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Auteur Madelon A. VOLLEBREGT |
Documents disponibles écrits par cet auteur (2)



Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study / Madelon A. VOLLEBREGT in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)
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[article]
Titre : Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study Type de document : Texte imprimé et/ou numérique Auteurs : Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur Article en page(s) : p.460-472 Mots-clés : Neurofeedback attention-deficit/hyperactivity disorder (ADHD) randomized controlled trial (RCT) electroencephalogram (EEG) efficacy neurocognition review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472[article] Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study [Texte imprimé et/ou numérique] / Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur . - p.460-472.
in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472
Mots-clés : Neurofeedback attention-deficit/hyperactivity disorder (ADHD) randomized controlled trial (RCT) electroencephalogram (EEG) efficacy neurocognition review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Working memory training in young children with ADHD: a randomized placebo-controlled trial / Martine VAN DONGEN-BOOMSMA in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
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Titre : Working memory training in young children with ADHD: a randomized placebo-controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Martine VAN DONGEN-BOOMSMA, Auteur ; Madelon A. VOLLEBREGT, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur Article en page(s) : p.886-896 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder (ADHD) working memory training cogmed randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Until now, working memory training has not reached sufficient evidence as effective treatment for ADHD core symptoms in children with ADHD; for young children with ADHD, no studies are available. To this end, a triple-blind, randomized, placebo-controlled study was designed to assess the efficacy of Cogmed Working Memory Training (CWMT) in young children with ADHD. Methods Fifty-one children (5–7 years) with a DSM-IV-TR diagnosis of ADHD (without current psychotropic medication) were randomly assigned to the active (adaptive) or placebo (nonadaptive) training condition for 25 sessions during 5 weeks. The compliance criterion (20 sessions) was met for 47 children. The primary outcome measure concerned the core behavioural symptoms of ADHD, measured with the ADHD Rating Scale IV (ADHD-RS). Secondary outcome measures were neurocognitive functioning, daily executive functioning, and global clinical functioning. The influence of the increase in difficulty level (Index-Improvement) for the treatment group was also analysed. Clinical trial registration information – ‘Working Memory Training in Young ADHD Children’; www.clinicaltrials.gov; NCT00819611. Results A significant improvement in favour of the active condition was found on a verbal working memory task (p = .041; adapted Digit Span WISC-III, backward condition). However, it did not survive correction for multiple testing. No significant treatment effect on any of the primary or other secondary outcome measurements was found. The Index-Improvement significantly contributed to ADHD-RS and the Behavior Rating Inventory of Executive Function, both rated by the teacher, but revealed no significant group difference. Conclusions This study failed to find robust evidence for benefits of CMWT over the placebo training on behavioural symptoms, neurocognitive, daily executive, and global clinical functioning in young children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.886-896[article] Working memory training in young children with ADHD: a randomized placebo-controlled trial [Texte imprimé et/ou numérique] / Martine VAN DONGEN-BOOMSMA, Auteur ; Madelon A. VOLLEBREGT, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur . - p.886-896.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.886-896
Mots-clés : Attention-deficit/hyperactivity disorder (ADHD) working memory training cogmed randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Until now, working memory training has not reached sufficient evidence as effective treatment for ADHD core symptoms in children with ADHD; for young children with ADHD, no studies are available. To this end, a triple-blind, randomized, placebo-controlled study was designed to assess the efficacy of Cogmed Working Memory Training (CWMT) in young children with ADHD. Methods Fifty-one children (5–7 years) with a DSM-IV-TR diagnosis of ADHD (without current psychotropic medication) were randomly assigned to the active (adaptive) or placebo (nonadaptive) training condition for 25 sessions during 5 weeks. The compliance criterion (20 sessions) was met for 47 children. The primary outcome measure concerned the core behavioural symptoms of ADHD, measured with the ADHD Rating Scale IV (ADHD-RS). Secondary outcome measures were neurocognitive functioning, daily executive functioning, and global clinical functioning. The influence of the increase in difficulty level (Index-Improvement) for the treatment group was also analysed. Clinical trial registration information – ‘Working Memory Training in Young ADHD Children’; www.clinicaltrials.gov; NCT00819611. Results A significant improvement in favour of the active condition was found on a verbal working memory task (p = .041; adapted Digit Span WISC-III, backward condition). However, it did not survive correction for multiple testing. No significant treatment effect on any of the primary or other secondary outcome measurements was found. The Index-Improvement significantly contributed to ADHD-RS and the Behavior Rating Inventory of Executive Function, both rated by the teacher, but revealed no significant group difference. Conclusions This study failed to find robust evidence for benefits of CMWT over the placebo training on behavioural symptoms, neurocognitive, daily executive, and global clinical functioning in young children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237