scholarly journals Neurofeedback Training Versus Perceptual-Motor Exercises Interventions in Visual Attention for Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

2021 ◽  
pp. 1-20
Author(s):  
Neda Ghadamgahi Sani ◽  
◽  
Malahat Akbarfahimi ◽  
Shadi Akbari ◽  
Mehdi Alizadeh Zarei ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Normal Children ◽  
Motor Proficiency ◽  
Hyperactivity Disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders which is characterized by poor attention and subsequently lower learning capacities comparing with normal children. The purpose of this study was to compare the effectiveness of neurofeedback and perceptual-motor exercises as two common non-pharmacological treatments on visual attention. Method: 40 combined medicated ADHD children (aged 5-12 years) were allocated randomly in two groups: neurofeedback training and perceptual-motor exercises. Visual attention and motor proficiency were assessed before and after the treatment by Continuous Performance Test (CPT) and Bruininks-Oseretsky Test (BOT), respectively. Results: according to repeated measures ANOVA, both groups showed significant improvement in three attention-related areas of CPT including reaction time, omission and commission errors (p<0.001), while the difference between two groups was not significant (p>0.05). However, in perceptual-motor exercises group, motor proficiency improved significantly (p<0.01). Conclusion: neurofeedback training intervention, as well as perceptual-motor exercises, are effective in improving ADHD symptoms and given the similar effect of both interventions and their lack of side-effects, perceptual-motor exercises appear to be the more appropriate option for reducing symptoms of ADHD, due to its additional effect on motor proficiency, rich content of purposeful activities and social interactions.

scholarly journals Using Mobile Electroencephalography and Actigraphy to Diagnose Attention-Deficit/Hyperactivity Disorder: Case-Control Comparison Study (Preprint)

2018 ◽  
Author(s):  
Kuo-Chung Chu ◽  
Hsin-Ke Lu ◽  
Ming-Chun Huang ◽  
Shr-Jie Lin ◽  
Wen-I Liu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Memorial Hospital ◽  
Diagnostic Tools ◽  
Control Group ◽  
Chang Gung Memorial Hospital ◽  
Hyperactivity Disorder ◽  
Significant Difference

BACKGROUND Children with attention-deficit/hyperactivity disorder (ADHD), a neurobehavioral disorder, display behaviors of inattention, hyperactivity, or impulsivity, which can affect their ability to learn and establish proper family and social relationships. Various tools are currently used by child and adolescent psychiatric clinics to diagnose, evaluate, and collect information and data. The tools allow professional physicians to assess if patients need further treatment, following a thorough and careful clinical diagnosis process. OBJECTIVE We aim to determine potential indicators extracted from a mobile electroencephalography (EEG) device (Mindset; NeuroSky) and an actigraph (MotionWatch 8; CamNtech) and to validate them for diagnosis of ADHD. The 3 indicators are (1) attention, measured by the EEG; (2) meditation, measured by the EEG; and (3) activity, measured by the actigraph. METHODS A total of 63 participants were recruited. The case group comprised 40 boys and 9 girls, while the control group comprised 5 boys and 9 girls. The groups were age matched. The test was divided into 3 stages—pretest, in-test, and posttest—with a testing duration of 20 minutes each. We used correlation analysis, repeated measures analysis of variance, and regression analysis to investigate which indicators can be used for ADHD diagnosis. RESULTS With the EEG indicators, the analysis results show a significant correlation of attention with both hit reaction time (RT) interstimulus interval (ISI) change (<i>r</i>=–0.368; <i>P</i>=.003) and hit standard error (SE) ISI change (<i>r</i>=–0.336; <i>P</i>=.007). This indicates that the higher the attention of the participants, the smaller both the hit RT change and the hit SE ISI change. With the actigraph indicator, confidence index (<i>r</i>=0.352; <i>P</i>=.005), omissions (<i>r</i>=0.322; <i>P</i>=.01), hit RT SE (<i>r</i>=0.393; <i>P</i>=.001), and variability (<i>r</i>=0.351; <i>P</i>=.005) were significant. This indicates that the higher the activity amounts, the higher the impulsive behavior of the participants and the more target omissions in the continuous performance test (CPT). The results show that the participants with ADHD present a significant difference in activity amounts (<i>P</i>&lt;0.001). The actigraph outperforms the EEG in screening ADHD. CONCLUSIONS When the participants with ADHD are stimulated under restricted conditions, they will present different amounts of activity than in unrestricted conditions due to participants’ inability to exercise control over their concentration. This finding could be a new electronic physiological biomarker of ADHD. An actigraph can be used to detect the amount of activity exhibited and to help physicians diagnose the disorder in order to develop more objective, rapid auxiliary diagnostic tools. CLINICALTRIAL This research was supported by Chang Gung Memorial Hospital (CMRPG 3F1581 and CORPG 3F0751) and approved by the Institutional Review Board of Chang Gung Memorial Hospital (No. 104-5397B) on October 01, 2015.

scholarly journals The Effect of Neurofeedback Training on Aggression and Impulsivity in Children With Attention Deficit/Hyperactivity Disorder: A Double-blinded Randomized Controlled Trial

2021 ◽  
Author(s):  
Zahra Dashbozorgi ◽  
◽  
Amin Ghaffari ◽  
Samaneh Karamali Esmaili ◽  
Jamal Ashoori ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Hyperactivity Disorder ◽  
Randomized Controlled ◽  
Concurrent Use ◽  
Aggression Questionnaire ◽  
Promising Treatment ◽  
Double Blinded

Background and Objectives: Aggression and impulsivity are some of the behavioral symptoms in Attention Deficit/Hyperactivity Disorder (ADHD). Neurofeedback (NF) training has been suggested as a promising treatment in these children. The purpose of this study was investigating the effect of NF training on aggression and impulsivity in schoolchildren with ADHD. Materials and Methods: A total of forty male elementary schoolchildren with ADHD aged 11.17 ± 0.97 were randomized into NF and sham groups. The NF group received 12 60-min NF training sessions (twice a week) using the Hammond protocol. The subjects' parents were questioned to evaluate the outcomes including aggression and impulsivity using the Buss-Perry Aggression Questionnaire (BPAQ) and Barratt Impulsiveness Scale (BIS), respectively. Results: After intervention in the NF group, the BPAQ score changed from 87.60 ± 9.33 to 81 ± 7.23 and the BIS score from 94.7 ± 7.25 to 88.05 ± 5.4, which were significant with p = 0.001. The results indicated the large effect size of NF on aggression and impulsivity in ADHD. Conclusion: Our findings suggest NF training as a clinically applicable method for decreasing aggression and impulsivity, also support concurrent use of medication and NF training in children with ADHD.

scholarly journals Using Mobile Electroencephalography and Actigraphy to Diagnose Attention-Deficit/Hyperactivity Disorder: Case-Control Comparison Study

10.2196/12158 ◽  
2020 ◽  
Vol 7 (6) ◽  
pp. e12158 ◽  
Author(s):  
Kuo-Chung Chu ◽  
Hsin-Ke Lu ◽  
Ming-Chun Huang ◽  
Shr-Jie Lin ◽  
Wen-I Liu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Diagnostic Tools ◽  
Control Group ◽  
Case Group ◽  
Impulsive Behavior ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background Children with attention-deficit/hyperactivity disorder (ADHD), a neurobehavioral disorder, display behaviors of inattention, hyperactivity, or impulsivity, which can affect their ability to learn and establish proper family and social relationships. Various tools are currently used by child and adolescent psychiatric clinics to diagnose, evaluate, and collect information and data. The tools allow professional physicians to assess if patients need further treatment, following a thorough and careful clinical diagnosis process. Objective We aim to determine potential indicators extracted from a mobile electroencephalography (EEG) device (Mindset; NeuroSky) and an actigraph (MotionWatch 8; CamNtech) and to validate them for diagnosis of ADHD. The 3 indicators are (1) attention, measured by the EEG; (2) meditation, measured by the EEG; and (3) activity, measured by the actigraph. Methods A total of 63 participants were recruited. The case group comprised 40 boys and 9 girls, while the control group comprised 5 boys and 9 girls. The groups were age matched. The test was divided into 3 stages—pretest, in-test, and posttest—with a testing duration of 20 minutes each. We used correlation analysis, repeated measures analysis of variance, and regression analysis to investigate which indicators can be used for ADHD diagnosis. Results With the EEG indicators, the analysis results show a significant correlation of attention with both hit reaction time (RT) interstimulus interval (ISI) change (r=–0.368; P=.003) and hit standard error (SE) ISI change (r=–0.336; P=.007). This indicates that the higher the attention of the participants, the smaller both the hit RT change and the hit SE ISI change. With the actigraph indicator, confidence index (r=0.352; P=.005), omissions (r=0.322; P=.01), hit RT SE (r=0.393; P=.001), and variability (r=0.351; P=.005) were significant. This indicates that the higher the activity amounts, the higher the impulsive behavior of the participants and the more target omissions in the continuous performance test (CPT). The results show that the participants with ADHD present a significant difference in activity amounts (P<0.001). The actigraph outperforms the EEG in screening ADHD. Conclusions When the participants with ADHD are stimulated under restricted conditions, they will present different amounts of activity than in unrestricted conditions due to participants’ inability to exercise control over their concentration. This finding could be a new electronic physiological biomarker of ADHD. An actigraph can be used to detect the amount of activity exhibited and to help physicians diagnose the disorder in order to develop more objective, rapid auxiliary diagnostic tools.

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

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