A Brain-Computer Interface-Based Attention Training Program Compared With Methylphenidate and Citicoline
A Brain-Computer Interface-Based Attention Training Program Compared With Methylphenidate and Citicoline
NCT ID: NCT07333339 Phase: Status: COMPLETED Enrollment: 174 Completion: 2025-11-10
Conditions
Attention Deficit Hyperactivity Disorder (ADHD), Brain Computer Interface
Interventions
Brain-Computer Interface-Based Attention Training
Summary
The goal of this observational study is to learn whether a brain-computer interface (BCI)-based attention training program, used alone or together with medication, can improve attention, executive functioning, and emotional regulation in school-age children with attention difficulties.
The study focuses on school-age children who were referred for problems with attention, concentration, or related cognitive and emotional difficulties.
The main questions it aims to answer are:
Does BCI-based attention training improve children's attention and response control when used on its own?
Do children show greater improvements when BCI-based attention training is combined with medication such as methylphenidate or citicoline?
Are there differences in attention, executive functioning, or emotional symptoms between children receiving combined approaches versus single treatments?
Researchers compared four naturally occurring treatment approaches to see whether combining attention training with medication leads to better outcomes than using one method alone.
Participants will:
Take part in a computerized, game-based BCI attention training program that uses brain signals to guide training tasks
Receive medication (methylphenidate or citicoline) if this was part of their usual clinical care
Complete computerized attention tests that measure focus, reaction time, and impulse control
Have parents complete questionnaires about attention, behavior, emotions, and everyday executive functioning before and after the intervention
This study was conducted in a real-world clinical setting and reflects routine treatment choices made by families and clinicians, rather than random assignment. The findings aim to help families and health care providers better understand how different treatment combinations may support attention and self-regulation in children.
Primary Outcome
Conners Continuous Performance Test-Third Edition (CPT-3)