Application of Game -Based Neurofeedback Techniques in Enhancing Attention and Self -Regulation in Children with ADHD

Attention -Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that disrupt children's academic, social, and emotional development. Traditional treatment methods, such as pharmacotherapy and behavioral interventions, often produce variable outcomes and may encounter challenges related to adherence and side effects. In recent years, neurofeedback has emerged as a promising non -invasive approach that enables individuals to modulate their brainwave activity and enhance cognitive and behavioral functioning. This study aimed to investigate the effectiveness of game -based neurofeedback in improving attention and self -regulation in children with ADHD within Tehran Province. A quasi -experimental design with pre -test, post -test, and control groups was employed. Thirty children aged ۷ to ۱۲ years with clinically confirmed ADHD were randomly assigned to either an experimental group (n = ۱۵), which received ۲۰ sessions of game -based neurofeedback over ۱۰ weeks, or a control group (n = ۱۵), which received no neurofeedback intervention. Outcome measures included the Conners' Continuous Performance Test (CPT -۳) to assess attention and the Behavior Rating Inventory of Executive Function (BRIEF) to evaluate self -regulation. Results indicated significant improvements in the experimental group compared to the control group, with large effect sizes observed for attention (F(۱,۲۸) = ۱۵.۷۲, p = .۰۰۰۵ , η²p = .۳۶) and self -regulation (F(۱,۲۸) = ۱۲.۳۹, p = .۰۰۱۴, η²p = .۳۱). These findings suggest that integrating neurofeedback into game -based formats offers an effective and engaging intervention for enhancing key ADHD -related skills, supporting its use as a valuable complement to conventional treatments.

کلیدواژه ها:

Game -Based Neurofeedback Techniques ، Enhancing Attention ، Self-Regulation ، ADHD