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Effectiveness of Neurofeedback on Cognitive Empathy and Cognitive Emotion Regulation in Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD)
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Roghieh Nooripour *1   , Simin Hosseinian , Gholam ali Afrouz , Nour Mohammad Bakhshani |
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Abstract: (3592 Views) |
| Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a consistent pattern of attention deficit hyperactivity disorder and impulsivity behaviors that disrupts individual's action at home and society. The main aim of this study was to evaluate the effectiveness of neurofeedback on cognitive empathy and cognitive emotion regulation in adolescents with ADHD. Method: This applied study has a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population was adolescents with ADHD who referred to the counseling clinics in Tehran. They were selected through a purposeful convenience sampling method in 16 adolescents and randomly assigned into two groups of experimental and control (n=8). Neurofeedback treatment protocols were conducted based on the alpha/theta protocol for 16 weeks, two sessions per week (30-minute). The instrument of this study was Conner’s Adult ADHD Rating Scale - Self-report form, Cognitive Emotion Regulation Questionnaire (CERQ), and the Empathy Self-assessment Scale. To analyze the data, the descriptive statistics, mean, frequency, standard deviation, the inferential statistics, repeated measure, and ANOVA were provided to test research questions. Results: The results showed that there was a significant difference between the neurofeedback group and the control group in the pre-test and post-test in cognitive empathy and cognitive emotion regulation but no significant stability was observed in the follow-up stage (p ≤0.05). Conclusion: According to the results, it is recommended that the principles and concepts of the neurofeedback, which in fact, this study confirmed their impact in Iranian society, should be considered as a training and executive duty for school and family advisers in empowerment, analysis, and interpretation in workshops and meetings so that they can use these methods to help students with ADHD and their families through learning process. |
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| Keywords: Cognitive emotion regulation, Neurofeedback, Adolescent, Cognitive empathy, ADHD |
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Full-Text [PDF 321 kb]
(1727 Downloads)
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Type of Study: Applicable |
Subject:
General
Received: 2019/05/18 | Accepted: 2020/05/22 | Published: 2020/09/14
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