Background: Based on the association between beta (13-30 Hz) and attention and alertness and theta (4-8 Hz) and a hypnagogic state and less attention, the possibility of training attention deficit and hyperactivity disorder (ADHD) individuals in order to enhance their symptoms was investigated. Thus, the purpose of this study was to determine the effectiveness of neurofeedback training on students with ADHD symptoms.

Materials and Methods: This interventional study was conducted with an experimental group and a control group. A total of 34 female students with high scores on Conners adult questionnaire and theta/beta ratio in Mohaghege Ardebili University, Iran, were randomly selected and then assigned to neurofeedback training and control groups. Neurofeddback training (NF) was used with an experimental group in twenty sessions and the control group received no training. Data were gathered using the neurofeedback system (NFT), the continuous performance test (CPT), the short diagnostic hyperactivity disorder- Conners adult questionnaire. Multivariate analysis of covariance (MANCOVA) was used for analyzing the data.

Results: The results indicated that neurofeedback training affected all dimensions of CPT and short diagnostic hyperactivity disorder (P<0.001).

Conclusion: The findings suggest the positive effect of neurofeedback training on treating attention problems and reducing the symptoms of hyperactivity in female students with hyperactivity and attention deficit in comparison with the control group.

Background: Many of key problems in students with attention deficit disorder are related to executive dysfunction that in this field neurofeedback training and computer games are effective. This study aimed to compare the effectiveness of neurofeedback training and computer games on continuous attention and planning ability in students with attention deficit disorder.

Materials and Methods: This study was a quasi-experimental with a pre-test and post-test design and with a control group. The statistical population was included all elementary students with attention deficit disorder that referred to counseling centers of Mashhad city in 2013. Totally, 45 students were selected through available sampling method and randomly assigned to three groups. The experimental groups were educated 12 sessions of 60 minutes by neurofeedback and computer games methods. To assess continuous attention and planning, the CPT and Tower of London computerized tests were used, respectively. Data were analyzed by using the SPSS-19 software and multivariate analysis of covariance (MONCOVA) methods.

Results: The findings showed that both methods of neurofeedback training and computer games significantly lead to increase continuous attention and planning in students with attention deficit disorder. Also, there wasn't any significant difference between two methods in continuous attention and planning (P<0/05).

Conclusion: The results showed that neurofeedback training and computer games methods were effective in improving continuous attention and planning for students with attention deficit disorder. Therefore, counselors and therapists can use mentioned methods in treatment of students with attention deficit disorder.