This study examines the effectiveness of both a bio- and a neurofeedback training for children with ADHD, embedded in a virtual classroom.
Recent findings and theories suggest ADHD is a disorder of self-regulation. This deficit is assumed to result in inattentive and hyperactive-impulsive behaviors, which eventually also impair these children’s academic achievement (i.e., they cannot perform up to their cognitive potential).
Bio- and neurofeedback trainings aim to teach children strategies allowing them to self-regulate their own behaviors. These strategies, however, only reduce ADHD symptoms and improve academic achievement when applied in real-life (e.g., at home or at school). The present study embedded both trainings in a virtual classroom to foster this transfer of acquired strategies from lab to real-life.
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