Gevensleben, Holger

[["dc.bibliographiccitation.firstpage","780"],["dc.bibliographiccitation.issue","7"],["dc.bibliographiccitation.journal","Journal of Child Psychology and Psychiatry"],["dc.bibliographiccitation.lastpage","789"],["dc.bibliographiccitation.volume","50"],["dc.contributor.author","Gevensleben, Holger"],["dc.contributor.author","Holl, Birgit"],["dc.contributor.author","Albrecht, Bjoern"],["dc.contributor.author","Vogel, Claudia"],["dc.contributor.author","Schlamp, Dieter"],["dc.contributor.author","Kratz, Oliver"],["dc.contributor.author","Studer, Petra"],["dc.contributor.author","Rothenberger, Aribert"],["dc.contributor.author","Moll, Gunther H."],["dc.contributor.author","Heinrich, Hartmut"],["dc.date.accessioned","2018-11-07T08:28:14Z"],["dc.date.available","2018-11-07T08:28:14Z"],["dc.date.issued","2009"],["dc.description.abstract","Background: For children with attention deficit/hyperactivity disorder (ADHD), a reduction of inattention, impulsivity and hyperactivity by neurofeedback (NF) has been reported in several studies. But so far, unspecific training effects have not been adequately controlled for and/or studies do not provide sufficient statistical power. To overcome these methodological shortcomings we evaluated the clinical efficacy of neurofeedback in children with ADHD in a multisite randomised controlled study using a computerised attention skills training as a control condition. Methods: 102 children with ADHD, aged 8 to 12 years, participated in the study. Children performed either 36 sessions of NF training or a computerised attention skills training within two blocks of about four weeks each (randomised group assignment). The combined NF treatment consisted of one block of theta/beta training and one block of slow cortical potential (SCP) training. Pre-training, intermediate and post-training assessment encompassed several behaviour rating scales (e. g., the German ADHD rating scale, FBB-HKS) completed by parents and teachers. Evaluation ('placebo') scales were applied to control for parental expectations and satisfaction with the treatment. Results: For parent and teacher ratings, improvements in the NF group were superior to those of the control group. For the parent-rated FBB-HKS total score (primary outcome measure), the effect size was .60. Comparable effects were obtained for the two NF protocols (theta/beta training, SCP training). Parental attitude towards the treatment did not differ between NF and control group. Conclusions: Superiority of the combined NF training indicates clinical efficacy of NF in children with ADHD. Future studies should further address the specificity of effects and how to optimise the benefit of NF as treatment module for ADHD."],["dc.description.sponsorship","German Research Foundation [HE 4536/2, MO 726/2, RO 698/4]"],["dc.identifier.doi","10.1111/j.1469-7610.2008.02033.x"],["dc.identifier.isi","000266980600003"],["dc.identifier.pmid","19207632"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/6334"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/16374"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Wiley-blackwell"],["dc.relation.issn","0021-9630"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","846"],["dc.bibliographiccitation.journal","Frontiers in Human Neuroscience"],["dc.bibliographiccitation.volume","8"],["dc.contributor.author","Gevensleben, Holger"],["dc.contributor.author","Moll, Gunther H."],["dc.contributor.author","Rothenberger, Aribert"],["dc.contributor.author","Heinrich, Hartmut"],["dc.date.accessioned","2018-11-07T09:33:29Z"],["dc.date.available","2018-11-07T09:33:29Z"],["dc.date.issued","2014"],["dc.description.abstract","In children with attention-deficit/hyperactivity disorder (ADHD), different neurofeedback (NF) protocols have been applied, with the most prominent differentiation between EEG frequency-band (e.g., theta/beta) training and training of slow cortical potentials (SCPs). However, beyond distinctions between such basic NF variables, there are also competing assumptions about mechanisms of action (e.g., acquisition of regulation capability, generalization to daily life behavior). In the present article, we provide a framework for NF models and suppose two hypothetical models, which we call \"conditioning-and-repairing model\" and \"skill-acquisition model,\" reflecting extreme poles within this framework. We argue that the underlying model has an impact not only on how NF is applied but also on the selection of evaluation strategies and suggest using evaluation strategies beyond beaten paths of pharmacological research. Reflecting available studies, we address to what extent different views are supported by empirical data. We hypothesize that different models may hold true depending on the processes and behaviors to be addressed by a certain NF protocol. For example, the skill-acquisition model is supported by recent findings as an adequate explanatory framework for the mechanisms of action of SCP training in ADHD. In conclusion, evaluation and interpretation of NF trials in ADHD should be based on the underlying model and the way training is applied, which, in turn, should be stated explicitly in study reports."],["dc.identifier.doi","10.3389/fnhum.2014.00846"],["dc.identifier.isi","000343404300001"],["dc.identifier.pmid","25374528"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/11698"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/31971"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Frontiers Research Foundation"],["dc.relation.issn","1662-5161"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Neurofeedback in attention-deficit/hyperactivity disorder - different models, different ways of application"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","555"],["dc.bibliographiccitation.journal","Frontiers in Human Neuroscience"],["dc.bibliographiccitation.volume","8"],["dc.contributor.author","Studer, Petra"],["dc.contributor.author","Kratz, Oliver"],["dc.contributor.author","Gevensleben, Holger"],["dc.contributor.author","Rothenberger, Aribert"],["dc.contributor.author","Moll, Gunther H."],["dc.contributor.author","Hautzinger, Martin"],["dc.contributor.author","Heinrich, Hartmut"],["dc.date.accessioned","2018-11-07T09:37:32Z"],["dc.date.available","2018-11-07T09:37:32Z"],["dc.date.issued","2014"],["dc.description.abstract","Neurofeedback (NF) is being successfully applied, among others, in children with attention deficit/hyperactivity disorder (ADHD) and as a peak performance training in healthy subjects. However, the neuronal mechanisms mediating a successful NF training have not yet been sufficiently uncovered for both theta/beta (T/B), and slow cortical potential (SCP) training, two protocols established in NF in ADHD. In the present, randomized, controlled investigation in adults without a clinical diagnosis (n = 59), the specificity of the effects of these two NF protocols on attentional processes and motor system excitability were to be examined, focusing on the underlying neuronal mechanisms. Neurofeedback training consisted of 10 double sessions, and self-regulation skills were analyzed. Pre- and post-training assessments encompassed performance and event-related potential measures during an attention task, and motor system excitability assessed by transcranial magnetic stimulation. Some NF protocol-specific effects have been obtained. However, due to the limited sample size medium effects did not reach the level of significance. Self-regulation abilities during negativity trials of the SCP training were associated with increased contingent negative variation amplitudes, indicating improved resource allocation during cognitive preparation. Theta/beta training was associated with increased response speed and decreased target-P3 amplitudes after successful theta/beta regulation suggested reduced attentional resources necessary for stimulus evaluation. Motor system excitability effects after theta/beta training paralleled the effects of methylphenidate. Overall, our results are limited by the non-sufficiently acquired self-regulation skills, but some specific effects between good and poor learners could be described. Future studies with larger sample sizes and sufficient acquisition of self-regulation skills are needed to further evaluate the protocol-specific effects on attention and motor system excitability reported."],["dc.identifier.doi","10.3389/fnhum.2014.00555"],["dc.identifier.isi","000340566700001"],["dc.identifier.pmid","25104932"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/11700"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/32863"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Frontiers Research Foundation"],["dc.relation.issn","1662-5161"],["dc.rights","CC BY 3.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/3.0"],["dc.title","Slow cortical potential and theta/beta neurofeedback training in adults: effects on attentional processes and motor system excitability"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","715"],["dc.bibliographiccitation.issue","9"],["dc.bibliographiccitation.journal","European Child & Adolescent Psychiatry"],["dc.bibliographiccitation.lastpage","724"],["dc.bibliographiccitation.volume","19"],["dc.contributor.author","Gevensleben, Holger"],["dc.contributor.author","Holl, Birgit"],["dc.contributor.author","Albrecht, Bjoern"],["dc.contributor.author","Schlamp, Dieter"],["dc.contributor.author","Kratz, Oliver"],["dc.contributor.author","Studer, Petra"],["dc.contributor.author","Rothenberger, Aribert"],["dc.contributor.author","Moll, Gunther H."],["dc.contributor.author","Heinrich, Hartmut"],["dc.date.accessioned","2018-11-07T08:39:38Z"],["dc.date.available","2018-11-07T08:39:38Z"],["dc.date.issued","2010"],["dc.description.abstract","Neurofeedback (NF) could help to improve attentional and self-management capabilities in children with attention-deficit/hyperactivity disorder (ADHD). In a randomised controlled trial, NF training was found to be superior to a computerised attention skills training (AST) (Gevensleben et al. in J Child Psychol Psychiatry 50(7):780-789, 2009). In the present paper, treatment effects at 6-month follow-up were studied. 94 children with ADHD, aged 8-12 years, completed either 36 sessions of NF training (n = 59) or a computerised AST (n = 35). Pre-training, post-training and follow-up assessment encompassed several behaviour rating scales (e.g., the German ADHD rating scale, FBB-HKS) completed by parents. Follow-up information was analysed in 61 children (ca. 65%) on a per-protocol basis. 17 children (of 33 dropouts) had started a medication after the end of the training or early in the follow-up period. Improvements in the NF group (n = 38) at follow-up were superior to those of the control group (n = 23) and comparable to the effects at the end of the training. For the FBB-HKS total score (primary outcome measure), a medium effect size of 0.71 was obtained at follow-up. A reduction of at least 25% in the primary outcome measure (responder criterion) was observed in 50% of the children in the NF group. In conclusion, behavioural improvements induced by NF training in children with ADHD were maintained at a 6-month follow-up. Though treatment effects appear to be limited, the results confirm the notion that NF is a clinically efficacious module in the treatment of children with ADHD."],["dc.description.sponsorship","German Research Foundation [HE 4536/2, MO 726/2, RO 698/4]"],["dc.identifier.doi","10.1007/s00787-010-0109-5"],["dc.identifier.isi","000281162600004"],["dc.identifier.pmid","20499120"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/6775"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/19045"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Springer"],["dc.relation.issn","1018-8827"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Neurofeedback training in children with ADHD: 6-month follow-up of a randomised controlled trial"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]