Background. Children with attention deficit hyperactivity disorder (ADHD) may suffer from working memory deficits, which can adversely affect their academic performance. Neurofeedback training may enhance working memory and provide a solution to this problem. Aim. To investigate the effect of frequency-neurofeedback on working memory in children with ADHD and to check if the effect is long-lasting. Method. Forty-eight children with ADHD (aged 6-12 years) were randomly assigned either to a neurofeedback with training parameters chosen to take into account each child’s peak alpha frequency (PAF) or to a waiting list control group. Each trained child underwent 19-channel electroencephalography (EEG). All children had average intelligence and none were receiving treatment, such as medications, for ADHD. Prior to the training, MOXO and n-back tests were performed. Next, neurofeedback training sessions with frequency bands for theta and beta ranges determined using each child’s PAF were carried out for 10 weeks. Training parameters were set to increase amplitudes in the low beta range and to decrease amplitudes in the theta and high beta frequency ranges. The n-back test was performed again right after the training and then a year later. Results. During the first n-back test, children from both groups responded correctly to more than 43% of the stimuli. During the second test, children from the waiting list responded correctly to an average of 49% of the stimuli, while children who underwent the neurofeedback training were correct, on average, 69% of the time (significant difference, P < .001). During the third n-back test a year later, children from the waiting list responded correctly to 53% of the stimuli, while those who underwent the neurofeedback training responded correctly to nearly 71%. Conclusion. This study found a statistically significant improvement in a measure of working memory in children who did 10 to 12 sessions of neurofeedback training with training frequency ranges for theta and beta defined according to each child’s PAF. The beneficial effects were still present a year after training.

中文翻译：

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个性化神经反馈训练可能有助于实现多动症儿童工作记忆的长期改善

背景。患有注意力缺陷多动障碍 (ADHD) 的儿童可能会出现工作记忆缺陷，这会对他们的学习成绩产生不利影响。神经反馈训练可以增强工作记忆并为这个问题提供解决方案。目标。研究频率-神经反馈对多动症儿童工作记忆的影响，并检查这种影响是否持久。方法。48 名患有 ADHD 的儿童（6-12 岁）被随机分配到神经反馈组，其训练参数选择考虑到每个孩子的峰值 alpha 频率 (PAF)，或者被分配到等候名单对照组。每个受过训练的孩子都接受了 19 通道脑电图 (EEG)。所有儿童的智力均中等，并且没有人正在接受多动症的治疗，例如药物治疗。在培训之前，进行了 MOXO 和 n-back 测试。接下来，使用每个孩子的 PAF 确定的 theta 和 beta 范围的频带进行神经反馈训练课程，持续 10 周。训练参数被设置为增加低 beta 范围内的振幅并减少 theta 和高 beta 频率范围内的振幅。训练后立即再次进行 n-back 测试，一年后再次进行。结果。在第一次 n-back 测试中，两组儿童对超过 43% 的刺激做出正确反应。在第二次测试中，等候名单上的儿童平均对 49% 的刺激做出正确反应，而接受神经反馈训练的儿童平均有 69% 的时间是正确的（显着差异，P < .001）。在一年后的第三次 n-back 测试中，等候名单上的儿童对 53% 的刺激做出正确反应，而接受神经反馈训练的儿童对近 71% 的刺激做出正确反应。结论。这项研究发现，在进行 10 到 12 次神经反馈训练的儿童的工作记忆量度方面有统计学显着改善，根据每个儿童的 PAF 定义了 θ 和 β 的训练频率范围。培训一年后，有益效果仍然存在。这项研究发现，在进行 10 到 12 次神经反馈训练的儿童的工作记忆量度方面有统计学上的显着改善，根据每个儿童的 PAF 定义了 θ 和 beta 的训练频率范围。培训一年后，有益效果仍然存在。这项研究发现，在进行 10 到 12 次神经反馈训练的儿童的工作记忆量度方面有统计学显着改善，根据每个儿童的 PAF 定义训练频率范围的 theta 和 beta。培训一年后，有益效果仍然存在。