Study: EEG-augmented brain training shows promise as first-line treatment for ADHD

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Atentiv_System_PrototypeNov­el Brain Train­ing Game May Reduce Kids’ ADHD Symp­toms (Med­space):

“A nov­el cog­ni­tive train­ing com­put­er game that uses a child’s own brain waves to improve con­cen­tra­tion may reduce symp­toms of atten­tion-deficit/hy­per­ac­tiv­i­ty dis­or­der (ADHD), say US researchers.

Inves­ti­ga­tors used a nov­el feed-for­ward mod­el­ing (FFM) sys­tem, which…is based on a com­put­er cog­ni­tive train­ing game in which atten­tion is required to move an avatar through the game. The game was cal­i­brat­ed using an elec­troen­cephalo­gram (EEG) head­band with three frontal sen­sors to cre­ate a mod­el of atten­tion and inat­ten­tion states.

The results indi­cat­ed that the FFM group expe­ri­enced a 36% reduc­tion in ADHD symp­toms on the clin­i­cian-rat­ed ADHD–Rating Scale. This improve­ment was main­tained at 3‑month fol­low-up. There was a sim­i­lar 31% reduc­tion in symp­toms report­ed by par­ents on the ADHD-RS Home Ver­sion, which was, again, main­tained at 3‑month follow-up.”

Study: A Nov­el Feed-For­ward Mod­el­ing Sys­tem Leads to Sus­tained Improve­ments in Atten­tion and Aca­d­e­m­ic Per­for­mance (Jour­nal of Atten­tion Disorders)

  • Objec­tive: This study test­ed a nov­el feed-for­ward mod­el­ing (FFM) sys­tem as a non­phar­ma­co­log­i­cal inter­ven­tion for the treat­ment of ADHD chil­dren and the train­ing of cog­ni­tive skills that improve aca­d­e­m­ic performance.
  • Method: This study imple­ment­ed a ran­dom­ized, con­trolled, par­al­lel design com­par­ing this FFM with a non­phar­ma­co­log­i­cal com­mu­ni­ty care inter­ven­tion. Improve­ments were mea­sured on par­ent- and clin­i­cian-rat­ed scales of ADHD symp­to­ma­tol­ogy and on aca­d­e­m­ic per­for­mance tests com­plet­ed by the par­tic­i­pant. Par­tic­i­pants were fol­lowed for 3 months after training.
  • Results: Par­tic­i­pants in the FFM train­ing group showed sig­nif­i­cant improve­ments in ADHD symp­to­ma­tol­ogy and aca­d­e­m­ic per­for­mance, while the con­trol group did not. Improve­ments from FFM were sus­tained 3 months later.
  • Con­clu­sion: The FFM appeared to be an effec­tive inter­ven­tion for the treat­ment of ADHD and improv­ing aca­d­e­m­ic per­for­mance. This FFM train­ing inter­ven­tion shows promise as a first-line treat­ment for ADHD while improv­ing aca­d­e­m­ic performance.

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