Comparison of neurofeedback and computerised attention skills training in children with attention-deficit/hyperactivity disorder (ADHD)

Neurofeedback in children with attention-deficit/hyperactivity disorder: clinical efficacy and neurophysiological mechanisms

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN87071503

Enrollment

120

Registered

2008-05-15

Start date

2005-05-01

Completion date

Unknown

Last updated

2015-01-13

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Attention-deficit/hyperactivity disorder (ADHD) Mental and Behavioural Disorders Hyperkinetic disorders

Interventions

Experimental intervention: neurofeedback training (comprising so-called theta/beta training and training of slow cortical potentials) Control intervention: computerised attention skill training Child

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Aged 8 - 12 years 2. Gender: both 3. Attention-deficit/hyperactivity disorder (ADHD) (Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition [DSM IV] criteria: combined type or predominantly inattentive) 4. Children with the following associated disorders are allowed to participate: 4.1. Conduct disorders 4.2. Tic disorders 4.3. Emotional disorders 4.4. Dyslexia

Exclusion criteria

Exclusion criteria: 1. Comorbid disorders other than those mentioned in the inclusion criteria 2. Gross neurological or other organic disorders 3. Pharmacological treatment or other psychotherapies 4. Intelligence quotient (IQ) less than 80

Design outcomes

Primary

Measure	Time frame
Changes from baseline to end of training in ADHD symptoms (German ADHD rating scale[FBB-HKS]).	—

Secondary

Measure	Time frame
Behavioural level (parent and teacher ratings): 1. Positive and negative attributes using the Strength and Difficulties Questionnaire (SDQ-D) 2. Oppositional behaviour and delinquent and physical agression (FBB-SSSV) 3. Behaviour problems of the child in specific home situations (HSQ-D); including homework (HPC-D) Neurophysiological level: 4. Brain electrical activity measures (electroencephalogram [EEG], event-related potentials) at rest and during computerised attention tasks All measures are assessed at baseline, between the two training blocks and at the end of training. Behavioural measures will additionally be assessed at the six-month follow-up.	—

Measure

Time frame

Behavioural level (parent and teacher ratings): 1. Positive and negative attributes using the Strength and Difficulties Questionnaire (SDQ-D) 2. Oppositional behaviour and delinquent and physical agression (FBB-SSSV) 3. Behaviour problems of the child in specific home situations (HSQ-D); including homework (HPC-D) Neurophysiological level: 4. Brain electrical activity measures (electroencephalogram [EEG], event-related potentials) at rest and during computerised attention tasks All measures are assessed at baseline, between the two training blocks and at the end of training. Behavioural measures will additionally be assessed at the six-month follow-up.

—

Countries

Germany

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026