Neurofeedback Training and Focus in ADHD Patients in China

Authors

  • Zhao Lihua Tsinghua University

DOI:

https://doi.org/10.47941/japsy.2557

Keywords:

Neurofeedback Training, ADHD Patients

Abstract

Purpose: The purpose of this article was to analyze neurofeedback training and focus in ADHD patients in China.

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: Neurofeedback training (NFT) in China improves working memory and learning in children with ADHD. A 5-week NFT program showed significant cognitive gains. While medication reduced core symptoms more effectively, NFT enhanced learning and peer interactions. It is a promising intervention for ADHD management.

Unique Contribution to Theory, Practice and Policy: Self-regulation theory, operant conditioning theory & neuroplasticity theory may be used to anchor future studies on the neurofeedback training and focus in ADHD patients in China. Clinicians should adopt standardized neurofeedback protocols tailored to the unique needs of ADHD patients, ensuring that treatment parameters such as session frequency, duration, and feedback modalities are evidence-based. From a policy perspective, it is recommended that health authorities and insurance providers recognize neurofeedback training as a viable, evidence-based treatment for ADHD, leading to increased funding for large-scale clinical trials, standardized regulatory frameworks, and improved access to care for affected individuals.

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Published

2025-02-28

How to Cite

Lihua, Z. (2025). Neurofeedback Training and Focus in ADHD Patients in China. Journal of Advanced Psychology, 7(1), 35 – 45. https://doi.org/10.47941/japsy.2557

Issue

Vol. 7 No. 1 (2025)

Section

Articles

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Copyright (c) 2025 Zhao Lihua

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