Keywords
Cognitive stimulation, hyper scanning, neuroeducation, neuroscience, neurofeedback, ADHD
Abstract
Currently, classrooms are experiencing an increase in the number of schoolchildren with a diagnosis of attention deficit hyperactivity disorder (ADHD). Numerous studies propose, as an alternative to medication, the implementation of different neurotechnology in the classroom to improve the symptomatology and enhance the cognitive abilities of children with this diagnosis. This umbrella review aims to compile the scientific evidence that exists on the application of these techniques, as well as their implementation, in schools. A systematic review was carried out, following accepted recommendations (PRISMA), which included systematic reviews in English or Spanish, published in scientific journals, which deal with ADHD, apply some neurotechnology used in this population such as neurofeedback, transcranial stimulation (tDCS) or hyper scanning, and which refer to education or school. Fourteen systematic reviews were retained, which show that neurofeedback is the most widely used neurotechnology, although its actual implementation in school has been scarcely treated or only aimed to evaluate its efficacy. In second place, tDCS appears with a more clinical approach, while hyper scanning does not appear. Despite the promising experimental results, ecological studies proposing the effective implementation of these techniques in educational centers are necessary; on the other hand, the commitment to neuroeducation would entail the emergence of new professional figures.
References
Antle, A.N., McLaren, E.S., Fiedler, H., & Johnson, N. (2019). Evaluating the impact of a mobile neurofeedback app for young children at school and home. In S. Brewster & G. Fitzpatrick (Eds), Proceedings of the 2019 CHI Conference on human factors in computing systems (pp. 1-13). https://doi.org/10.1145/3290605.3300266
Link DOI | Link Google Scholar
Arns, M., Heinrich, H., & Strehl, U. (2014). Evaluation of neurofeedback in ADHD: The long and winding road. Biological Psychology, 95, 108-115. https://doi.org/10.1016/j.biopsycho.2013.11.013
Link DOI | Link Google Scholar
Barreto, C., & Soltanlou, M. (2022). Functional near-infrared spectroscopy as a tool to assess brain activity in educational settings: An introduction for educational researchers. South African Journal of Childhood Education, 12(1), 1138. https://doi.org/10.4102/sajce.v12i1.1138
Link DOI | Link Google Scholar
Brauer, H., Breitling-Ziegler, C., Moliadze, V., Galling, B., & Prehn-Kristensen, A. (2021). Transcranial direct current stimulation in attention-deficit/hyperactivity disorder: A meta-analysis of clinical efficacy outcomes. Progress in Brain Research, 264, 91-116. https://doi.org/10.1016/bs.pbr.2021.01.013
Link DOI | Link Google Scholar
Brockington, G., Balardin, J.B., Zimeo-Morais, G.A., Malheiros, A., Lent, R., Moura, L.M., & Sato, J.R. (2018). From the laboratory to the classroom: the potential of functional near-infrared spectroscopy in educational neuroscience. Frontiers in Psychology, 9, 1840. https://doi.org/10.3389/fpsyg.2018.01840
Link DOI | Link Google Scholar
Camacho?Conde, J.A., Gonzalez?Bermudez, M.D.R., Carretero?Rey, M., & Khan, Z.U. (2022). Brain stimulation: A therapeutic approach for the treatment of neurological disorders. CNS Neuroscience & Therapeutics, 28(1), 5-18. https://doi.org/10.1111/cns.13769
Link DOI | Link Google Scholar
Cannon, R.L. (2015). Editorial perspective: Defining neurofeedback and its functional processes. NeuroRegulation, 2(2), 60-69. https://doi.org/10.15540/nr.2.2.60
Link DOI | Link Google Scholar
Cerrillo-Urbina, A.J., García-Hermoso, A., Martínez-Vizcaíno, V., Pardo-Guijarro, M.J., Ruiz-Hermosa, A., & Sánchez-López, M. (2018). Prevalence of probable attention-deficit/hyperactivity disorder symptoms: Result from a Spanish sample of children. BMC Pediatrics, 18(111), 1-7. https://doi.org/10.1186/s12887-018-1083-1
Link DOI | Link Google Scholar
Che, X., Jong-Hwan, C., & Shang, X. (2021). Comparative efficacy and acceptability of nonpharmacotherapy in the treatment of inattention for ADHD: A network meta-analysis. Complexity, 2021, 1-14. https://doi.org/10.1155/2021/9435262
Link DOI | Link Google Scholar
Coch, D., & Daniel, D.B. (2020). Lost in translation: Educational psychologists as intermediaries between neuroscience and education. Frontiers in Education, 5, 618464. https://doi.org/10.3389/feduc.2020.618464
Link DOI | Link Google Scholar
Cosmo, C., DiBiasi, M., Lima, V., Grecco, L.C., Muszkat, M., Philip, N.S., & de Sena, E.P. (2020). A systematic review of transcranial direct current stimulation effects in attention-deficit/hyperactivity disorder. Journal of Affective Disorders, 276, 1-13. https://doi.org/10.1016/j.jad.2020.06.054
Link DOI | Link Google Scholar
Dikker, S., Wan, L., Davidesco, I., Kaggen, L., Oostrik, M., McClintock, J., Rowland, J., Michalareas, G., VanBavel, J.J., Ding, M., & Poeppel, D. (2017). Brain-to-brain synchrony tracks real-world dynamic group interactions in the classroom. Current Biology, 27(9), 1375-1380. https://doi.org/10.1016/j.cub.2017.04.002
Link DOI | Link Google Scholar
Evans, S.W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 43(4), 527-551. https://doi.org/10.1080/15374416.2013.850700
Link DOI | Link Google Scholar
Ferrés, J., & Masanet, M. (2017). Communication efficiency in education: Increasing emotions and storytelling. [La eficacia comunicativa en la educación: Potenciando las emociones y el relato]. Comunicar, 52, 51-60. https://doi.org/10.3916/C52-2017-05
Link DOI | Link Google Scholar
Francés, L., Quintero, J., Fernández, A., Ruiz, A., Caules, J., Fillon, G., Hervás, A., & Soler, C.V. (2022). Current state of knowledge on the prevalence of neurodevelopmental disorders in childhood according to the DSM-5: a systematic review in accordance with the PRISMA criteria. Child and Adolescent Psychiatry and Mental Health, 16, 1-15. https://doi.org/10.1186/s13034-022-00462-1
Link DOI | Link Google Scholar
Gavin, B., Twomey, C., Minihan, E., O’Reilly, G., & McNicholas, F. (2023). Parenting interventions, ADHD and homework: a systematic review. Irish Educational Studies, 1-21. https://doi.org/10.1080/03323315.2023.2174572
Link DOI | Link Google Scholar
González-Rodríguez, D., Vieira, M.J., & Vidal, J. (2019). La percepción del profesorado de Educación Primaria y Educación Secundaria sobre las variables que influyen en el Abandono Escolar Temprano. Revista de Investigación Educativa, 37(1), 181-200. https://doi.org/10.6018/rie.37.1.343751
Link DOI | Link Google Scholar
Goode, A.P., Coeytaux, R.R., Maslow, G.R., Davis, N., Hill, S., Namdari, B., LaPointe, N.M.A., Befus, D., Lallinger, K.R., Bowen, S.E., Kosinski, A., McBroom, A.J., Sanders, G.D., & Kemper, A. R. (2018). Nonpharmacologic treatments for attention-deficit/hyperactivity disorder: A systematic review. Pediatrics, 141(6). https://doi.org/10.1542/peds.2018-0094
Link DOI | Link Google Scholar
Gossé, L.K., Bell, S.W., & Hosseini, S.M. (2021). Functional near-infrared spectroscopy in developmental psychiatry: a review of attention deficit hyperactivity disorder. European Archives of Psychiatry and Clinical Neuroscience, 272, 273–290. https://doi.org/10.1007/s00406-021-01288-2
Link DOI | Link Google Scholar
Graziano, P.A., Fabiano, G., Willoughby, M.T., Waschbusch, D., Morris, K., Schatz, N., & Vujnovic, R. (2017). Callous-unemotional traits among adolescents with attention-deficit/hyperactivity disorder (ADHD): Associations with parenting. Child Psychiatry & Human Development, 48, 18-31. https://doi.org/10.1007/s10578-016-0649-0
Link DOI | Link Google Scholar
Guan-Lim, C., Lim-Ashworth, N.S., & Fung, D.S. (2020). Updates in technology-based interventions for attention deficit hyperactivity disorder. Current Opinion in Psychiatry, 33(6), 577-585. https://doi.org/10.1097/YCO.0000000000000643
Link DOI | Link Google Scholar
Hodgson, K., Hutchinson, A.D., & Denson, L. (2014). Nonpharmacological treatments for ADHD: a meta-analytic review. Journal of Attention Disorders, 18(4), 275-282. https://doi.org/10.1177/1087054712444732
Link DOI | Link Google Scholar
Hurtado-Parrado, C., Pfaller-Sadovsky, N., Medina, L., Gayman, C.M., Rost, K.A., & Schofill, D. (2022). A systematic review and quantitative analysis of interteaching. Journal of Behavioral Education, 31, 157-185. https://doi.org/10.1007/s10864-021-09452-3
Link DOI | Link Google Scholar
Janssen, T.W., Grammer, J.K., Bleichner, M.G., Bulgarelli, C., Davidesco, I., Dikker, S., Jasinska, K.K., Siugzdaite, R., Vassena, E., Vatakis, A., Zion-Golumbic, E., & van-Atteveldt, N. (2021). Opportunities and limitations of mobile neuroimaging technologies in educational neuroscience. Mind, Brain, and Education, 15(4), 354-370. https://doi.org/10.1111/mbe.12302
Link DOI | Link Google Scholar
Krell, J., Todd, A., & Dolecki, P.K. (2019). Bridging the gap between theory and practice in neurofeedback training for attention. Mind, Brain, and Education, 13(4), 246-260. https://doi.org/10.1111/mbe.12220
Link DOI | Link Google Scholar
Kruppa, J.A., Reindl, V., Gerloff, C., Oberwelland Weiss, E., Prinz, J., Herpertz-Dahlmann, B., Konrad, K., & Schulte-Rüther, M. (2021). Brain and motor synchrony in children and adolescents with ASD-a fNIRS hyperscanning study. Social Cognitive and Affective Neuroscience, 16(1-2), 103-116. https://doi.org/10.1093/scan/nsaa092
Link DOI | Link Google Scholar
Kuznetsova, E., Veilahti, A.V.P., Akhundzadeh, R., Radev, S., Konicar, L., & Cowley, B.U. (2022). Evaluation of neurofeedback learning in patients with ADHD: A systematic review. Applied Psychophysiology and Biofeedback, 48, 1-15. https://doi.org/10.1007/s10484-022-09562-2
Link DOI | Link Google Scholar
Leisman, G. (2023). Neuroscience in education: a bridge too far or one that has yet to be built: introduction to the “Brain goes to school”. Brain Science. 13(1), 40. https://doi.org/10.3390/brainsci13010040
Link DOI | Link Google Scholar
Lipka, R., Ahlers, E., Reed, T.L., Karstens, M.I., Nguyen, V., Bajbouj, M., & Kadosh, R.C. (2021). Resolving heterogeneity in transcranial electrical stimulation efficacy for attention deficit hyperactivity disorder. Experimental Neurology, 337, 113586. https://doi.org/10.1016/j.expneurol.2020.113586
Link DOI | Link Google Scholar
Liu, J., Zhang, R., Geng, B., Zhang, T., Yuan, D., Otani, S., & Li, X. (2019). Interplay between prior knowledge and communication mode on teaching effectiveness: interpersonal neural synchronization as a neural marker. NeuroImage, 193, 93-102. https://doi.org/10.1016/j.neuroimage.2019.03.004
Link DOI | Link Google Scholar
Lu, K., Qiao, X., Yun, Q., & Hao, N. (2021). Educational diversity and group creativity: Evidence from fNIRS hyperscanning. NeuroImage, 243, 118564. https://doi.org/10.1016/j.neuroimage.2021.118564
Link DOI | Link Google Scholar
Márquez, C., & Indarramendi, C. (2022). La prevención del fracaso escolar en educación secundaria desde el programa de mejora del rendimiento y del aprendizaje. Revista Internacional de Educación para la Justicia Social, 11(1), 157-173. https://doi.org/10.15366/riejs2022.11.1.009
Link DOI | Link Google Scholar
Meisel, V., Servera, M., García-Banda, G., Cardo, E., & Moreno, I. (2014). Neurofeedback and standard pharmacological intervention in ADHD: a randomized controlled trial with six-month follow-up. Biological Psychology, 94(1), 12-21. https://doi.org/10.1016/j.biopsycho.2013.04.015
Link DOI | Link Google Scholar
Ministerio de Educación y Formación Profesional (Ed.) (2021). Datos y cifras. Curso escolar 2021-2022: Informe español. Secretaría General Técnica, Subdirección General de Estadística y Estudios. https://bit.ly/3L0WNyq
Link Google Scholar
Ministerio de Educación y Formación Profesional (Ed.) (2023). Neurociencia aplicada a la educación. https://bit.ly/3SREVaU
Link Google Scholar
Moreno-García, I., Cano-Crespo, A., & Rivera, F. (2022). Results of neurofeedback in treatment of children with ADHD: A systematic review of randomized controlled trials. Applied Psychophysiology and Biofeedback, 47, 145-181. https://doi.org/10.1007/s10484-022-09547-1
Link DOI | Link Google Scholar
Nam, C.S., Choo, S., Huang, J., & Park, J. (2020). Brain-to-brain neural synchrony during social interactions: A systematic review on hyperscanning studies. Applied Sciences, 10(19), 6669. https://doi.org/10.3390/app10196669
Link DOI | Link Google Scholar
Nejati, V., Rasanan, A.H.H., Rad, J.A., Alavi, M.M., Haghi, S., & Nitsche, M.A. (2022). Transcranial direct current stimulation (tDCS) alters the pattern of information processing in children with ADHD: Evidence from drift diffusion modeling. Neurophysiologie Clinique, 52(1), 17-27. https://doi.org/10.1016/j.neucli.2021.11.005
Link DOI | Link Google Scholar
Nigg, J.T. (2017). Annual Research Review: On the relations among self?regulation, self?control, executive functioning, effortful control, cognitive control, impulsivity, risk?taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361-383. https://doi.org/10.1111/jcpp.12675
Link DOI | Link Google Scholar
Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Link DOI | Link Google Scholar
Patil, A.U., Madathil, D., Fan, Y.T., Tzeng, O.J., Huang, C.M., & Huang, H.W. (2022). Neurofeedback for the education of children with ADHD and specific learning disorders: A Review. Brain Sciences, 12(9), 1238. https://doi.org/10.3390/brainsci12091238
Link DOI | Link Google Scholar
Quintero, J., & Castaño-de-la-Mota, C. (2014). Introducción y etiopatogenia del trastorno por déficit de atención e hiperactividad (TDA-H). Pediatría integral, 18(9), 600-608. https://bit.ly/3yjkjPy
Link Google Scholar
Razoki, B. (2018). Neurofeedback versus psychostimulants in the treatment of children and adolescents with attention-deficit/hyperactivity disorder: a systematic review. Neuropsychiatric Disease and Treatment, 14, 2905-2913. https://doi.org/10.2147/NDT.S178839
Link DOI | Link Google Scholar
Rubio, B., Boes, A.D., Laganiere, S., Rotenberg, A., Jeurissen, D., & Pascual-Leone, A. (2016). Noninvasive brain stimulation in pediatric attention-deficit hyperactivity disorder (ADHD) a review. Journal of Child Neurology, 31(6), 784-796. https://doi.org/10.1177/0883073815615672
Link DOI | Link Google Scholar
Rusca-Jordán, F., & Cortez-Vergara, C. (2020). Trastorno por déficit de atención con hiperactividad (TDA-H) en niños y adolescentes. Una revisión clínica. Revista de Neuro-Psiquiatría, 83(3), 148-156. https://doi.org/10.20453/rnp.v83i3.3794
Link DOI | Link Google Scholar
Salehinejad, M.A., Nejati, V., Mosayebi-Samani, M., Mohammadi, A., Wischnewski, M., Kuo, M.F., Avenanti, A., Vicario, C.M., & Nitsche, M.A. (2020). Transcranial direct current stimulation in ADHD: A systematic review of efficacy, safety, and protocol-induced electrical field modeling results. Neuroscience Bulletin, 36, 1191-1212. https://doi.org/10.1007/s12264-020-00501-x
Link DOI | Link Google Scholar
Schlechter, F., Calzado, I. W., Siemann, J., Krauel, K., Pereira, H. C., Luckhardt, C., Salvador, R., Puonti, O., Dempfle, A., & Siniatchkin, M. (2023). Personalized transcranial direct current stimulation at home in patients with ADHD: feasibility and efficacy. Brain Stimulation: Basic, Translational, and Clinical Research in Neuromodulation, 16(1), 199-200. https://doi.org/10.1016/j.brs.2023.01.255
Link DOI | Link Google Scholar
Sibley, M.H., Kuriyan, A.B., Evans, S.W., Waxmonsky, J.G., & Smith, B.H. (2014). Pharmacological and psychosocial treatments for adolescents with ADHD: An updated systematic review of the literature. Clinical Psychology Review, 34(3), 218-232. https://doi.org/10.1016/j.cpr.2014.02.001
Link DOI | Link Google Scholar
Siciliano, R., Hirata, Y., & Kelly, S.D. (2016). Electrical stimulation over left inferior frontal gyrus disrupts hand gesture’s role in foreign vocabulary learning. Educational Neuroscience, 1, 2377616116652402. https://doi.org/10.1177/2377616116652402
Link DOI | Link Google Scholar
Sierawska, A., Prehn-Kristensen, A., Moliadze, V., Krauel, K, Nowak, F., Freitag, C.M., Siniatchkin, M., & Buyx, A. (2019). Unmet Needs in children with attention deficit hyperactivity disorder-can transcranial direct current stimulation fill the gap? Promises and ethical challenges. Frontiers in Psychiatry,10, 334. https://doi.org/10.3389/fpsyt.2019.00334
Link DOI | Link Google Scholar
Simoes, E.M., & Nogaro, A. (2019). Ética, neuroética y prácticas de enseñanza. Revista Bioética, 27(2), 268-75. https://doi.org/10.1590/1983-80422019272309
Link DOI | Link Google Scholar
Sjöwall, D., Roth, L., Lindqvist, S., & Thorell, L.B. (2013). Multiple deficits in ADHD: Executive dysfunction, delay aversion, reaction time variability, and emotional deficits. Journal of Child Psychology and Psychiatry, 54(6), 619-627. https://doi.org/10.1111/jcpp.12006
Link DOI | Link Google Scholar
Smith, V., Devane, D., Begley, C.M., & Clarke, M. (2011). Methodology in conducting a systematic review of systematic reviews of healthcare interventions. BMC Medical Research Methodology, 11, 1-6. https://doi.org/10.1186/1471-2288-11-15
Link DOI | Link Google Scholar
Soroa, M., Gorostiaga, A., & Balluerka, N. (2016). Conocimiento de los docentes sobre el TDA-H: Relevancia de la formación y de las percepciones individuales. Revista de Psicodidáctica, 21(2), 205-226. https://doi.org/10.1387/RevPsicodidact.14023
Link DOI | Link Google Scholar
Steiner, N.J., Frenette, E.C., Rene, K.M., Brennan, R.T., & Perrin, E.C. (2014). In-school neurofeedback training for ADHD: Sustained improvements from a randomized control trial. Pediatrics, 133(3), 483-492. https://doi.org/10.1542/peds.2013-2059
Link DOI | Link Google Scholar
Sudnawa, K.K., Chirdkiatgumchai, V., Ruangdaraganon, N., Khongkhatithum, C., Udomsubpayakul, U., Jirayucharoensak, S., & Israsena, P. (2018). Effectiveness of neurofeedback versus medication for attention?deficit/hyperactivity disorder. Pediatrics International, 60(9), 828-834. https://doi.org/10.1111/ped.13641
Link DOI | Link Google Scholar
Van-Doren, J., Arns, M., Heinrich, H., Vollebregt, M.A., Strehl, U., & Loo, S. (2019). Sustained effects of neurofeedback in ADHD: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 28, 293-305. https://doi.org/10.1007/s00787-018-1121-4
Link DOI | Link Google Scholar
Weinstein, C.S. (1994). Cognitive remediation strategies: An adjunct to the psychotherapy of adults with attention-deficit hyperactivity disorder. The Journal of Psychotherapy Practice and Research, 3(1), 44-57. https://bit.ly/3F8A8MN
Link Google Scholar
Willis, W.G., Weyandt, L.L., Lubiner, A.G., & Schubart, C.D. (2011). Neurofeedback as a treatment for attention-deficit/hyperactivity disorder: A systematic review of evidence for practice. Journal of Applied School Psychology, 27(3), 201-227. https://doi.org/10.1080/15377903.2011.590746
Link DOI | Link Google Scholar
Zhang, L., Xu, X., Li, Z., Chen, L., & Feng, L. (2022). Interpersonal neural synchronization predicting learning outcomes from teaching-learning interaction: A meta-analysis. Frontiers in Psychology, 637. https://doi.org/10.3389/fpsyg.2022.835147
Link DOI | Link Google Scholar
Technical information
Received: 26-12-2022
Revised: 02-02-2023
Accepted: 23-02-2023
OnlineFirst: 30-05-2023
Publication date: 01-07-2023
Article revision time: 38 days | Average time revision issue 76: -6 days
Article acceptance time: 59 days | Average time of acceptance issue 76: 72 days
Preprint editing time: 142 days | Average editing time preprint issue 76: 155 days
Article editing time: 187 days | Average editing time issue 76: 200 days
Metrics
Metrics of this article
Views: 53222
Abstract readings: 52077
PDF downloads: 1145
Full metrics of Comunicar 76
Views: 485034
Abstract readings: 473420
PDF downloads: 11614
Cited by
Cites in Web of Science
Currently there are no citations to this document
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Currently there are no citations to this document