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Study: Neurofeedback brain training can complement ADHD stimulant medications

schoolSchool-based brain train­ing shown to alle­vi­ate ADHD (The Boston Globe):

With more than one in 10 chil­dren diag­nosed with atten­tion deficit hyper­ac­tiv­i­ty dis­or­der, par­ents and doc­tors alike have been eager to find alter­na­tives to pre­scrip­tion stim­u­lant med­ica­tions like Rital­in or Adder­all. Some of these options include Read the rest of this entry »

Biofeedback is a “Level 1 — Best Support” Intervention for Attention and Hyperactivity Behaviors

Evidence-based Child and Ado­les­cent Psycho-social Inter­ven­tionsAs we announced last Octo­ber, Prac­tice­Wise, the com­pany that main­tains the Amer­i­can Acad­emy of Pedi­atrics “Evi­dence-based Child and Ado­les­cent Psy­cho-social Inter­ven­tions,” has ele­vated biofeed­back to “Lev­el 1 — Best Sup­port” as an inter­ven­tion for Atten­tion & Hyper­ac­tiv­ity Behav­iors. Work­ing Mem­ory Train­ing stays at Lev­el 2. It is impor­tant to note that those lev­els do not con­trast effect sizes or clin­i­cal effi­ca­cy per se, but qual­i­ty and over­all direc­tion of under­ly­ing research.

To check out the cur­rent edi­tion of the report: click HERERead the rest of this entry »

Biofeedback now a “Level 1 — Best Support” Intervention for Attention & Hyperactivity Behaviors

biofeedback and hyperactivityPrac­tice­Wise, the com­pa­ny that main­tains the Amer­i­can Acad­e­my of Pedi­atrics “Evi­dence-based Child and Ado­les­cent Psy­cho-social Inter­ven­tions” (see cur­rent edi­tion here) has just announced it will ele­vate biofeed­back to “Lev­el 1 — Best Sup­port” as an inter­ven­tion for Atten­tion & Hyper­ac­tiv­i­ty Behav­iors in the next edi­tion. Work­ing Mem­o­ry Train­ing Read the rest of this entry »

Study: Families’ Perspectives on ADHD and its Treatment

In 2005 the Amer­i­can Acad­e­my of Pedi­atrics (AAP) began an ini­tia­tive to pro­mote an approach to care among its mem­bers in which “…the pedi­atric team works in part­ner­ship with a child and a child’s fam­i­ly to assure that all of the med­ical and non-med­ical needs of the patient are met.” A crit­i­cal­ly impor­tant focus of this approach is the role of the fam­i­ly and child — as devel­op­men­tal­ly appro­pri­ate — in the devel­op­ment of an over­all plan of care.

This shared deci­sion-mak­ing approach is espe­cial­ly impor­tant for con­di­tions like ADHD where there is not a sin­gle treat­ment that is the most appro­pri­ate and pre­ferred option for all patients. How­ev­er, Read the rest of this entry »

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