Efficacy of EEG biofeedback therapy in children with attention deficit hyperactivity disorder and its relationship with learning / 中华行为医学与脑科学杂志

ABSTRACT

Objective To investigate the efficacy of EEG biofeedback therapy in children with at-tention deficit hyperactivity disorder (ADHD) and its relationship with learning in EEG regulation. Methods Fifty-two children with ADHD who completed EEG biofeedback training from August 2015 to February 2019 entered the study according to the inclusion criteria. The children underwent standardized QEEG-based EEG biofeedback training. After 40 training sessions, the study was conducted. The children were divided into learners group (n=39) and non-learners group (n=13),and the difference between learners group and non-learners group in the improvement of ADHD symptoms before and after training was compared. Result-s After intervention,at the EEG level,the main effects of the number of interventions for θ wave,β wave, SMR and TBR(F(1,39)=538. 49,F (1,39)= 2 712. 6,F (1,39)= 7 429. 45,F (1,39)= 1. 887) were significant(P<0. 01). At the clinical efficacy level,the SNAP-IV attention deficit subscale (1. 84± 0. 59),hyperactivity/impulse subscale (0. 49±0. 30),opposite deficit resistance subscale ( 0. 96± 0. 44) and full scale (1. 07± 0. 28) significantly decreased after intervention compared with pre-intervention (respectively (2. 16±0. 56), (1. 70±0. 38),(1. 08±0. 38),(1. 63± 0. 32). The pre-and post-intervention SNAP-Ⅳ full scale and sub- scale scores of the learners group and the non-learners group were compared. Before intervention,the SNAP-Ⅳ subscale score and full scale were not significant differences between the learners and non-learners(all P>0. 05). After intervention,the attention deficit subscale score,hyper/impulsive subscale score,ODD sub-scale score(1. 74±0. 62 vs 2. 12± 0. 37,0. 48±0. 22 vs 0. 54±0. 48,0. 88± 0. 43 vs 1. 17± 0. 40) and total score of SNAP-Ⅳ scale(1. 01±0. 28 vs 1. 24±0. 18) in the learners were lower than those in the non-learn-ers, and the differences were significant except for the hyper/impulsive subscale ( P < 0. 05 ). Conclusion EEG biofeedback training can significantly improve EEG activity and ADHD symptoms in chil-dren with ADHD. EEG-regulated learners are more likely to improve ADHD symptoms than non-learners.