical Dynamics Using Simultaneous MEG/EEG and Anatomically-constrained Minimum-norm Estimates: an Auditory Attention Example

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A 3D learning playground for potential attention training in ADHD: A brain computer interface approach.

Abdulla Ali, Sadasivan Puthusserypady

Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual International Conference

|January 7, 2016

Summary

This study introduces a novel brain-computer interface (BCI) using steady state visual evoked potentials (SSVEP) to potentially improve attention in individuals with ADHD. The game-based system effectively increased task difficulty with added distractions, demonstrating its potential for attention enhancement.

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Last Updated: Jul 10, 2026

Mapping Cortical Dynamics Using Simultaneous MEG/EEG and Anatomically-constrained Minimum-norm Estimates: an Auditory Attention Example

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Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior

Published on: November 14, 2018

Area of Science:

Neuroscience
Computer Science
Psychology

Background:

Attention Deficit Hyperactivity Disorder (ADHD) poses significant challenges.
Brain-Computer Interfaces (BCIs) offer novel therapeutic avenues.
Enhancing attention is crucial for individuals with ADHD.

Purpose of the Study:

To develop and evaluate a novel BCI system for attention enhancement.
To investigate the efficacy of a gamified SSVEP-based BCI for attention training.
To assess the impact of increasing task complexity on attention.

Main Methods:

Developed a BCI system utilizing the steady state visual evoked potential (SSVEP) paradigm.
Integrated a gamified 3D classroom environment with active distractions and 2D blackboard games.
Tested the system on eleven healthy subjects, varying game difficulty and environmental complexity.

Main Results:

Increased game stage difficulty (transition to 3D environment with distractions) demonstrably heightened the challenge of maintaining attention.
Achieved a high mean accuracy of 92.26 ± 7.97%.
Recorded a mean average selection time of 3.07 ± 1.09 seconds.

Conclusions:

The developed SSVEP-based BCI system shows promise for attention enhancement, particularly for individuals with ADHD.
The gamified approach effectively modulated task difficulty to challenge attentional control.
The system's design and results support its potential as an engaging and effective attention training tool.