Mohammad Mehdi Hassanshahi1, Farideh Yousefi2*
This study was conducted to investigate the effects of neurofeedback training on qualitative EEG baseline and sustained attention in children with ADHD. Methods: This study was an experimental study conducted in the form of pre-test and post-test design with control group. The population of study consisted of all second to sixth grade elementary children who referred to Psychiatric Clinics in Shiraz city within the study time domain to receive treatment. The sample of the study consisted of 30 children diagnosed as attention deficit/hyperactivity disorder using the clinical psychiatric interview, determining EEG baseline, Snap V rating scale, and child behavioral checklist (parent form) by an independent therapist. The participants were matched in terms of educational levels, age, gender, and IQ scores and they were randomly assigned into experimental group (neurofeedback) and placebo group. Raven's Intelligence Test was conducted to balance the groups. The Continuous Performance Test was conducted on students of intervention group with neurofeedback and placebo group by a therapist. For the neurofeedback group, 30 training sessions were hold for 15 weeks and 2 sessions per week. The placebo group also participated in 30 sessions of the study and in each session, as neurofeedback training group, each subject was taken qualitative EEG. After recording baseline, neurofeedback device was turned off and children watched TV through monitor while electrodes were attached to them. EEG baseline and continuous performance test were conducted in 2-month time interval (follow-up test) after completion of the program on neurofeedback training intervention students and placebo students by an independent therapist. Results: the analysis of the results of research using multivariate analysis of covariance (MANCOVA) showed that neurofeedback training group showed significant progress in the qualitative EEG baseline and continuous performance test in comparison with the control group, and these progresses continued. In neurofeedback training group, theta wave activity and the ratio of theta/beta reduced in post-test scores and the activity of beta wave and sensory/motor rhythm increased significantly compared to pre-test score. In addition, reaction time, omission error, and commission error of children of training group in post-test and follow-up test were significantly lower in comparison to placebo group. Conclusion: neurofeedback training improved abnormal qualitative EEG and it was effective in improving the sustained attention of children with ADHD
