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首页> 美国卫生研究院文献>Frontiers in Human Neuroscience >Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity
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Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity

机译：神经反馈训练对多动症患儿的治疗效果是否与大脑活动的成功调节有关？大脑活动调节学习的回顾及其对特异性讨论的贡献

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While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e., whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients which include the analysis of learning across training sessions or relate training performance to outcome is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. “Non-learning” has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called “brain-computer illiteracy”, the inability to gain control over one’s brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning.
机译：虽然功效和特异性问题对于神经反馈训练的未来至关重要，但可能会有其他设计和对照分析来规避与双盲安慰剂研究相关的方法和伦理问题。令人惊讶的是，大多数NF研究并未报告其NF训练的最直接结果，即，患有ADHD的儿童在训练期间是否能控制其大脑活动。但是，对于特异性的调查，似乎有必要分析训练过程中发生的学习和适应过程，并将训练过程中自我调节的大脑活动的改善与行为，神经心理学和电生理结果联系起来。为了这个目的，提出了对多动症患者神经反馈训练的研究综述，包括对整个训练课的学习分析或将训练表现与结果联系起来。讨论了如何评估和量化随着时间的推移脑电调节学习的方法。在少数多动症研究中已经报告了“非学习”，但到目前为止，尚未成为一般方法论讨论的焦点。因此，还包括脑计算机接口（BCI）对所谓的“脑计算机文盲”（无法控制人的大脑活动）进行研究的结果。结论是，在关于特异性的讨论中，应该更多地关注训练过程中脑电图调节性能及其对临床结果的影响。有必要提高对多动症中典型跨会话和会话内学习轨迹的了解，并提供最佳学习条件。

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