|Published online: August 1, 2014||$US5.00|
Although there are a myriad of measurements to identify students with academic deficits and provide insight into appropriate interventions, neurologically based approaches remain startlingly underrepresented. This paper reviews and examines the effects of neurofeedback training on students presenting with symptoms of attention-deficit/hyperactivity disorder (AD/HD). A review of efficacy studies that have investigated neurofeedback and other computer-based treatment systems, including portions of a pilot inquiry that highlights the use of neurofeedback training as an effective intervention tool to address academic difficulties stemming from deficits in attentional functioning, are cited. Implications for educational and clinical practice are discussed.
|Keywords:||Attention Deficit/Hyperactivity Disorder, Neurofeedback Training, Computer-Based Attention Training|
The International Journal of Learner Diversity and Identities, Volume 20, Issue 4, August 2014, pp.51-57. Article: Print (Spiral Bound). Published online: August 1, 2014 (Article: Electronic (PDF File; 383.648KB)).
Associate Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino, San Bernardino, California, USA
Professor, Co-Director of Doctorate in Educational Leadership Program, Educational Psychology and Counseling, California State University, San Bernardino, San Bernardino, California, USA