Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities.
In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 55; no. 8; pp. 2884 - 2896 |
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| Autores principales: | , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186910036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186910036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2025 vid: 55 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 186910036 177506733 186910036 186910036 10.1007/s10803-024-06400-8 186910036 ppf: 2884 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities. aug: au: Gacek, Michał Smoleń, Tomasz Krzywoszański, Łukasz Bartecka-Śmietana, Agnieszka Kulasek-Filip, Beata Piotrowska, Maja Sepielak, Dominika Supernak, Katarzyna affil: https://ror.org/03bqmcz70 Institute of Psychology, Jagiellonian University, ul. Ingardena 6, 30-060, Krakow, Poland sug: subj: Students with Disabilities Psychosocial Factors Autism Spectrum Disorder Psychosocial Factors Intellectual Disability Psychosocial Factors Attention Biofeedback Education School Health Education Methods Outcomes of Education Human Male Female Adolescence Young Adult Adult Education, Special Task Performance and Analysis Cognition Developmental Disabilities Learning Environment Computers and Computerization Adolescent: 13-18 years Adult: 19-44 years Male Female ab: In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25 controls from the same center. We used two computer tasks to assess sustained attention in simple and cognitively demanding test situations, and we used a pen-and-paper task to assess selective attention. Each student who took part in the study was tested at the beginning and at the end of the schoolyear. Students from the experimental group significantly improved their performance in the task related to sustained attention to simple stimuli. No performance improvement related to neurofeedback treatment was observed in either sustained attention in cognitively demanding situations or selective attention. School-based neurofeedback training may improve sustained attention to simple stimuli in students with developmental disabilities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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