臺灣博碩士論文加值系統

目的：注意力不足/過動症是一種自我調節受損之慢性神經發展障礙，核心症狀是注意力不足、衝動與過動。注意力就像是大腦的過濾器，協助個體在有限的心理資源下，讓生活效能達到最佳狀態。當注意力資源不足，大腦將無法過濾環境中多餘的訊息，對生活影響層面極大，也會危及到個體的自尊維持。隨著腦科學蓬勃發展，大量文獻一致指出注意力不足/過動症患者在特定腦波的活性不同於一般人，尤其是額葉區，而此區正與注意力不足/過動症的症狀有關。本研究目的，期待以本土角度探討神經生理回饋對注意力不足/過動症青少年在注意力方面之療效，以及對其自尊改善之影響。
方法：本研究所採用之研究方法為單一個案研究法之撤回設計(A-B-A-B)，並進行多次訪談。研究參與者為一名早期經醫師診斷為注意力不足/過動症之16歲青少年，研究期間未接受研究設計之外的任何治療。透過蒐集研究參與者在整個研究歷程之腦波數據(採用ProComp & BioGraph Infiniti System為測量工具)、注意力行為表現(採用CPT II V. 5為測量工具，並以行為觀察、訪談與SNAP-IV量表蒐集相關資料)、智力表現(採用WICS-IV與WAIS-IV為測量工具)與自尊(採用Rosenberg自尊量表-八題版為測量工具，並以行為觀察與訪談蒐集相關資料)等變化，以驗證研究假設。
研究結果：研究參與者在接受神經生理回饋後，不僅腦波朝理想方向變化，在CPT II V. 5測驗中的表現已不具有『不專注』、『衝動』與『警覺低』等症狀，智力測驗分數相較於兩年前也有提升。透過行為觀察、訪談內容與家長填寫之SNAP-IV量表資料顯示，接受神經生理回饋後，研究參與者不僅學習到注意力控制技能，注意力覺察度也有提升。此外，自尊量表與訪談資料都支持神經生理回饋對其自尊有所改善。

Attention deficit/hyperactivity disorder is a chronic neurodevelopmental disorder with impaired self-regulation. The core symptoms are insufficient attention, impulsivity and hyperactivity. Attention resources are like the filters of the brain, helping individuals to achieve the best life performance under limited psychological resources. When the attention resources are insufficient, the brain will not be able to filter the excess information in the environment, and the impact on life is extremely broad. It will also endanger the self esteem of individual. With the vigorous development of brain science, a large number of documents have consistently pointed out that the activity of specific brain waves in patients with attention deficit/hyperactivity disorder is different from that of ordinary people, especially the frontal lobe area, which is related to the symptoms of attention deficit/hyperactivity disorder. The purpose of this study is to explore from a local perspective the effect of neurophysiological feedback on attention deficit/hyperactivity disorder in adolescents with attention deficit/hyperactivity disorder, as well as its influence on self-esteem improvement.
The research method used in this study is a single case study method: withdrawal design (A-B-A-B), and qualitative interviews. The study participant was a 16-year-old adolescent who was early diagnosed by a physician with attention deficit/hyperactivity disorder. During the study period, he did not receive any treatment outside the designed study. With the collection of brainwave data of the participant throughout the study process (using ProComp & BioGraph Infiniti System as the measurement tool), the research studied the changes on the attention behavior performance (using CPT II V. 5 as the measurement tool, and using behavior observations, interviews and the SNAP-IV scale to collect relevant information), on the intelligence performance (using WISC-IV and WAIS-IV as measurement tools) and on the self-esteem (using the Rosenberg Self-Esteem Scale-Eight Questions Edition as the measurement tool, and using behavior observations and interviews to collect relevant information) to verify the research hypothesis.
Research results: After the study participants received neurofeedback, not only did their brain waves change in the desired direction, their performance in the testing of CPT II V. 5 no longer had symptoms such as "inattentiveness", "impulsiveness" and "low alertness". The full scale of the SNAP-IV has improved, and the intelligence quotient of the Intelligence Test has improved compared with the score obtained two years ago. The behavior observations and the interview content revealed that after receiving neurofeedback, study participants not only learned attention management skills, but also improved their attention awareness. Moreover, the the Self-Esteem Scale and the interview data showed improvements on their self-esteem in the intervention of neurofeedback.

誌 謝 II
中文摘要 III
Abstract V
目 次 VII
圖 次 X
表 次 XI
附 錄 XI
第一章 緒 論................................................... 1
第一節 研究背景與動機.......................................... 1
第二節 研究目的與研究問題....................................... 5
(一) 研究目的................................................... 5
(二) 研究問題................................................... 5
第三節 名詞釋義 ................................................6
第二章 文獻探討 ................................................8
第一節 注意力不足/過動症 ........................................8
(一) 注意力的定義................................................8
(二) 注意力不足/過動症之沿革......................................9
(三) 注意力不足/過動症的診斷工具.................................. 10
(四) 注意力不足/過動症之特徵與診斷準則.............................11
第二節 注意力不足/過動症之病理觀點................................ 14
(一) 遺傳因子................................................... 15
(二) 神經生物危險因子............................................ 16
(三) 環境因素................................................... 18
第三節 注意力不足/過動症之影響與多樣性........................... 20
(一) ADHD對患者生命長遠之影響.................................... 20
(二) ADHD對患者生活各層面之影響.................................. 22
第四節 注意力不足/過動症患者之自尊.............................. 27
第五節 神經生理回饋在注意力不足/過動症之應用..................... 31
(一) 大腦可塑性................................................. 31
(二) 腦電圖..................................................... 32
(三) 腦波型態................................................... 34
(四) 神經生理回饋之療效研究...................................... 35
(五) 神經生理回饋治療模式........................................ 39
第三章 研究方法................................................. 43
第一節 研究設計................................................. 43
第二節 研究架構................................................. 47
第三節 研究參與者............................................... 48
第四節 研究工具................................................. 49
(一) 多媒體生理回饋儀............................................ 49
(二) 克氏持續度表現測驗.......................................... 50
(三) 魏氏智力量表第四版.......................................... 52
(四) Rosenberg自尊量表(八題版).................................. 53
(五) 中文版Swanson, Nolan, and Pelham, Version IV量表........... 54
第五節 研究程序................................................. 55
(一) 收案....................................................... 55
(二) 研究前之準備事項............................................ 57
(三) 研究程序................................................... 59
第四章 資料處理與統計分析........................................ 66
第一節 腦波變化................................................. 66
第二節 不專注、衝動和警覺低之行為變化............................. 77
第三節 智力變化................................................. 82
第四節 自尊變化................................................. 84
第五節 行為觀察與訪談............................................ 85
第五章 討論與建議............................................... 91
第一節 研究結果與討論.......................................... 91
第二節 研究限制 ................................................94
(一) 研究參與者人數太少.......................................... 94
(二) 無法嚴格管理研究參與者的睡眠時間............................. 94
(三) 無法提供一個具個性化的治療協議............................... 95
第三節 研究貢獻與未來展望....................................... 96
(一) 研究貢獻................................................... 96
(二) 未來展望................................................... 96
參考文獻........................................................ 98
附 錄..........................................................111

中文部分
台灣精神醫學會（譯） (2014)。「DSM-5精神疾病診斷準則手冊」。新北市：合記圖書。
古黃守廉、高淑芬 (2017)。「以情緒臉孔為背景的注意力作業探討ADHD兒童與青少年在情緒刺激下的注意力表現」。中華心理衛生學刊，30(4)，333-358。doi:10.30074/fjmh.201712_30(4).0001
朱慶琳、黃敏怡、葉啟斌、姜忠信 (2018)。「學齡期注意力不足過動症—混合表現型兒童執行功能研究」。特殊教育研究學刊。
李宏鎰 (2007)。「注意力不足型 ADHD 成人之學習策略」。中華心理衛生學刊, 20(4), 317-341」。應用心理研究(49)，29-30。
李宏鎰、蔡靜怡 (2004)。「注意力缺陷過動症兒童在魏氏兒童智力量表上的表現」。中華心理衛生學刊，17(1)，1-23。
李仁豪、葉素玲 (2004)。「選擇注意力：選空間或選物體？」。應用心理研究(21)，165-194。
李佳儒 (2019)。「EEG 腦波檢查之臨床應用」。彰基醫療健康防治季刊(36)，9-11。
杜正治（2006）。「單一受試研究法」。臺北市：心理。
巫博瀚、賴英娟、施慶麟 (2013)。「 [Rosenberg 自尊量表] 之試題衡鑑: 評等量尺模型的應用」。測驗學刊，60(2)，263-289。
邱南英 (2014)。「從精神科醫療工作者的角度看 DSM-5 的變革」。輔導季刊，50(4)，17-21。
周正修、陳錫洲、陳永煌、羅慶徽 (2007)。「注意力不足過動症的診斷與治療」。基層醫學，22(9)，304-310。
吳智鴻、劉長儒、曾奕霖、徐日薇 (2012)。「結合眼動與腦波之注意力指標建構 iPad 電子書最佳色彩配置」。聯大學報，9(1)，199-215。
林育如 (2014)。「探討 ADHD 於 DSM-5 之變革」。DSM-5通訊，4(2)，7-10。
林賽、陳文浩、林賽等著、陳文浩編 (1997)。「圖解神經醫學及神經外科學 (2版 ed.)」。台北市：合記。
凃怡安、徐如維、黃凱琳、劉慕恩、陳牧宏 (2017)。「注意力不足過動症：診斷與治療之現今概況」。臨床醫學月刊，79(3)，154-157。
高淑芬 (2010)。「大人也會過動？成人注意力不足過動症」。健康世界(293)，19-23。doi:10.6454/hw.201005.0019。
張本聖、徐儷瑜、黃君瑜、古黃守廉、曾幼涵（2014）。「變態心理學 (二版 ed.)」。臺北市：雙葉書廊。
張本聖、高振傑、胡淑娥、洪志美 (2018)。「心理衡鑑大全三版」。臺北市：雙葉。
張如穎、梁培勇、薛惠琪、李筱蓉、陳韻如、吳文娟、劉美蓉 (2015)。「兒童偏差行為: 注意力不足/過動症」。新北市：心理。
張世彗著 (2018)。「特殊教育導論：探究特殊需求學習者 (初版二刷 ed.)」。臺北市：五南。
商志雍、高淑芬 (2011)。「注意力不足過動症：從行為表現型到內在表現型與基因型」。台灣醫學，15(4)，375-383。
符雪芬、林佳錦、何弘能、陳怡安 (2015)。「臨床試驗受試者對知情同意的暸解」。台灣醫學，19(3)，226-232。doi:10.6320/fjm.2015.19(3).02
黃守廉、高淑芬、許文耀、曾幼涵 (2007)。「注意力資源與時間知覺雙重作業之關係」。臺灣精神醫學，21(3)，185-195。
黃惠玲 (2008)。「注意力缺陷過動疾患研究回顧」。應用心理研究(40)，197-219。
黃慧玫 (2019，2019/11/11)。「注意力不足過動症(ADHD)藥物治療好轉，可自行停藥嗎？」。Retrieved from https://www.kingnet.com.tw/knNew/news/single-article.html?newId=43994
黃冠錦、蘇以青、吳姈娟、丘志軒、許心恬 (2018)。「低自尊之概念分析」。榮總護理，35(1)，104-110。 doi:10.6142/vghn.201803_35(1).0012
鈕文英、吳裕益 (2015)。「單一個案研究法：研究設計與後設分析」。臺北市：心理。
楊國樞 (2018)。「楊國樞文集‧ 第四冊: 國人性格與現代化」。華藝學術出版。
葛樹人 (2018)。「行為評估和干預 (初版)」。台北市：五南。
葉品陽、陳彰惠、吳景寬、粘晶菁 (2014)。「使用大腦神經科學協助教師改善單純注意力缺乏兒童的學習問題」。特殊教育季刊。
廖御圻、郭乃文、陳信昭、蔡幸芳、蘇倍儀 (2015)。「以神經生理回饋為主之神經心理治療對改善注意力監控之療效研究—以注意力缺陷/過動疾患兒童為例」。教育心理學報，47(2)，281–304。
蔡青青、劉雪娥 (1996)。「自尊的概念」。護理雜誌，43(1)，90-94。doi:10.6224/jn.43.1.90
劉貞勇、邱文信 (2012)。「腦部造影技術在運動領域之應用」。中華體育季刊， 26(1)，73-80。
劉昱志、劉士愷、商志雍、林健禾、杜長齡、高淑芬 (2006)。「注意力缺陷過動症中文版 Swanson, Nolan, and Pelham, Version IV (SNAP-IV) 量表之常模及信效度」。臺灣精神醫學，20(4)，290-304。
劉勝義 (2011)。「睡眠醫學實務」。臺北市：合記。
魏景漢、羅躍嘉(2010)。「事件相關電位原理與技術」。中國：科學出版社。
關尚勇、林吉和 (2013)。「破解腦電波: EEG 教材(第三版)」。新北市：藝軒。
關尚勇、林吉和、陳倩 (2014)。「腦電圖判讀快速入門輔助教材」。新北市：藝軒。
 
英文部分

Amen, D. G. (2001). Healing ADD: The Breakthrough Program That Allows You to See and Heal the 6 Types of ADD. . In: Berkley Publishing Group.
Arnold, L. E., Lofthouse, N., Hersch, S., Pan, X., Hurt, E., Bates, B., . . . Grantier, C. (2013). EEG neurofeedback for ADHD: double-blind sham-controlled randomized pilot feasibility trial. Journal of attention disorders, 17(5), 410-419.
Arns, M., Clark, C. R., Trullinger, M., DeBeus, R., Mack, M., & Aniftos, M. (2020). Neurofeedback and Attention-Deficit/Hyperactivity-Disorder (ADHD) in Children: Rating the Evidence and Proposed Guidelines. Applied Psychophysiology and Biofeedback, 1-10.
Arns, M., Conners, C. K., & Kraemer, H. C. (2013). A decade of EEG theta/beta ratio research in ADHD: a meta-analysis. Journal of attention disorders, 17(5), 374-383.
Arns, M., Feddema, I., & Kenemans, J. L. (2014). Differential effects of theta/beta and SMR neurofeedback in ADHD on sleep onset latency. Frontiers in human neuroscience, 8, 1019.
Arns, M., & Kenemans, J. L. (2014). Neurofeedback in ADHD and insomnia: vigilance stabilization through sleep spindles and circadian networks. Neuroscience & Biobehavioral Reviews, 44, 183-194.
Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub.
Auvin, S., Wirrell, E., Donald, K. A., Berl, M., Hartmann, H., Valente, K. D., . . . Kanemura, H. (2018). Systematic review of the screening, diagnosis, and management of ADHD in children with epilepsy. Consensus paper of the Task Force on Comorbidities of the ILAE Pediatric Commission. Epilepsia, 59(10), 1867-1880.
Barkley, R. A. (2013). Taking charge of ADHD: The complete, authoritative guide for parents: Guilford press.
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.
Batstra, L., Foget, L., van Haeringen, C., te Meerman, S., & Thoutenhoofd, E. D. (2020). What children and young people learn about ADHD from youth information books: A text analysis of nine books on ADHD available in Dutch. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 8, 1-9.
Bluschke, A., Schreiter, M. L., Friedrich, J., Adelhöfer, N., Roessner, V., & Beste, C. (2020). Neurofeedback trains a superordinate system relevant for seemingly opposing behavioral control deficits depending on ADHD subtype. Developmental Science, e12956.
Carbray, J. A. (2018). Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. Journal of psychosocial nursing and mental health services, 56(12), 7-10.
Chan, E., Fogler, J. M., & Hammerness, P. G. (2016). Treatment of attention-deficit/hyperactivity disorder in adolescents: a systematic review. Jama, 315(18), 1997-2008.
Chang, C.-C., Lai, T.-J., & Chen, C.-H. (2009). Switch to Atomoxetine Treatment in a Patient Allergic to Methylphenidate. 臺灣精神醫學, 23(1), 80-85.
Conners, C. K., Staff, M., Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2000). Conners’ continuous performance Test II (CPT II v. 5). Multi-Health Syst Inc, 29, 175-196.
Cortese, S., Asherson, P., Sonuga-Barke, E., Banaschewski, T., Brandeis, D., Buitelaar, J., . . . Dittmann, R. W. (2020). ADHD management during the COVID-19 pandemic: guidance from the European ADHD Guidelines Group. The Lancet Child & Adolescent Health.
Enriquez-Geppert, S., Smit, D., Pimenta, M. G., & Arns, M. (2019). Neurofeedback as a treatment intervention in ADHD: Current evidence and practice. Current psychiatry reports, 21(6), 46.
Faraone, S. V., Sergeant, J., Gillberg, C., & Biederman, J. (2003). The worldwide prevalence of ADHD: is it an American condition? World psychiatry, 2(2), 104.
Geladé, K., Janssen, T., Bink, M., van Mourik, R., Maras, A., & Oosterlaan, J. (2016). Behavioral effects of neurofeedback compared to stimulants and physical activity in attention-deficit/hyperactivity disorder: a randomized controlled trial. The Journal of clinical psychiatry, 77(10), e1270-e1277.
Geladé, K. (2019). Neurofeedback in Children with ADHD: Behavioral and neurocognitive treatment results post-intervention and at follow-up.
Geladé, K., Janssen, T. W., Bink, M., van Mourik, R., Maras, A., Oosterlaan, J., . . . van Mourik, R. (2019). Behavioral effects of neurofeedback compared to stimulants and physical activity in ADHD: a randomized controlled trial. Neurofeedback in Children with ADHD, 19.
Gevensleben, H., Kleemeyer, M., Rothenberger, L. G., Studer, P., Flaig-Röhr, A., Moll, G. H., . . . Heinrich, H. (2014). Neurofeedback in ADHD: further pieces of the puzzle. Brain topography, 27(1), 20-32.
Gloss, D., Varma, J. K., Pringsheim, T., & Nuwer, M. R. (2016). Practice advisory: The utility of EEG theta/beta power ratio in ADHD diagnosis: Report of the Guideline Development, Dissemination, and Implementation Subcommittee of the American Academy of Neurology. Neurology, 87(22), 2375-2379.
Gruzelier, J. H., & Egner, T. (2004). Physiological self-regulation: biofeedback and neurofeedback. Musical excellence, 197-219.
Hallowell, E. M., & Ratey, J. J. (2011). Driven to Distraction (Revised): Recognizing and Coping with Attention Deficit Disorder: Anchor.
Hammer, B. U., Colbert, A. P., Brown, K. A., & Ilioi, E. C. (2011). Neurofeedback for insomnia: A pilot study of Z-score SMR and individualized protocols. Applied Psychophysiology and Biofeedback, 36(4), 251-264.
Hammond, D. C. (2007). What is neurofeedback? Journal of neurotherapy, 10(4), 25-36.
Heinrich, H., Gevensleben, H., Becker, A., & Rothenberger, A. (2020). Effects of neurofeedback on the dysregulation profile in children with ADHD: SCP NF meets SDQ-DP–a retrospective analysis. Psychological Medicine, 50(2), 258-263.
Hoogman, M., Bralten, J., Hibar, D. P., Mennes, M., Zwiers, M. P., Schweren, L. S., . . . Jahanshad, N. (2017). Subcortical brain volume differences in participants with attention deficit hyperactivity disorder in children and adults: a cross-sectional mega-analysis. The Lancet Psychiatry, 4(4), 310-319.
Hung, S.-J. R., & Gawrilow, C. (2016). A Selective Review of the Effect of Self-Regulation Strategies on Response Inhibition in Children with ADHD. 華醫學報(45), 110-131.
James, W. (2007). The principles of psychology (Vol. 1): Cosimo, Inc.
Janssen, T., Geladé, K., Bink, M., van Mourik, R., Twisk, J., Maras, A., & Oosterlaan, J. (2020). Long-term effects of theta/beta neurofeedback on EEG power spectra in children with attention deficit hyperactivity disorder. Clinical Neurophysiology.
Kaiser, D. A., & Othmer, S. (2000). Effect of neurofeedback on variables of attention in a large multi-center trial. Journal of neurotherapy, 4(1), 5-15.
Kofler, M. J., Sarver, D. E., Spiegel, J. A., Day, T. N., Harmon, S. L., & Wells, E. L. (2017). Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning. Child Neuropsychology, 23(6), 733-759.
Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive functioning heterogeneity in pediatric ADHD. Journal of abnormal child psychology, 47(2), 273-286.
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.
Lofthouse, N., Arnold, L. E., Hersch, S., Hurt, E., & DeBeus, R. (2012). A review of neurofeedback treatment for pediatric ADHD. Journal of attention disorders, 16(5), 351-372.
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 TOVA scores, behavioral ratings, and WISC-R performance. Biofeedback and Self-regulation, 20(1), 83-99.
Luo, Y., Weibman, D., Halperin, J., & Li, X. (2019). A review of heterogeneity in attention deficit/hyperactivity disorder (ADHD). Frontiers in human neuroscience, 13, 42.
Malmivuo, P., Malmivuo, J., & Plonsey, R. (1995). Bioelectromagnetism: principles and applications of bioelectric and biomagnetic fields: Oxford University Press, USA.
Marzbani, H., Marateb, H. R., & Mansourian, M. (2016). Neurofeedback: a comprehensive review on system design, methodology and clinical applications. Basic and clinical neuroscience, 7(2), 143.
Mash, E. J., & Barkley, R. A. (2014). Child psychopathology: Guilford Publications.
Mehren, A., Reichert, M., Coghill, D., Müller, H. H., Braun, N., & Philipsen, A. (2020). Physical exercise in attention deficit hyperactivity disorder–evidence and implications for the treatment of borderline personality disorder. Borderline Personality Disorder and Emotion Dysregulation, 7(1), 1-11.
Monastra, V. J., Lubar, J. F., Linden, M., VanDeusen, P., Green, G., Wing, W., . . . Fenger, T. N. (1999). Assessing attention deficit hyperactivity disorder via quantitative electroencephalography: An initial validation study. Neuropsychology, 13(3), 424.
Monastra, V. J., Lynn, S., Linden, M., Lubar, J. F., Gruzelier, J., & La Vaque, T. J. (2006). Electroencephalographic biofeedback in the treatment of attention-deficit/hyperactivity disorder. Journal of neurotherapy, 9(4), 5-34.
Mörstedt, B., Corbisiero, S., Bitto, H., & Stieglitz, R.-D. (2015). Attention-deficit/hyperactivity disorder (ADHD) in adulthood: Concordance and differences between self-and informant perspectives on symptoms and functional impairment. PloS one, 10(11).
Pacheco, N. C. (2016). Neurofeedback for peak performance training. Journal of Mental Health Counseling, 38(2), 116-123.
Pennington, B. F. (2014). Explaining abnormal behavior: A cognitive neuroscience perspective: Guilford Publications.
Peper, E., Tylova, H., Gibney, K. H., Harvey, R., & Combatalade, D. (2008). Biofeedback mastery: An experiential teaching and self-training manual: Association for Applied Psychophysiology and Biofeedback Wheat Ridge, CO.
Polanczyk, G., De Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis. American journal of psychiatry, 164(6), 942-948.
Quinn, M., & Lynch, A. (2016). Is ADHD a ‘real’disorder? Support for Learning, 31(1), 59-70.
Stern, A., Agnew-Blais, J., Danese, A., Fisher, H. L., Jaffee, S. R., Matthews, T., . . . Arseneault, L. (2018). Associations between abuse/neglect and ADHD from childhood to young adulthood: A prospective nationally-representative twin study. Child abuse & neglect, 81, 274-285.
Subcommittee on Attention-Deficit/Hyperactivity Disorder, S. C. o. Q. I., & Management. (2011). ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. In: Am Acad Pediatrics.
Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., . . . Lakes, K. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: history of the SNAP and the SWAN rating scales. The International journal of educational and psychological assessment, 10(1), 51.
Swingle, P. G. (2008). Biofeedback for the brain: How neurotherapy effectively treats depression, ADHD, autism, and more: Rutgers university press.
Szalavitz, M. (2016). Unbroken brain: A revolutionary new way of understanding addiction: St. Martin's Press.
Taylor, E. (2009). Developing Adhd. Journal of Child Psychology and Psychiatry, 50(1‐2), 126-132.
Thibault, R. T., & Raz, A. (2017). The psychology of neurofeedback: Clinical intervention even if applied placebo. American Psychologist, 72(7), 679.
Thompson, M., & Thompson, L. (2005). Neurofeedback intervention for adults with ADHD. Journal of Adult Development, 12(2-3), 123-130.
Thompson, M., & Thompson, L. (2006a). Improving Attention in Adults and Children: Differing Electroencephalography Profiles and Implications for Training. Biofeedback, 34(3).
Thompson, M., & Thompson, L. (2006b). Setting up for clinical success. Biofeedback Foundation of Europe, 29.
Van Doren, J., Arns, M., Heinrich, H., Vollebregt, M. A., Strehl, U., & Loo, S. K. (2019). Sustained effects of neurofeedback in ADHD: a systematic review and meta-analysis. European child & adolescent psychiatry, 28(3), 293-305.
Villemonteix, T., Marx, I., Septier, M., Berger, C., Hacker, T., Bahadori, S., . . . Massat, I. (2017). Attentional control of emotional interference in children with ADHD and typically developing children: an emotional N-back study. Psychiatry research, 254, 1-7.
Yeguez, C. E., Hill, R. M., Buitron, V., & Pettit, J. W. (2018). Stress accounts for the association between ADHD symptoms and suicide ideation when stress-reactive rumination is high. Cognitive Therapy and Research, 42(4), 461-467.
Yucha, C., & Montgomery, D. (2008). Evidence-based practice in biofeedback and neurofeedback: AAPB Wheat Ridge, CO.