跳到主要內容

臺灣博碩士論文加值系統

(3.236.23.193) 您好!臺灣時間:2021/07/26 07:45
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:廖御圻
研究生(外文):Yu-ChiLiao
論文名稱:神經生理回饋訓練對注意力缺陷/過動疾患孩童的注意力監控改善成效
論文名稱(外文):Neurofeedback Training Program for Children with ADHD to Improve Meta-attention Functions
指導教授:郭乃文郭乃文引用關係
指導教授(外文):Nai-Wen Guo
學位類別:碩士
校院名稱:國立成功大學
系所名稱:行為醫學研究所
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:84
中文關鍵詞:神經心理治療注意力缺陷過動疾患神經生理回饋執行注意力
外文關鍵詞:neuropsychotherapyADHDneurofeedbackexecutive attention
相關次數:
  • 被引用被引用:2
  • 點閱點閱:1050
  • 評分評分:
  • 下載下載:90
  • 收藏至我的研究室書目清單書目收藏:0
目的:Arns等(2009)後設分析研究指出神經生理回饋(neurofeedback, NF)訓練對注意力缺陷/過動疾患(ADHD)患者之注意力、過動行為症狀有良好療效,然NF訓練模組需要40小時以上,未有從神經心理層面的測量來探討其對注意力及執行功能(executive function)之效益。本研究旨在驗證一套需時較短的神經心理治療系統之療效,且以更廣泛層次的療效指標來討論。
方法:本研究以NF模式,結合廣泛性注意力訓練系統(Comprehensive Attention Training System, CATS)做為操作作業及自主性等神經心理病理概念,建構「Will Well NF(WWNF)」治療模式,每治療期程20小時。二十二名學齡期ADHD患者隨機分派至控制組(CON組)與實驗組(WWNF組)。CON組經晤談及前測,並依原醫囑治療方式於10週後進行後測;WWNF組則於這十週接受的WWNF治療。本研究共以三層級指標來檢驗療效,含神經心理測驗組合、行為與執行功能問卷,以及生活適應功能等。以二因子重複量數進行統計分析,並進一步以拔靴法之相依T檢定分析檢驗組內之改變。
結果:F-test顯示有兩層級指標療效達顯著交互作用。其一,於神經心理功能層面中,多項注意力衡鑑之指標,如遲緩錯誤數、漏失錯誤數、正確反應數及反應時間等達顯著交互作用;其二,於問卷層次中,SNAP之不注意症狀數與總症狀數以及家長填報之注意力問卷達顯著交互作用。兩層次都顯示WWNF組優於控制組。而適應功能層面指標雖未達顯著,然也仍呈現進步。
討論:研究結果顯示ADHD孩童經WWNF後,與控制組相比,其注意力監控與執行功能等心智功能與生活行為上均呈現明顯改善。雖然樣本數較少,但已實證WWNF之療效。未來研究應增加樣本數,以進一步研究個體差異與療效關係,並追蹤療效之持續性。
Introduction: The results of meta-analysis study of Arns et al (2009) revealed that neurofeedback (NF) training can effectively reduce inattention and hyperactivity symptoms in subjects with Attention deficit hyperactivity disorder (ADHD). Yet questions remain concerning that NF training need more than 40 hours, and less studies were concerning the neuropsychological level to see specific effects on improvement of attention and executive functions. To address these issues, this study aimed to examine the effectiveness of a new neuropsychotherapy system, which taking less training time and multi-level of evidences for the curative effects.
Method: This study used NF training model, combining Comprehensive Attention Training Systems (CATS), and neuropsychological pathology, which considering autonomy of training as strategies to develop the Will Well NF (WWNF) program. The program also used, WWNF took 20 hours for a training course. Twenty-two ADHD children were randomly assigned to either a waiting-control group (CON group) or an experimental group (WWNF group). The CON group, after took interview and pretests, were in accordance with original therapies, then posttests measured after 10 weeks. The NF group experienced WWNF training protocols in these 10 weeks. This study used indexes from three level evidences to discuss the curative effects, including neuropsychological assessments, behavioral questionnaires of attention and executive functions, and adaptive functions. The two-way repeated measured method (ANOVA) and bootstrapping method of dependent T test were used for statistical analysis.
Result: F-test showed there were interaction effects in neuropsychological level and behavioral questionnaire level. The WWNF group showed less delay errors and omission errors, more correct responses, and reduction reaction time among attentional assessments in neuropsychological level, and decreased inattention and ADHD symptoms in SNAP and batter daily attention function reported by parents in questionnaire level. Although there were no interaction effect in adaptive functions level, there were trend of being more adaptive.
Discussion: This study suggested that after WWNF, ADHD children improve mental functions, including attention monitoring and executive functions, and daily life behaviors, although no markedly change better than control group in adaptive function. Even the sample size in this study was small, but it proved the effect of WWNF. Future studies should increase sample size, and follow up the maintenance of effectiveness.
第壹章、導論..............................1
第一節、研究背景與動機......................1
第二節、文獻回顧...........................3
一、ADHD的診斷............................3
二、ADHD之注意力監控/執行注意力..............6
三、ADHD的腦波研究 .......................11
四、神經生理回饋在注意力監控之訓練............15
第三節、研究動機及設計......................22
第貳章、研究方法...........................23
第一節、受試者.............................23
第二節、研究工具...........................24
第三節、治療方案與治療設備...................30
第四節、研究流程...........................36
第五節、統計分析...........................37
第參章、研究結果...........................38
第一節、實驗組與控制組之比較.................38
第二節、WWNF療效探討.......................46
第肆章 討論...............................59
第一節、WWNF療效分析.......................59
第二節、研究限制與建議......................62
第三節、研究貢獻與未來展望...................64
參考文獻..................................65
中文部分..................................65
英文部分..................................67
附錄.....................................76
附錄一、家庭環境評量表......................76
附錄二、社會地位指數計算分類.................79
附錄三、日常生活注意力問卷...................80
附錄四、日常執行功能量表.....................81
附錄五、日常時間管理問卷.....................82
附錄六、訓練程式介面........................83
附錄七、WWNF個案回饋整理....................84

中文部分:
吳玉欣、余麗樺、陳靖、郭乃文(2009)。「日常執行功能量表之發展與其因素結構及信效度研究」。臨床心理學刊(4卷2期):86-94。
余麗樺、郭乃文、黃茂雄(2002)。「注意力功能之神經心理學建構與衡鑑模式研究-以青少年與腦傷患者之實證資料為基礎」。行政院國家科學委員會專題研究計畫成果報告。
林寶貴、黃玉枝、李如鵬(2009a)。「學齡階段國語文能力測驗指導手冊」。教育部特殊教育工作小組。台北:台灣師大。
林寶貴、李如鵬、黃玉枝(2009b)。「學齡階段數學能力測驗指導手冊」。教育部特殊教育工作小組。台北:台灣師大。
施妤蓁(2009)。「探討國中校園注意力缺陷/過動症三級預防模式之建立—從篩檢到治療」。國立成功大學行為醫學研究所碩士論文,未出版,台南市。
倪子洛(2011)。「早期發展正常之極低出生體重早產兒於學齡前執行功能之受損研究」。國立成功大學行為醫學研究所碩士論文,未出版,台南市。
郭乃文、鄭中平(2005)。「非語文注意力與記憶力測驗之修訂與應用」。教育部社教司研究報告。
郭乃文(2002)。「非語文性注意力與記憶力測驗指導手冊」。教育部特殊教育工作小組。台北:台灣師大。
郭乃文(2003)。「以Cohen認知神經心理學概念探討注意力功能測量研究」。未發表之博士論文,國立台灣大學,台北市,台灣。
郭乃文、余麗樺、黃惠玲、莊妙芬(1997)。「非語文注意力與記憶力測驗編製研究」。台北:教育部社教司研究報告。
陳美燕、徐澄清(1997)。家庭環境評量表在台灣之信度、效度的初步探討。護理雜誌,38,119-128。
陳榮華(2007)。「WISC-IV魏氏兒童智力量表第四版(中文版)指導手冊」。台北:中國行為科學社。
陳孟筳(2010)。「學齡期高功能自閉症與亞斯伯格症孩童執行功能之訓練成效」。國立成功大學行為醫學研究所碩士論文,未出版,台南市。
黃惠玲、王雅琴、郭乃文、蔡淑貞(1994)。注意力不足過動症兒童在神經心理測驗上的表現。The Kaohsiung Journal of Medical Sciences(10卷):157-164。
詹雅雯、陳信昭、郭乃文(2006)。注意力缺失∕過動疾患不注意型與合併型之多面向注意力功能分析。臨床心理學刊(3卷2期):85-92。
盧台華、陳心怡(2008)。適應行為評量系統第二版中文版-兒童版。台北:中國行為科學社。
賴培增(2011)。「注意力缺失/過動疾患-不注意型與複合型兒童在前瞻性記憶表現之比較」。國立成功大學行為醫學研究所碩士論文,未出版,台南市。
英文部分:
Amen, D. G., & Carmichael, B. D. (1997). High-resolution brain SPECT imaging in ADHD. Annals of Clinical Psychiatry, 9(2), 81-86.
Amen, D. G., Paldi, F., & Thisted, R. A. (1993). Brain SPECT imaging. Journal of the American Academy of Child and Adolescent Psychiatry, 32(5), 1080-1081.
American Psychiatric Association. (1994). Diagnostic and Statistic Manual of Mental Disorders (IV). Washington DC: Author.
American Psychiatric Association. (2000). Diagnostic and Statistic Manual of Mental Disorders (IV-TR). Washington DC: Author.
Arns, M., de Ridder, S., Strehl, U., Breteler, M., & Coenen, A. (2009). Efficacy of neurofeedback treatment in ADHD: the effects on inattention, impulsivity and hyperactivity: a meta-analysis. Clinical Electroencephalography and Neuroscience, 40(3), 180-189.
Barkley, R. A., Grodzinsky, G.,&DuPaul, G. J. (1992). Frontal lobe functions in attention deficit disorder with and without hyperactivity: A review and research report. Journal of Abnormal Child Psychology, 20, 163-188.
Barry, R. J., Clarke, A. R., & Johnstone, S. J. (2003). A review of electrophysiology in attention-deficit/hyperactivity disorder: I. Qualitative and quantitative electroencephalography. Clinical Neurophysiology, 114(2), 171-183.
Barry, R. J., Clarke, A. R., Johnstone, S. J., McCarthy, R., & Selikowitz, M. (2009). Electroencephalogram θ/β ratio and arousal in attention-deficit/hyperactivity disorder: Evidence of independent processes. Biological Psychiatry, 66(4), 398-401.
Barry, R. J., Clarke, A. R., McCarthy, R., & Selikowitz, M. (2002). EEG coherence in attention-deficit/hyperactivity disorder: A comparative study of two DSM-IV types. Clinical Neurophysiology, 113(4), 579-585.
Barry, R. J., Johnstone, S. J., & Clarke, A. R. (2003). A review of electrophysiology in attention-deficit/hyperactivity disorder: II. Event-related potentials. Clinical Neurophysiology, 114(2), 184-198.
Bradley, R. H., Caldwell, B. M., Rock, S. L., Hamrick, H. M., & Harris, P. (1988). Home observation for measurement of the environment: Development of a HOME inventory for use with families having children 6 to 10 years old. Contemporary Educational Psychology, 13, 58-71.
Burgess, P. W., Dumontheil, I., & Gilbert, S. J. (2007). The gateway hypothesis of rostral prefrontal cortex (area 10) function. Trends in Cognitive Sciences, 11(7), 290-298.
Burgess, P. W., & Shallice, T. (1996). Confabulation and the control of recollection. Memory, 4(4), 359-411.
Butnik, S. M. (2005). Neurofeedback in adolescents and adults with attention deficit hyperactivity disorder. Journal of Clinical Psychology, 61(5), 621-625.
Chabot, R. J., & Serfontein, G. (1996). Quantitative electroencephalographic profiles of children with attention deficit disorder. Biological Psychiatry, 40(10), 951-963.
Chiang, M., & Gau, S. S. F. (2008). Validation of attention-deficit–hyperactivity disorder subtypes among Taiwanese children using neuropsychological functioning. Australian and New Zealand Journal of Psychiatry, 42(6), 526-535.
Clarke, A. R., Barry, R. J., McCarthy, R., & Selikowitz, M. (2001). Age and sex effects in the EEG: differences in two subtypes of attention-deficit/hyperactivity disorder. Clinical Neurophysiology, 112(5), 815-826.
Clarke, A. R., Barry, R. J., McCarthy, R., Selikowitz, M., Johnstone, S. J., Hsu, C.-I., et al. (2007). Coherence in children with attention-deficit/hyperactivity disorder and excess beta activity in their EEG. Clinical Neurophysiology, 118(7), 1472-1479.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences(2nd ed). Hillsdale, New Jersey: L. Erlbaum Associates.
Cohen, R. A., & Kaplan, R. F. (1993). Attention as a Multicomponent Process - Neuropsychological Validation. Journal of Clinical and Experimental Neuropsychology, 15(3), 379-379.
Cook, I. A., O'Hara, R., Uijtdehaage, S. H., Mandelkern, M., & Leuchter, A. F. (1998). Assessing the accuracy of topographic EEG mapping for determining local brain function. Electroencephalography and Clinical Neurophysiology, 107(6), 408-414.
Couillet, J., Soury, S., Lebornec, G., Asloun, S., Joseph, P.-A., Mazaux, J.-M., et al. (2010). Rehabilitation of divided attention after severe traumatic brain injury: A randomised trial. Neuropsychological Rehabilitation: An International Journal, 20(3), 321-339.
Doehnert, M., Brandeis, D., Straub, M., Steinhausen, H. C., & Drechsler, R. (2008). Slow cortical potential neurofeedback in attention deficit hyperactivity disorder: is there neurophysiological evidence for specific effects? J Neural Transm, 115(10), 1445-1456.
Egner, T., & Gruzelier, J. H. (2001). Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans. Neuroreport, 12(18), 4155-4159.
Ellis, L. K., Rothbart, M. K., & Posner, M. I. (2004). Individual differences in executive attention predict self-regulation and adolescent psychosocial behaviors. Annals of the New York Academy of Sciences, 1021, 337-340.
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2 Pt 1), 288-307.
Friel, P. N. (2007). EEG biofeedback in the treatment of attention deficit/hyperactivity disorder. Alternative Medicine Review, 12(2), 146-151.
Fuchs, T., Birbaumer, N., Lutzenberger, W., Gruzelier, J. H., & Kaiser, J. (2003). Neurofeedback treatment for attention-deficit/hyperactivity disorder in children: a comparison with methylphenidate. Applied Psychophysiology and Biofeedback, 28(1), 1-12.
Gau, S. S., Chong, M. Y., Chen, T. H., & Cheng, A. T. (2005). A 3-year panel study of mental disorders among adolescents in Taiwan. American Journal of Psychiatry, 162(7), 1344-1350.
Gau, S. S., Shang, C. Y., Liu, S. K., Lin, C. H., Swanson, J. M., Liu, Y. C., et al. (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.
Gevensleben, H., Holl, B., Albrecht, B., Schlamp, D., Kratz, O., Studer, P., et al. (2009). Distinct EEG effects related to neurofeedback training in children with ADHD: a randomized controlled trial. International Journal of Psychophysiology, 74(2), 149-157.
Gevensleben, H., Holl, B., Albrecht, B., Vogel, C., Schlamp, D., Kratz, O., et al. (2009). Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial. Journal of Child Psychology and Psychiatry, 50(7), 780-789.
Grodzinsky, G. M., & Diamond, R. (1992). Frontal lobe functioning in boys with attention-deficit hyperactivity disorder. Developmental Neuropsychology, 8, 427-445.
Heinrich, H., Gevensleben, H., & Strehl, U. (2007). Annotation: Neurofeedback-train your brain to train behaviour.
Hollingshead, A.(1957). Two factor index of cocial position: Ner Heaven, CT.
Holmboe, K., & Johnson, M. H. (2005). Educating executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14479-14480.
Kandel, E. R. (1998). A new intellectual framework for psychiatry. American Journal of Psychiatry, 155(4), 457-469.
Kaufmann, L., Zieren, N., Zotter, S., Karall, D., Scholl-Burgi, S., Haberlandt, E., et al. (2010). Predictive validity of attentional functions in differentiating children with and without ADHD: a componential analysis. Developmental Medicine & Child Neurology, 52(4), 371-378.
Kelly, A. M., & Garavan, H. (2005). Human functional neuroimaging of brain changes associated with practice. Cerebral Cortex, 15(8), 1089-1102.
Kerns, K. A., Eso, K., & Thomson, J. (1999). Investigation of a direct intervention for improving attention in young children with ADHD. Developmental Neuropsychology, 16(2), 273-295.
Kovatchev, B., Cox, D., Hill, R., Reeve, R., Robeva, R., & Loboschefski, T. (2001). A psychophysiological marker of attention deficit/hyperactivity disorder (ADHD)--defining the EEG consistency index. Applied Psychophysiology and Biofeedback, 26(2), 127-140.
Kropotov, J. D. (2009). Quantitative EEG, Event-Relatived Potentials and Neurotherapy. London, UK: elsevier.
Kropotov, J. D., Grin-Yatsenko, V. A., Ponomarev, V. A., Chutko, L. S., Yakovenko, E. A., & Nikishena, I. S. (2005). ERPs correlates of EEG relative beta training in ADHD children. International Journal of Psychophysiology, 55(1), 23-34.
Levesque, J., Beauregard, M., & Mensour, B. (2006). Effect of neurofeedback training on the neural substrates of selective attention in children with attention-deficit/hyperactivity disorder: a functional magnetic resonance imaging study. Neuroscience Letters, 394(3), 216-221.
Leins, U., Goth, G., Hinterberger, T., Klinger, C., Rumpf, N., & Strehl, U. (2007). Neurofeedback for children with ADHD: A comparison of SCP and Theta/Beta protocols. Applied Psychophysiology and Biofeedback, 32(2), 73-88.
Linden, M., Habib, T., & Radojevic, V. (1996). A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities. Biofeedback and Self Regulation, 21(1), 35-49.
Liu, Y., Liu, S., Shang, C., Lin, C., Tu, C., & Gau, S. (2006). Norm of the Chinese Version of the Swanson, Nolan and Pelham, Version IV Scale for ADHD. Taiwanese Journal of Psychiatry, 20(4), 290-304.
Lubar. (2003). Neurofeedback for the Management of Attention Deficit Disorders In Schwarz (Ed.), Biofeedback: a practitioner's guide 3rd ed. New York: The Guilford Press.
Lubar, J. F. (1991). Discourse on the development of EEG diagnostics and biofeedback for attention-deficit/hyperactivity disorders. Biofeedback and Self Regulation, 16(3), 201-225.
Lubar, J. F., Swartwood, M. O., Swartwood, J. N., & O'Donnell, P. H. (1995). 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. Biofeedback and Self Regulation, 20(1), 83-99.
Lubar, J. O., & Lubar, J. F. (1984). Electroencephalographic biofeedback of SMR and beta for treatment of attention deficit disorders in a clinical setting. Biofeedback and Self Regulation, 9(1), 1-23.
Mann, C. A., Lubar, J. F., Zimmerman, A. W., Miller, C. A., & Muenchen, R. A. (1992). Quantitative analysis of EEG in boys with attention-deficit-hyperactivity disorder: Controlled study with clinical implications. Pediatric Neurology, 8(1), 30-36.
Mazaheri, A., Coffey-Corina, S., Mangun, G. R., Bekker, E. M., Berry, A. S., & Corbett, B. A. (2010). Functional disconnection of frontal cortex and visual cortex in attention-deficit/hyperactivity disorder. Biological Psychiatry, 67(7), 617-623.
Medley, A. R., & Powell, T. (2010). Motivational Interviewing to promote self-awareness and engagement in rehabilitation following acquired brain injury: A conceptual review. Neuropsychological Rehabilitation, 20(4), 481-508.
Monastra, V. J., Lubar, J. F., & Linden, M. (2001). The development of a quantitative electroencephalographic scanning process for attention deficit-hyperactivity disorder: reliability and validity studies. Neuropsychology, 15(1), 136-144.
Monastra, V. J., Lubar, J. F., Linden, M., VanDeusen, P., Green, G., Wing, W., et al. (1999). Assessing attention deficit hyperactivity disorder via quantitative electroencephalography: an initial validation study. Neuropsychology, 13(3), 424-433.
Monastra, V. J., Lynn, S., Linden, M., Lubar, J. F., Gruzelier, J., & LaVaque, T. J. (2005). Electroencephalographic biofeedback in the treatment of attention-deficit/hyperactivity disorder. Applied Psychophysiology and Biofeedback, 30(2), 95-114.
Monastra, V. J., Monastra, D. M., & George, S. (2002). The effects of stimulant therapy, EEG biofeedback, and parenting style on the primary symptoms of attention-deficit/hyperactivity disorder. Applied Psychophysiology and Biofeedback, 27(4), 231-249.
Montague, J. D. (1975). The hyperkinetic child: a behavioural, electrodermal and EEG investigation. Developmental Medicine & Child Neurology, 17(3), 299-305.
Murias, M., Swanson, J. M., & Srinivasan, R. (2007). Functional connectivity of frontal cortex in healthy and ADHD children reflected in EEG coherence. Cerebral Cortex, 17(8), 1788-1799.
Narr, K. L., Woods, R. P., Lin, J., Kim, J., Phillips, O. R., Del'Homme, M., et al. (2009). Widespread cortical thinning is a robust anatomical marker for attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 48(10), 1014-1022.
Pasini, A., Paloscia, C., Alessandrelli, R., Porfirio, M. C., & Curatolo, P. (2007). Attention and executive functions profile in drug naive ADHD subtypes. Brain and Development, 29(7), 400-408.
Peper, Tylova, Gibney, Havey, & Combatalade. (2008). Biofeedback Mastery An Experiential Teaching and Self-Training Manual. Wheat Ridge: Association for Applied Psychophysiology and Biofeedback.
Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209.
Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D., et al. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences of the United States of America, 104(49), 19649-19654.
Shaw, P., Lerch, J., Greenstein, D., Sharp, W., Clasen, L., Evans, A., et al. (2006). Longitudinal mapping of cortical thickness and clinical outcome in children and adolescents with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 63(5), 540-549.
Sterman, M. B. (1976). Effects of brain surgery and EEG operant conditioning on seizure latency following monomethylhydrazine intoxication in the cat. Experimental Neurology, 50(3), 757-765.
Sterman, M. B. (1996). Physiological origins and functional correlates of EEG rhythmic activities: implications for self-regulation. Biofeedback and Self Regulation, 21(1), 3-33.
Strehl, U., Leins, U., Goth, G., Klinger, C., Hinterberger, T., & Birbaumer, N. (2006). Self-regulation of slow cortical potentials: a new treatment for children with attention-deficit/hyperactivity disorder. Pediatrics, 118(5), e1530-1540.
Teplan. (2002 ). M. Fundamentals of EEG measurement. Measurement Science Review, 2, 1-11.
Thatcher, R. W., Krause, P. J., & Hrybyk, M. (1986). Cortico-cortical associations and EEG coherence: a two-compartmental model. Electroencephalogr Clinical Neurophysiology, 64(2), 123-143.
Thompson, L., & Thompson, M. (1998). Neurofeedback combined with training in metacognitive strategies: Effectiveness in students with ADD. Applied Psychophysiology and Biofeedback, 23(4), 243-263.
Tinius, T. (2007). The Combination of Cognitive Training Exercises and Neurofeedback. In J. Evans (Ed.), Handbook of Neurofeedback: dynamics and clinical application (pp. 137-153). New York: Informa Helthcare USA, Inc.
Vernon, D., Frick, A., & Gruzelier, J. (2004). Neurofeedback as a Treatment for ADHD: A Methodological Review with Implications for Future Research. Journal of Neurotherapy: Investigations in Neuromodulation, Neurofeedback and Applied Neuroscience, 8(2), 53 - 82.
Yucha, C., & Gilbert, C. (2004). Evidence-based practice in biofeedback and neurofeedback. Wheat Ridge: CO: Applied Psychophysiology and Biofeedback.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top