The impact of neurofeedback training on midbrain activity and symptoms of attention- deficit/hyperactivity disorder (ADHD) in early childhood: a review study

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by hyperactivity, inattention, and impulsivity symptoms that can significantly impair a child's functioning and quality of life. Neurofeedback, a form of biofeedback, has emerged as a promising therapeutic approach for ADHD, utilizing real-time feedback of brain activity to help individuals self-regulate their brain function. This review paper examines the existing literature on the impact of neurofeedback training on midbrain activity and symptoms of ADHD in young children. The review begins with an overview of ADHD and its current treatment approaches, including medication and behavioural interventions. Then it delves into neurofeedback and how it works, focusing on targeting midbrain activity as a potential modality for ADHD treatment. The review discusses findings from empirical studies that have investigated the impact of neurofeedback training on midbrain activity and symptoms of ADHD in young children, including randomized controlled trials (RCTs), quasi-experimental studies, and case studies. Further, critically evaluated the methodological rigor and limitations of the studies, including sample size, study design, and outcome measures used. It also highlights the findings and trends in the literature, including the potential benefits of neurofeedback training in improving midbrain activity and reducing ADHD symptoms in young children. Then, underlying mechanisms of neurofeedback and its potential as a non- pharmacological intervention for ADHD, including long-term effects and the need for further research are discussed. Finally, the researcher summarizes the findings and implications for clinical practice, highlighting the potential of neurofeedback training as an adjunct or alternative treatment for ADHD in young children. The limitations and future directions for research in this area are discussed to establish the efficacy and safety of neurofeedback training for young children with ADHD.)