Evaluation of the Effectiveness of EEG
Neurofeedback Training for ADHD in a Clinical Setting
as measured by changes in T.O.V.A. Scores,
Behavioral Ratings, and WISC-R Performance
Joel F. Lubar, Michie Odle Swartwood, Jeffery N. Swartwood and Phyllis H. O'Donnell
Address all correspondence to Joel F. Lubar, Ph.D., University of Tennessee, 310 Austin
Peay Building, Knoxville, Tennessee 37996-0900.
Three individual studies were done to assess the effectiveness of neurofeedback treatment for Attention Deficit Hyperactivity Disorder (ADHD). The subject pool for these studies consisted of 23 children and adolescents ranging in age from 8 to 19 years with a mean of 11.4 years who participated in a 2 to 3 month summer program of intensive neurofeedback training. Feedback presentations were contingent on the production of 16-20 hz. (beta) activity in the absence of 4-8 hz. (theta) activity. Changes in EEG activity, Test of Variables of Attention (T.O.V.A.) performance, Attention Deficit Disorder Evaluation Scale (ADDES) behavior ratings, and WISC-R performance following neurofeedback training were assessed. Our results were as follows: Study I indicated that subjects who successfully decreased theta activity showed significant improvement in T.O.V.A. performance; Study II revealed significant improvement in parent ratings following neurofeedback training; and Study III indicated significant increases in WISC-R scores following neurofeedback training. These studies are important in that they examine the effects of neurofeedback training on both objective and subjective measures of Neurofeedback Training for ADHD Attention Deficit Disorder under relatively controlled conditions. The results support and extend previous published findings, indicating that neurofeedback training is an appropriate and efficacious adjunctive treatment for ADHD.