Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms

  • Author / Creator
    Leung, Wing Sze Wence
  • This study consists of two parts: evaluating both the short- (part one) and long- term (part two) impact of a 40-session combined neurofeedback and metacognitive training program on the severity of attention deficit hyperactivity disorder (ADHD) symptoms in children. The first study analyzed the existing data of 318 participants, who were 6-17 years old and diagnosed as having ADHD, to investigate the short-term impact of the training. Significant improvements in both hyperactive and inattentive symptoms were reported from pre to post training. A subset of 22 participants were recruited from the first part of the study to examine whether the gain from the 40-sessions of training were maintained at the follow up point. Continuous improvements in both hyperactive and inattentive symptoms were found for an average of 4.86 years after completion of training. Therefore, the results provide evidence for both short- and long-term effectiveness of neurofeedback combined with metacognitive training.

  • Subjects / Keywords
  • Graduation date
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
    • Department of Educational Psychology
  • Supervisor / co-supervisor and their department(s)
    • Pei, Jacqueline (Educational Psychology)
  • Examining committee members and their departments
    • Shanahan, Marie-Claire (Elementary Education)
    • Cui, Ying (Educational Psychology)