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fNIRS Neurofeedback Training Using Virtual Reality in Children With ADHD

Primary Purpose

ADHD

Status
Recruiting
Phase
Not Applicable
Locations
Hong Kong
Study Type
Interventional
Intervention
fNIRS Neurofeedback-VR Training
Computerized Cognitive Training
Sponsored by
The University of Hong Kong
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional treatment trial for ADHD focused on measuring fNIRS Neurofeedback Training, Virtual Reality, Children with ADHD

Eligibility Criteria

7 Years - 12 Years (Child)All SexesDoes not accept healthy volunteers

Inclusion Criteria: Children aged 7- 12 Clinical diagnosis of ADHD Significant teacher- or parent-reported attention problems during screening Exclusion Criteria: IQ under 70, as measured on Raven's Progressive Matrices Hearing, visual, or physical impairments that might hinder participation in the training and assessment activities Clinical diagnosis and suspected cases of Autism Spectrum Disorder (ASD) Prior or current participation in NFT Current participation in a psychotherapeutic treatment

Sites / Locations

  • The University of Hong KongRecruiting

Arms of the Study

Arm 1

Arm 2

Arm 3

Arm Type

Experimental

Active Comparator

Other

Arm Label

Experimental Group: fNIRS Neurofeedback-VR Training Group

Active Control Group: Computerized Cognitive Training Group

Waitlist Control Group

Arm Description

The experimental group will receive 16 sessions of training, 1 hour each, conducted twice per week over a period of 8 weeks. A classroom setting will be stimulated using VR and participants will be asked to complete some academic-related tasks during the stimulated lessons. The sensor on the neurofeedback device worn by the participants will detect changes in the blood oxy-hemoglobin level in brain cortical tissue and feedback to the participants via visual images or auditory sounds from the computer. Through practice, participants will learn to manipulate their attention, presumably by altering brain activities.

The computerized cognitive training group will receive 16 sessions of training, 35 minutes each, conducted twice per week over a period of 8 weeks. Participants will be asked to complete a set of computerized tasks using Cogmed, a digital training programme which is proven to enhance working memory and attention level in children.

The waitlist control group will not receive any intervention until the intervention arms complete their training. Depending on the availability, either the fNIRS Neurofeedback-VR Training or the Computerized Cognitive Training will be offered to this group.

Outcomes

Primary Outcome Measures

Conners Continuous Performance Test 3rd Edition (CPT 3)
A standardized computerized test on sustained attention and inhibitory control
Conners Continuous Performance Test 3rd Edition (CPT 3)
A standardized computerized test on sustained attention and inhibitory control
Conners Continuous Performance Test 3rd Edition (CPT 3)
A standardized computerized test on sustained attention and inhibitory control
Number subtest of Children's Memory Scale (CMS)
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Number subtest of Children's Memory Scale (CMS)
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Number subtest of Children's Memory Scale (CMS)
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control/switching that requires the child to make cognitive reversals.
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control/switching that requires the child to make cognitive reversals.
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control/switching that requires the child to make cognitive reversals.
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Functional NIRS
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Functional NIRS
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Functional NIRS
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Functional NIRS
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.

Secondary Outcome Measures

Children's ADHD symptoms
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Children's ADHD symptoms
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Children's ADHD symptoms
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Behavioural ratings on children's executive functions
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Behavioural ratings on children's executive functions
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Behavioural ratings on children's executive functions
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Children's classroom behaviours
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The total scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.
Children's classroom behaviours
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The total scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.
Children's classroom behaviours
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.

Full Information

First Posted
May 22, 2023
Last Updated
June 12, 2023
Sponsor
The University of Hong Kong
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1. Study Identification

Unique Protocol Identification Number
NCT05906485
Brief Title
fNIRS Neurofeedback Training Using Virtual Reality in Children With ADHD
Official Title
Randomized Controlled Trials of the Effects of Near-infrared Spectroscopy (fNIRS) Neurofeedback Training Coupled With Virtual Reality Technology in Children With Attention-Deficit/Hyperactivity Disorder (ADHD)
Study Type
Interventional

2. Study Status

Record Verification Date
June 2023
Overall Recruitment Status
Recruiting
Study Start Date
June 1, 2023 (Actual)
Primary Completion Date
January 11, 2026 (Anticipated)
Study Completion Date
January 11, 2026 (Anticipated)

3. Sponsor/Collaborators

Responsible Party, by Official Title
Principal Investigator
Name of the Sponsor
The University of Hong Kong

4. Oversight

Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
Data Monitoring Committee
No

5. Study Description

Brief Summary
The study aims to explore the effectiveness of neurofeedback training on improving attention and inhibitory control of children with attention-deficit/hyperactivity disorder (ADHD) in Hong Kong. This study will contribute to the current understanding of the alternative treatments for ADHD, and hopefully help to mobilize more resources to support children with ADHD. The programme includes the following components: Participants will be randomly assigned to the neurofeedback training group (with virtual reality [VR] technology applied), the computerized cognitive training group, or the waitlist control group. All participants will complete a total of 16 training sessions in 8 weeks (twice a week), and each session will last around 35 to 60 mins. To investigate the intervention effectiveness, children will be asked to complete a set of cognitive tests covering inhibitory control, attention, and working memory prior to the intervention (i.e., Time 1), immediately after the 8-week training (i.e., Time 2), and 2 months after the training (i.e., Time 3, a 2-month follow up). The assessment will take around 1 hour and it will be conducted at the laboratory at the University of Hong Kong. Also, parents and teachers will be asked to complete a questionnaire assessing children's behaviours at home and schools at 3 timepoints.

6. Conditions and Keywords

Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
ADHD
Keywords
fNIRS Neurofeedback Training, Virtual Reality, Children with ADHD

7. Study Design

Primary Purpose
Treatment
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Model Description
Experimental group: receives 8-week functional near-infrared spectroscopy (fNIRS) neurofeedback training (coupled with virtual reality) in Phase 1, twice per week, each lasts 1 hour. Active control group: receives 8-weeks computerized cognitive training in Phase 1, twice per week, each lasts 35 minutes. Waitlist control group: either receives 8-weeks fNIRS neurofeedback training (coupled with virtual reality) or computerized cognitive training in Phase 2 (i.e., after the completion of training for intervention group and active control group).
Masking
ParticipantOutcomes Assessor
Masking Description
Participants will be randomly allocated into groups. Assessors do not know about which group participants were allocated.
Allocation
Randomized
Enrollment
108 (Anticipated)

8. Arms, Groups, and Interventions

Arm Title
Experimental Group: fNIRS Neurofeedback-VR Training Group
Arm Type
Experimental
Arm Description
The experimental group will receive 16 sessions of training, 1 hour each, conducted twice per week over a period of 8 weeks. A classroom setting will be stimulated using VR and participants will be asked to complete some academic-related tasks during the stimulated lessons. The sensor on the neurofeedback device worn by the participants will detect changes in the blood oxy-hemoglobin level in brain cortical tissue and feedback to the participants via visual images or auditory sounds from the computer. Through practice, participants will learn to manipulate their attention, presumably by altering brain activities.
Arm Title
Active Control Group: Computerized Cognitive Training Group
Arm Type
Active Comparator
Arm Description
The computerized cognitive training group will receive 16 sessions of training, 35 minutes each, conducted twice per week over a period of 8 weeks. Participants will be asked to complete a set of computerized tasks using Cogmed, a digital training programme which is proven to enhance working memory and attention level in children.
Arm Title
Waitlist Control Group
Arm Type
Other
Arm Description
The waitlist control group will not receive any intervention until the intervention arms complete their training. Depending on the availability, either the fNIRS Neurofeedback-VR Training or the Computerized Cognitive Training will be offered to this group.
Intervention Type
Behavioral
Intervention Name(s)
fNIRS Neurofeedback-VR Training
Intervention Description
In the fNIRS Neurofeedback-VR Training, we have designed a classroom scenario modeled and children are expected to learn how to regulate their attention based on the feedback provided by the fNIRS on the oxygenated haemoglobin level in their prefrontal cortex.
Intervention Type
Behavioral
Intervention Name(s)
Computerized Cognitive Training
Intervention Description
In the Computerized Cognitive Training, children will complete a range of tasks covering attention control and working memory using a conventional training programme, namely Cogmed.
Primary Outcome Measure Information:
Title
Conners Continuous Performance Test 3rd Edition (CPT 3)
Description
A standardized computerized test on sustained attention and inhibitory control
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Conners Continuous Performance Test 3rd Edition (CPT 3)
Description
A standardized computerized test on sustained attention and inhibitory control
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Conners Continuous Performance Test 3rd Edition (CPT 3)
Description
A standardized computerized test on sustained attention and inhibitory control
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Number subtest of Children's Memory Scale (CMS)
Description
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Number subtest of Children's Memory Scale (CMS)
Description
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Number subtest of Children's Memory Scale (CMS)
Description
A verbal working memory test using digit span, with a higher score indicating a higher level of verbal working memory. The total score of this test ranges from 0 to 30.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control/switching that requires the child to make cognitive reversals.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control/switching that requires the child to make cognitive reversals.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Opposite Worlds subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control/switching that requires the child to make cognitive reversals.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Creature Counting subtest of the Test of Everyday Attention for Children (TEA-CH)
Description
A measure of attentional control and switching that requires children to repeatedly switch between two simple activities, counting upward and counting downward.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Functional NIRS
Description
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Functional NIRS
Description
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Time Frame
Up to 8 to 10 weeks (within the intervention period)
Title
Functional NIRS
Description
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Functional NIRS
Description
The levels of oxygenated and deoxygenated hemoglobin of the prefrontal cortex will be measured throughout the training sessions and direct assessments using functional NIRS.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Secondary Outcome Measure Information:
Title
Children's ADHD symptoms
Description
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Children's ADHD symptoms
Description
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Children's ADHD symptoms
Description
Parents and teachers will be asked to complete the Swanson, Nolan, and Pelham Version IV Scale (SNAP-IV) measuring children's inattentive, hyperactive and impulsive symptoms with a 4-point Likert scale (ranges from 0 to 3). The minimum total score is 0 while the maximum total score is 78, with a higher score indicating a higher level of inattentive, hyperactive and impulsive symptoms.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Behavioural ratings on children's executive functions
Description
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Behavioural ratings on children's executive functions
Description
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Behavioural ratings on children's executive functions
Description
Parents and teachers will be asked to complete Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) measuring a range of executive functions, including behavioural, emotional and cognitive regulation
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Title
Children's classroom behaviours
Description
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The total scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.
Time Frame
Pre-intervention Assessment (within 4 weeks before the commencement of the intervention)
Title
Children's classroom behaviours
Description
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The total scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Children's classroom behaviours
Description
Children's classroom behaviours, including their engagement and off-task behaviours, will be measured using a classroom observation scale based on the Behavioral Observation of Students in Schools (BOSS) developed by our research lab through naturalistic observation at schools. A proportion of participants will be selected randomly to undergo the classroom observation. The scores for children's engagement and off-task behaviours ranges from 0 to 30, with a higher score indicating a higher level of engagement and off-task behaviours in class.
Time Frame
Delayed Post-intervention Assessment (a 2-month follow up after the completion of the intervention)
Other Pre-specified Outcome Measures:
Title
Children's enjoyment of the training
Description
Children's enjoyment of the training will be evaluated using the Cognitive Absorption Scale (CAS) using a 7-point Likert scale (ranges from 1 to 7), which includes four dimensions: temporal dissociation, focused immersion, heightened enjoyment, and curiosity. The total score of this scale ranges from 7 to 119, with a higher score indicating a higher level of children's enjoyment of the training.
Time Frame
Immediate Post-intervention Assessment (within 4 weeks after the completion of the intervention)
Title
Feasibility of conducting VR training within children
Description
Children's symptoms of cybersickness (e.g., nausea, fatigue, eye strain) will be measured using the Simulator Sickness Questionnaire (SSQ) after completing every training session, using a 4-point Likert scale (ranges from 0 to 3). The minimum weighted total score of this scale is 0 and the maximum weighted total score is 235.62, with a higher score indicating a higher level of symptoms of cybersickness.
Time Frame
Up to 8 to 10 weeks (within the intervention period)

10. Eligibility

Sex
All
Minimum Age & Unit of Time
7 Years
Maximum Age & Unit of Time
12 Years
Accepts Healthy Volunteers
No
Eligibility Criteria
Inclusion Criteria: Children aged 7- 12 Clinical diagnosis of ADHD Significant teacher- or parent-reported attention problems during screening Exclusion Criteria: IQ under 70, as measured on Raven's Progressive Matrices Hearing, visual, or physical impairments that might hinder participation in the training and assessment activities Clinical diagnosis and suspected cases of Autism Spectrum Disorder (ASD) Prior or current participation in NFT Current participation in a psychotherapeutic treatment
Central Contact Person:
First Name & Middle Initial & Last Name or Official Title & Degree
Kathy Tsam Ling KEI
Phone
+852 6939 4425
Email
hkuadhdvr@outlook.com
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Kathy Kar Man SHUM, Dr.
Organizational Affiliation
The University of Hong Kong
Official's Role
Principal Investigator
Facility Information:
Facility Name
The University of Hong Kong
City
Hong Kong
Country
Hong Kong
Individual Site Status
Recruiting
Facility Contact:
First Name & Middle Initial & Last Name & Degree
Kathy Tsam Ling KEI
Phone
+852 6939 4425
Email
hkuadhdvr@outlook.com

12. IPD Sharing Statement

Plan to Share IPD
Undecided
IPD Sharing Plan Description
Not yet decided
Citations:
Citation
Blume, F., Quixal, M., Hudak, J., Dresler, T., Gawrilow, C., & Ehlis, A. C. (2020). Development of Reading Abilities in Children with ADHD Following fNIRS-Neurofeedback or EMGBiofeedback. Lernen und Lernstörungen, 9(3) 2. Blume, F., Hudak, J., Dresler, T., Ehlis, A. C., Kühnhausen, J., Renner, T. J., & Gawrilow, C. (2017). NIRS-based neurofeedback training in a virtual reality classroom for children with attention-deficit/hyperactivity disorder: study protocol for a randomized controlled trial. Trials, 18(1), 1-16. 3. Marx, A.-M., Ehlis, A.-C., Furdea, A., Holtmann, M., Banaschewski, T., Brandeis, D., … Strehl, U. (2015). Near-infrared spectroscopy (NIRS) neurofeedback as a treatment for children with attention deficit hyperactivity disorder (ADHD): a pilot study. Frontiers in Human Neuroscience, 8(JAN), 1038. 4. Strehl, U., Leins, U., Goth, G., Klinger, C., Hinterberger, T., & Birbaumer, N. (2006). Selfregulation of slow cortical potentials: a new treatment for children with attentiondeficit/hyperactivity disorder. Pediatrics, 118(5), e1530-e1540. 5. Cogmed (2020). Cogmed Working Memory Training. Pearson Clinical Assessment UK. 6. Gau, S. S. F., Lin, C. H., Hu, F. C., Shang, C. Y., Swanson, J. M., Liu, Y. C., & Liu, S. K. (2008). Psychometric properties of the Chinese version of the Swanson, Nolan, and Pelham, version IV scale-Teacher Form. Journal of Pediatric Psychology, 34(8), 850-861. 7. Gau, S. S. F., Shang, C. Y., Liu, S. K., Lin, C. H., Swanson, J. M., Liu, Y. C., & Tu, C. L. (2008). Psychometric properties of the Chinese version of the Swanson, Nolan, and Pelham, version IV scale-parent form. International Journal of Methods in Psychiatric Research, 17(1), 35-44. 8. Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2015). BRIEF-2, Behavior Rating Inventory of Executive Function (2nd Ed.). Psychological Assessment Resources, Inc. 9. Shum, K. K. M., Zheng, Q., Chak, G. S., Kei, K. T. L., Lam, C. W. C., Lam, I. K. Y., Lok, C. S. W., & Tang, J. W. Y. (2021). Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychology, 27(2), 165-189. 10. Conners, C. K. (2014). Conners Continuous Performance Test 3rd Edition (Conners CPT 3). Multi-Health Systems, Inc. 11. Cohen, M. J. (1997). Children's Memory Scale. The Psychological Corporation. 12. Manly et al. (1998). Test of Everyday Attention for Children. Pearson Clinical Assessment UK. 13. Volpe, R. J., DiPerna, J. C., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454-474. 14. Kennedy, R. S., Lane, N. E., Berbaum, K. S., & Lilienthal, M. G. (1993). Simulator sickness questionnaire: An enhanced method for quantifying simulator sickness. The International Journal of Aviation Psychology, 3(3), 203-220. 15. Agarwal, R., & Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665-694.
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fNIRS Neurofeedback Training Using Virtual Reality in Children With ADHD

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