257911 A Randomized Control Trial of Computer Attention Training with and without neurofeedback in Children with Attention-Deficit/Hyperactivity Disorder

Tuesday, October 30, 2012 : 8:50 AM - 9:10 AM

Elizabeth Frenette, MPH , Developmental and Behavioral Pediatrics, Tufts Medical Center, Boston, MA
We report results from a study in 19 schools examining the efficacy of two computer-based attention training systems in teaching children with Attention Deficit/Hyperactivity Disorder (ADHD) to concentrate more effectively. We compared neurofeedback (NFB), which teaches children to alter their brainwave activity and cognitive attention training (CAT). Methods: 105 children with ADHD in grades 2-4 were randomly assigned to receive the NFB, CAT, or a control. Participants received forty 45-minute sessions three times per week at elementary school for four months. We report results from the T-SKAMP completed by teachers, assessing symptoms of ADHD in the classroom, the PERMP, a math test completed by students, analyzing speed and accuracy, and the BOSS, a double-blind objective classroom observations. Results: We conducted ANOVAs of the PERMP, T-SKAMP, and BOSS. The NFB group showed improvement on the PERMP in accuracy (p=0.002), and in speed (p=0.008). The NFB group demonstrated a decrease in ADHD symptoms as reported by teachers on the T-SKAMP Total Score (p=0.006). On the BOSS classroom observation, the NFB group demonstrated significant increased classroom engagement (p=0.002) and decreased off-task behaviors (p=0.001). The CAT group showed improvement in accuracy on the PERMP (p=0.002) and in speed (p=0.04). On the BOSS, the CAT group showed a trend in increased classroom engagement (p=0.08) and a significant decrease in off-task behaviors (p=0.02). The control group showed no significant effects on the PERMP, T-SKAMP, or BOSS. Conclusion: These data suggest that computer-based attention training offered in elementary school settings may be effective in reducing ADHD symptoms and improved math achievement.

Learning Areas:
Biostatistics, economics
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related public policy
Public health or related research
Social and behavioral sciences

Learning Objectives:
1. Explain how neurofeedback and cognitive attention training may help children with ADHD. 2. Describe what occurs in a typical Computer Attention Training session. 3. Discuss the pre- and post- assessments protocol. 4. Explain the benefits and challenges of completing this protocol within the public school setting.

Keywords: Alternative Medicine/Therapies, Children With Special Needs

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have worked on the computer attention training in schools for children with ADHD project for the past two and a half years.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.