Uso da eletroencefalografia para apoio diagnóstico e terapêutico do Transtorno do Déficit de Atenção e Hiperatividade em escolares

Abstract

Introduction: With the advancement of technology, interest in non-pharmacological approaches for the treatment of various disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), has been growing. Studies suggest that techniques like Electroencephalogram (EEG) and Neurofeedback (NFB) can aid in diagnosis and intervention, respectively, improving cognitive-linguistic skills and academic performance. This dissertation is divided into two studies with the following objectives: Study 1: Analyze the characteristics of phonological processing in schoolchildren with ADHD and verify if these skills show relationships with brain functioning through electrophysiological measures. Study 2: Verify the impact of NFB training on the development of cognitive-linguistic skills in children diagnosed with ADHD. Method: Study 1: A qualitative field research, approved by the ethics committee with protocol number 6.483.440. Ten children aged 7 to 14 years with a prior diagnosis of ADHD participated. They underwent a phonological processing assessment—phonological awareness, phonological working memory, and phonological access to the mental lexicon—and brain electrophysiological measures (theta/beta ratio and alpha peak). Study 2: An integrative literature review in the Medline, Lilacs, Scielo, and ERIC databases; and grey literature, constructed from the research question, "What are the effects of NFB on the cognitive-linguistic skills of children with ADHD?" Results: Study 1: The schoolchildren performed below expectations on the phonological processing subtests and electrophysiological measures, showing a qualitative relationship between performance in phonological and electrophysiological processing skills. Study 2: Following the eligibility criteria, the review included 18 articles from international journals, which observed that although there are discussions about the use of NFB as a therapeutic approach, it is evident that it can contribute to improvements in cognitive-linguistic skills in individuals with ADHD. Conclusion: The use of technologies can be presented as an aid in the diagnosis and intervention of ADHD. However, studies need to advance regarding implementation in clinical practice, as it is not yet a consensus in the scientific community.