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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

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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School-Based Neurofeedback Training for Sustained Attention.

Jason Krell1, Patrick K Dolecki1, Anderson Todd2

  • 1The Study Academy, Toronto, ON, Canada.

Journal of Attention Disorders
|May 1, 2023
PubMed
Summary
This summary is machine-generated.

Classroom-based neurofeedback training effectively enhances sustained attention in students. These attention improvements translate to better work habits and learning skills, supporting its use beyond clinical populations.

Keywords:
attention trainingcognitive performance enhancementcomputer attention trainingfocused attentionneurofeedback

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Last Updated: Jul 9, 2026

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Area of Science:

  • Neuroscience
  • Educational Psychology

Background:

  • Neurofeedback is established for Attention Deficit Hyperactivity Disorder (ADHD).
  • Limited research exists on neurofeedback for enhancing attention in the general student population.
  • Sustained attention is crucial for academic success.

Purpose of the Study:

  • To assess in situ neurofeedback for building sustained attention in students.
  • To determine if attention gains improve work habits and learning skills.

Main Methods:

  • A one-group pretest-posttest quasi-experimental design was used.
  • Students underwent 35 sessions (25 minutes each) of game-based neurofeedback.
  • Training was conducted in situ within the classroom setting.

Main Results:

  • Classroom-based neurofeedback demonstrated effectiveness in improving sustained attention.
  • Gains in attention correlated with observable improvements in work habits.
  • Enhanced learning behaviors, including planning and organization, were noted.

Conclusions:

  • In situ neurofeedback is a viable tool for enhancing student attention.
  • Neurofeedback shows potential for improving academic-related behaviors.
  • Further research is warranted to explore applied applications of neurofeedback in education.