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Learning curves of theta/beta neurofeedback in children with ADHD.

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Title: Learning curves of theta/beta neurofeedback in children with ADHD.
Authors: Janssen, Tieme, Bink, Marleen, Weeda, Wouter, Geladé, Katleen, Mourik, Rosa, Maras, Athanasios, Oosterlaan, Jaap
Source: European Child & Adolescent Psychiatry. May2017, Vol. 26 Issue 5, p573-582. 10p.
Subjects: Attention-deficit hyperactivity disorder, Clinical trials, Confidence intervals, Electroencephalography, Learning, Classification of mental disorders, Pediatrics, Descriptive statistics
Abstract: Neurofeedback is widely applied as non-pharmacological intervention aimed at reducing symptoms of ADHD, even though efficacy has not been unequivocally established. Neuronal changes during the neurofeedback intervention that resemble learning can provide crucial evidence for the feasibility and specificity of this intervention. A total of 38 children (aged between 7 and 13 years) with a DSM-IV-TR diagnosis of ADHD, completed on average 29 sessions of theta (4-8 Hz)/beta (13-20 Hz) neurofeedback training. Dependent variables included training-related measures as well as theta and beta power during baseline and training runs for each session. Learning effects were analyzed both within and between sessions. To further specify findings, individual learning curves were explored and correlated with behavioral changes in ADHD symptoms. Over the course of the training, there was a linear increase in participants' mean training level, highest obtained training level and the number of earned credits (range b = 0.059, −0.750, p < 0.001). Theta remained unchanged over the course of the training, while beta activity increased linearly within training sessions ( b = 0.004, 95% CI = [0.0013-0.0067], p = 0.005) and over the course of the intervention ( b = 0.0052, 95% CI = [0.0039-0.0065], p < 0.001). In contrast to the group analyses, significant individual learning curves were found for both theta and beta over the course of the intervention in 39 and 53%, respectively. Individual learning curves were not significantly correlated with behavioral changes. This study shows that children with ADHD can gain control over EEG states during neurofeedback, although a lack of behavioral correlates may indicate insufficient transfer to daily functioning, or to confounding reinforcement of electromyographic activity. Clinical Trials Registration: This trial is registered at the US National Institutes of Health (ClinicalTrials.gov, ref. no: NCT01363544); . [ABSTRACT FROM AUTHOR]
Copyright of European Child & Adolescent Psychiatry is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Learning curves of theta/beta neurofeedback in children with ADHD.
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  Data: Neurofeedback is widely applied as non-pharmacological intervention aimed at reducing symptoms of ADHD, even though efficacy has not been unequivocally established. Neuronal changes during the neurofeedback intervention that resemble learning can provide crucial evidence for the feasibility and specificity of this intervention. A total of 38 children (aged between 7 and 13 years) with a DSM-IV-TR diagnosis of ADHD, completed on average 29 sessions of theta (4-8 Hz)/beta (13-20 Hz) neurofeedback training. Dependent variables included training-related measures as well as theta and beta power during baseline and training runs for each session. Learning effects were analyzed both within and between sessions. To further specify findings, individual learning curves were explored and correlated with behavioral changes in ADHD symptoms. Over the course of the training, there was a linear increase in participants&#39; mean training level, highest obtained training level and the number of earned credits (range b = 0.059, −0.750, p &lt; 0.001). Theta remained unchanged over the course of the training, while beta activity increased linearly within training sessions ( b = 0.004, 95% CI = [0.0013-0.0067], p = 0.005) and over the course of the intervention ( b = 0.0052, 95% CI = [0.0039-0.0065], p &lt; 0.001). In contrast to the group analyses, significant individual learning curves were found for both theta and beta over the course of the intervention in 39 and 53%, respectively. Individual learning curves were not significantly correlated with behavioral changes. This study shows that children with ADHD can gain control over EEG states during neurofeedback, although a lack of behavioral correlates may indicate insufficient transfer to daily functioning, or to confounding reinforcement of electromyographic activity. Clinical Trials Registration: This trial is registered at the US National Institutes of Health (ClinicalTrials.gov, ref. no: NCT01363544); . [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of European Child &amp; Adolescent Psychiatry is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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