Game-based combined cognitive and neurofeedback training using Focus Pocus reduces symptom severity in children with diagnosed AD/HD and subclinical AD/HD

Effect of Neurocognitive Training for Children With ADHD at Improving Academic Engagement in Two Learning Settings

“…Previous research has reported positive effects of neurocognitive training in AD/HD. However, previous studies (e.g., Johnstone et al, 2017) that reported improved behavior mostly relied on indirect source of evidence (e.g., parent or teacher report). The purpose of this study was to examine effects of neurocognitive training on specific academic behaviors in the self-study setting and small class setting.…”

“…The participants also showed increased rates of assignment completion during the training and a 4-week follow-up, in comparison with baseline. Recently, in a randomized control study of the neurocognitive approach with a larger sample size (n=85; Johnstone, Roodenrys, Johnson, Bonfield, & Bennett, 2017), children in the training condition showed substantial improvements in AD/HD symptoms and related behaviors such executive functions, aggression, and externalizing behaviors. There were minor improvements in two of six near-Neurocognitive training for improving academic engagement 10 transfer tasks, evidence of far-transfer of training effects in four of five far-transfer tasks, and indications of normalization of atypical EEG features after training.…”

Feasibility of remotely supervised transcranial direct current stimulation and cognitive remediation: A systematic review

“…Study design. Among the 24 studies reviewed, there were nine double blind, randomized controlled trials [24, 26-28, 45, 46, 48, 51, 52], one randomized waitlist controlled trial study [53], one multicenter randomized control trial [29], three pilot studies [47,54,55], one single group study [49], one within subject study [56], one controlled experimental design [57], one follow-up single group design study [58], one case control study [59], one longitudinal within-…”

“…Training and guidance. Participant training ranged in duration and intensity and consisted of no training and self-guided treatment (n = 4/24) [44,47,51,58], having one session of training in a group or alone (n = 6/24) [26,43,46,48,53,54], weekly training [50], observational training [27,28,59] or training on an as-needed basis [52]. Training generally involved printed instruction sheets and recommended strategies for daily activities, which were explained prior to starting the intervention [60], education surrounding the human brain, cognition and how cognition affects daily functioning [43,48], educational handbooks, worksheets and information about compensatory strategies [48], as well as the protocol for the computer software [56].…”

“…Specifically, significant cognitive improvements were found for individuals with MS [24,51], chronic fatigue syndrome [59], 22q11 Deletion Syndrome [44], schizophrenia [40][41][42]61], HIV [56], TBI [50], acquired brain injury [58], and AD [27]. Areas of cognition that were improved following these interventions include, but are not limited to, global cognition (n = 9/24) [24,27,43,45,49,51,52,57,61], processing speed (n = 3/24) [55,56,59], working memory (n = 3/24) [28,50,59], visual recognition (n = 1/24) [50], verbal memory (n = 2/24) [52,57], word fluency (n = 3/24) [27,28,50], and executive functioning skills (n = 5/24) [28,52,53,57,59]. Only one study did not find improvements in cognition, however, they did find statistically significant improvements within activities of daily living performance for stroke patients with cognitive impairments [60].…”