How Parents Can Use Neurofeedback to Address Challenges in Deductive Reasoning in Teens with ADHD

What is Neurofeedback?

Neurofeedback, a form of biofeedback that focuses on brain activity, has shown potential in improving various cognitive functions in individuals with ADHD. It involves training individuals to regulate their brain activity through real-time feedback. Some studies have found positive effects of neurofeedback on attention, impulse control, and executive functions in children with ADHD.

What are the benefits of Neurofeedback?

Improved Logical Thinking: Neurofeedback can enhance a child’s ability to think logically, helping them draw better conclusions based on given information.

Increased Focus: By training the brain to self-regulate, Neurofeedback can improve a child’s focus, making it easier for them to process and analyze information for deductive reasoning tasks.

Enhanced Problem-Solving Skills: Neurofeedback can help children improve their problem- solving abilities, allowing them to tackle deductive reasoning challenges more effectively.

Better Cognitive Flexibility: Neurofeedback can promote cognitive flexibility, enabling children to adapt their thinking strategies to different deductive reasoning situations.

Reduced Anxiety: Neurofeedback can help children manage stress and anxiety, which may lead to clearer thinking and better deductive reasoning performance.

Can Neurocognitive training help improve deductive reasoning in individuals with ADHD?

In short, yes, Neurocognitive training can help improve deductive reasoning in individuals with ADHD.

This type of training targets specific cognitive skills, such as attention, memory, and reasoning, through structured exercises and activities. Research has shown that Neurocognitive training can lead to improvements in various cognitive functions, including deductive reasoning, especially in children with ADHD.

How does Neurocognitive training work to improve deductive reasoning skills?

Targeted Exercises: Neurocognitive training offers specific exercises designed to improve deductive reasoning skills, allowing children to practice drawing conclusions based on given information.

Progressive Difficulty: Neurocognitive training programs adjust the difficulty of exercises, ensuring that children are constantly challenged and making progress in their deductive reasoning abilities.

Frequent Practice: Regular practice with Neurocognitive training exercises can lead to long-lasting improvements in a child’s deductive reasoning skills.

Real-World Application: Neurocognitive training activities often incorporate real-world scenarios, helping children apply their deductive reasoning skills to everyday situations.

Feedback and Reinforcement: Neurocognitive training programs provide immediate feedback and reinforcement, helping children understand their progress and motivating them to continue improving their deductive reasoning abilities.

Neurocognitive Training helps fill in the gaps between needed for a higher and more rigorous level of education. Meaning, children with ADHD may find themselves able to move through their elementary years with ease, but find as their studies become more difficult and rigorous, then the gaps in the deductive reasoning skills begin to impact their ability to keep up their grades.

Deductive Reasoning is very important in an academic setting, connecting complicated ideas to one another, and accomplishing more highly skilled tasks. If your child has a firm foundation due to the skills built in Neurocognitive training, it makes the development of their Deductive Reasoning skills much more successful as well.

Reach out to our clinic today. We incorporate Neurocognitive training with each of our patients in helping them improve their academic performance. See your child’s grades improve by the end of the next semester with our targeted brain training.

Sources:

Knouse, L. E., & Safren, S. A. (2010). Current status of cognitive-behavioral therapy for adultattention-deficit hyperactivity disorder. Psychiatric Clinics, 33(3), 497-509.

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., … & Sonuga-Barke, E. J. (2015). Cognitive training for attention-deficit/hyperactivity disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials.

Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 164-174.

Steiner, N. J., Frenette, E. C., Rene, K. M., Brennan, R. T., & Perrin, E. C. (2014). Neurofeedback and cognitive attention training for children with attention-deficit hyperactivity disorder in schools. Journal of Developmental & Behavioral Pediatrics, 35(1), 18-27.

Demir-Lira ÖE, Prado J, Booth JR. Neurocognitive basis of deductive reasoning in children varies with parental education. Hum Brain Mapp. 2021 Aug 1;42(11):3396-3410. doi: 10.1002/hbm.25441. Epub 2021 May 12. PMID: 33978281; PMCID: PMC8249891.

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Rey Cortez

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