You are here

UCF Digital Collections ยป ETD Collection

An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.

Download pdf | Full Screen View

Date Issued:
2017
Abstract/Description:
College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
Title: An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
53 views
25 downloads
Name(s): Harris, Shaywanna, Author
Lambie, Glenn, Committee Chair
Hundley, Gulnora, Committee CoChair
Kelchner, Viki, Committee Member
Bai, Haiyan, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
Identifier: CFE0006600 (IID), ucf:51271 (fedora)
Note(s): 2017-05-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Neurofeedback -- Attention Deficit-Hyperactivity Disorder -- College Students -- Counselor Education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006600
Restrictions on Access: public 2017-05-15
Host Institution: UCF

In Collections