Effects of EEG-biofeedback and positive reinforcement on attentional behavior to mathematics activities of attention-deficit/hyperactivity disorder children

Abstract

This study examined the hypothesis that EEG biofeedback and positive reinforcement could improve attentional behavior of 9.5 to 10.5 year-old children with ADHD. Six children (one girl and five boys) participated in this study. The researcher randomly assigned the participants into experimental and control groups with 3 children in each group. All participants were diagnosed with ADHD (in inattentive type) by the physician. Additional assessment, using ADHD-Symptom Inventory and, parent and teacher versions of ADHD/DSM-IV Scales confirmed physicians for all the participants. An ABA Control Group research design was applied. The data was collected into two dimensions, attentional behaviors and beta/theta brainwaves. Child attentional behaviors in both experimental and control groups were compared across baseline and treatment phases by using t-test. Ratio of beta and theta brainwaves of both groups was calculated and then compare with those ratios across baseline and treatment phases by using t-test. The results of attentional behaviors showed that (1) there was no difference in attentional behavior for experimental (M = 7.26, SD = 6.43) and control groups (M = 9.19, SD= 10.96) during baseline phase. (2) The participants in experimental group performed significantly more attentional behavior than control group during the treatment phase [t(38) = 44.009, p< .05]. The results of beta/theta brainwaves ratios showed that (1) there was no difference in the beta/theta brainwaves ratio between experimental (M = 0.99, SD = 0.54) and control groups (M = 0.64, SD = 0.11) during the baseline phase and (2) there was also no difference in beta/theta brainwaves ratio between experimental (M =0.68, SD = 0.10) and control groups (M = 0.63, SD = 0.15) during the treatment phase.