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Study: An innovative telehealth service to provide high quality ADHD treatment

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An unfor­tu­nate real­i­ty is that many chil­dren with ADHD do not have access to high qual­i­ty, evi­dence-based treat­ment for ADHD. This is espe­cial­ly true in rur­al com­mu­ni­ties where chil­dren are gen­er­al­ly treat­ed by pri­ma­ry care providers who may have less ADHD-spe­cif­ic train­ing than child psy­chi­a­trists and where Read the rest of this entry »

To improve academic outcomes, children with ADHD need both medication and non-medication treatments

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Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD, and often the issue that leads to refer­ral for an ADHD eval­u­a­tion.

Aca­d­e­m­ic out­comes can be mea­sured in 2 dif­fer­ent ways — aca­d­e­m­ic achieve­ment and aca­d­e­m­ic per­for­mance — and both are com­pro­mised in chil­dren with ADHD. Aca­d­e­m­ic achieve­ment refers to the infor­ma­tion and skills that chil­dren acquire and is typ­i­cal­ly mea­sured by stan­dard­ized tests. Aca­d­e­m­ic per­for­mance focus­es on direct mea­sures of suc­cess at school such as grades, grade reten­tion, high school grad­u­a­tion, and col­lege enroll­ment.

An impor­tant ques­tion then, for mil­lions of kids diag­nosed with ADHD and for their par­ents and edu­ca­tors, is whether long-term aca­d­e­m­ic func­tion­ing can improve with appro­pri­ate treat­ment. Read the rest of this entry »

Study: A new psychosocial treatment for Inattentive ADHD

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Chil­dren with the inat­ten­tive type of ADHD (ADHD-I) show high rates of atten­tion dif­fi­cul­ties with­out the hyper­ac­tive and impul­sive behav­ior shown by chil­dren with ADHD Com­bined Type (ADHD-C). The inat­ten­tive type of ADHD is quite com­mon and is asso­ci­at­ed with sig­nif­i­cant impair­ment with school work, plan­ning and orga­ni­za­tion­al skills, pro­cess­ing speed, and peer rela­tions. Even so, chil­dren with ADHD-I tend to be iden­ti­fied lat­er than Read the rest of this entry »

Study: Neurofeedback treatment for ADHD in only 12 sessions?

neurofeedback

Neu­ro­feed­back — also known as EEG Biofeed­back — is treat­ment for ADHD in which indi­vid­u­als learn to pro­duce and main­tain a pat­tern of EEG activ­i­ty that is con­sis­tent with a focused, atten­tive state. This is done by col­lect­ing EEG data from indi­vid­u­als as they focus on stim­uli pre­sent­ed on a com­put­er screen. Their abil­i­ty to con­trol the stim­uli, for exam­ple, keep­ing the smile on a smi­ley face or keep­ing a video play­ing, is con­tin­gent on main­tain­ing an EEG state con­sis­tent with focused atten­tion. Over­time, Read the rest of this entry »

Physical exercise as ADHD treatment: Necessary but not sufficient

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Can exer­cise reduce behav­ior prob­lems and enhance cog­ni­tion in chil­dren with ADHD?

Results from mul­ti­ple stud­ies indi­cate that exer­cise mit­i­gates aging-relat­ed declines in cog­ni­tive func­tion­ing and that it may enhance cog­ni­tive func­tion­ing in old­er adults. Exer­cise has also been shown to be Read the rest of this entry »

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