Differential Efficacy of Neurofeedback in Children with ADHD Presentations

Abstract

Training in neurofeedback (NF) reduces the symptomatology associated with attention deficit with hyperactivity disorder (ADHD). However, ADHD differs in terms of the type of presentation, i.e., inattentive (ADHD-I), impulsive/hyperactive (ADHD-HI), or combined (ADHD-C). This study examines the efficacy of NF in ADHD presentations. Participants were 64 students (8–12 years old). Cortical activation, executive control, and observed symptomatology by parents were assessed. Results indicated that ADHD-C and ADHD-HI demonstrated greater improvements than ADHD-I. It was concluded that this kind of training produces an improvement and that it is necessary to explore it further in terms of the protocol used.

Effects of a single session of SMR neurofeedback training on anxiety and cortisol levels

“…In NF training, the participant learns to self-control his/her brain activity according to operant principles, with the aim of improving a variety of mental states, measured through behavioral or physiological variables, in clinical or nonclinical conditions [13]. Previous studies have shown the benefits of NF for attention deficit hyperactivity disorder (ADHD) patients trained to inhibit theta (4-7 Hz) activity while enhancing middle beta (16)(17)(18)(19)(20)(21) rhythms [for a recent meta-analyses, see ref 29], especially for the impulsive hyperactive (ADHD-HI) or combined (ADHD-C) types of presentation [10]. In an effort to broaden the indications for NF, Gruzelier [11] highlighted the interest of investigating the putatively calming effect of such training, implicit in its clinical evidence for ADHD, with the aim of applying this tool to the therapeutic treatment of pathologies related to stress and anxiety.…”

The Influence of State and Trait Anxiety on the Achievement of a Virtual Reality Continuous Performance Test in Children and Adolescents with ADHD Symptoms

“…More specifically, with regard to the etiology of the comorbidity of ADHD and anxiety, current research indicates that ADHD and anxiety disorders seem to have independent genetic factors, and there is no common genetic component [5,6]. Along similar lines, other studies indicate that people diagnosed with ADHD and anxiety disorder exhibit a completely different profile than people who present these disorders in isolation [8][9][10]. The most widely accepted hypothesis in all of the studies about the co-occurrence of ADHD and anxiety is that anxiety may lead to intrusive emotions or thoughts-internal distractors-that significantly affect the patient, such as inattention or hyperactivity/impulsivity symptoms [14].…”

“…Such high rates of comorbidity make it very difficult to perform a differential diagnosis or to carry out an intervention suited to each child's particular situation. The comorbidity of ADHD with other mental disorders (such as anxiety or depression) has been associated with significant disability and poorer quality of life, as well as impaired social and family functioning [9,10].…”

MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

“…Several studies have been conducted in recent years into the effectiveness of non-pharmacological treatments for ADHD ( Pelham and Fabiano, 2008 ; Sonuga-Barke et al, 2013 ; Richardson et al, 2015 ; Watson et al, 2015 ; Scionti et al, 2020 ; Shrestha et al, 2020 ; Veloso et al, 2020 ). These non-pharmacological strategies include behavior modification techniques and cognitive behavioral therapy ( Fabiano et al, 2009 ); cognitive training ( Tamm et al, 2010 ; Shuai et al, 2017 ); training in self-instruction and techniques to enhance the capacity to inhibit responses ( Meichenbaum and Goodman, 1971 ) including computer-based interventions ( Martinovic et al, 2016 ; Rossignoli-Palomeque et al, 2018 ), training in problem solving ( Bransford and Stein, 1993 ), neurofeedback ( Zuberer et al, 2018 ; Cueli et al, 2019 ), training in social skills ( Sheridan et al, 1996 ; Storebo et al, 2012 ), peer intervention ( Cordier et al, 2018 ), and training in organizational skills ( Langberg et al, 2008 ); and psycho-educational strategies and instruction of parents and teachers in cognitive behavioral techniques ( Miranda et al, 2002 ; Pelham and Fabiano, 2008 ; Montoya et al, 2011 ; Rimestad et al, 2019 ); within the multi-modal approach, of particular importance are interventions focused on producing changes in neuro-psychological functions ( Pistoia et al, 2004 ).…”