Neurofeedback on written language skills, attention and memory of children with ADHD
ADHD; neurofeedback; cognition
Introduction: With the advancement of technology, interest in non-pharmacological approaches to the treatment of various disorders has grown, such as Attention Deficit Hyperactivity Disorder (ADHD). Thus, presenting itself as a non-invasive and non-drug technique, Neurofeed-back (NFB) has gained prominence.
Purpose of article 1: to verify the impact of neuro-feedback training on the development of cognitive skills in children diagnosed with ADHD.
Purpose of article 2: to investigate training with neurofeedback in written language skills, attention and memory, in students with ADHD and dyslexia. Method: Article 1 is an integrative literature review, built from the research question “What are the effects of neurofeed-back on the cognitive abilities of children with Attention Deficit Hyperactivity Disorder?. Article 2 is a longitudinal, interventional, prospective and quantitative study, carried out with 16 children diagnosed with ADHD, divided into two groups: experimental and control. Phonological processing, attention and memory skills will be evaluated. The NFB will consist of 30 sessions, held once a week.
Results of article 1: following the eligibility criteria, 1.087 articles were identified, 102 being selected for complete analysis. The final sample consisted of 9 articles from international journals. Of these, 4 showed significant improvement in the cognitive functions of children with ADHD after NFB sessions. However, 5 studies indicate that other treatment methods demonstrate superior results when compared to NFB.