本研究旨在探討應用腦波遊戲App於高中注意力缺陷過動症(ADHD)學生專注力之影響。研究對象為桃園某市立高級中等學校學生共三位，三位學生皆領有桃園市政府教育局開立之注意力缺陷過動症鑑定證明或醫療院所開立之注意力不足診斷證明。透過受試者配戴腦波儀(EEG)並使用專注力腦波遊戲App(Neuro Tower Defense)的介入，研究者採 用量化分析的方法，收集受試者在專注力量表前後測之數據後轉換成圖、表方式進行分析。專注力量表是以Knudsen的專注力功能分類方式，將題目整理歸納成四部份：刺激過濾、感官控制、競爭選擇、工作記憶進行修訂而成，共有20題並以此進行前後測。此外，研究者在遊戲結束後將進行質性分析，訪談參與的學生及進行課堂觀察，以比較學生在進行專注力腦波遊戲前後的差異及了解專注力腦波遊戲對其專注力之影響，將上述 資料進行蒐集，經過整理、分析與歸納後，研究結果如下所示：
一、專注力腦波遊戲App對高中注意力缺陷過動症學生課堂學習自評的專注力量表有正向改變
二、專注力腦波遊戲App對高中注意力缺陷過動症學生在課堂的專注行為有正向改變
三、專注力腦波遊戲App有助於提升高中ADHD學生之課堂專注力，但在其他情境並未有相同成效
此外，本研究根據以上研究結果，提出相對應的建議，以提供日後教學及研究上的參考依據 ，分述如下：
一、開設專注力訓練課程，提供練習、促進類化
二、融入多元教學策略，提供適性化學習
三、與行政單位合作，爭取教學資源
四、嘗試使用不同的專注力腦波訓練遊戲 App
五、增加不同科別、不同性別、不同障別之研究對象

關鍵字：腦波遊戲 App 、專注力、 注意力缺陷過動症

The purpose of this study was to explore the impact of the application of brain wave game app in the concentration ability of senior-high school students with Attention Deficit Hyperactivity Disorder (ADHD). The participants in this study were 3 students enrolled in a municipal high school in Taoyuan City. All of them are given either ADHD authentication certificate from The Department of Education, Taoyuan City Government or Attention Deficit Disorder certificate of diagnosis from medical institution.
Research subjects wore a brain wave instrument (EEG) and used the brain wave game APP(Neuro Tower Defense). After that, the researcher used quantitative analysis, collected the measurement data from pre-test and post-test, which the subjects focused on strength table, and turned these data into graphs and tables to carry out a chart analysis. The focus scale is based on Knudsen's focus function classification method, and the items are sorted into four parts: stimulus filtering, sensory control, competitive selection, and working memory. The pre-test and post-test are the same 20 questions. In addition, the researcher performed qualitative analysis after the game, interviewing these students, who participated in this study, and observed their behaviors in the class to compare the differences between the subjects before and after playing focused brain wave games to understand how the focused brain wave game influenced these students’ concentration. After collecting, analyzing and summarizing the above data, the research results were as follows:
(1) The focused brain wave game App had a positive change on the concentration questionnaire based on the self evaluation of senior high school students with ADHD.
(2) The focused brain wave game App had a positive change on the concentration behavior of senior high school students with ADHD in the classroom.
(3) The focused brain wave game App helped improve concentration of senior high school students with ADHD in the classroom but other situations did not have the same effect.
In addition, according to the above research results, this study proposes corresponding suggestions to provide references for future teaching and research, as follows:
(1) Set up concentration training courses, provide exercises, promote generalization
(2) Integrate multiple teaching strategies to provide adaptive learning
(3) Cooperate with administrative units to obtain teaching resources
(4) Try different focus brainwave training game apps
(5) Increase research subjects of different disciplines, genders, and disabilities

keywords : brain wave game app concentration ability Attention Deficit
Hyperactivity Disorder ADHD

中文部分
王乙婷（2004）。ADHD兒童的注意力特質及其相關研究。特殊教育叢書（9301輯，頁1–13）。國立臺中教育大學特殊教育中心。
史坦伯格Sternberg, R. J.（2002）。普通心理學（鄭昭明、陳億貞譯；2版）。雙葉書廊。（原著出版於1999）
古季庭（2016）。結合腦波測量與認知測驗之App開發與實測-應用於注意力缺損/過動與學習障礙孩童之研究〔碩士論文，朝陽科技大學〕。華藝線上圖書館。
行政院性別平等會（2019）。重要性別統計資料庫。行政院性別平等會。https://www.gender.ey.gov.tw/gecdb/Stat_Statistics_Query.aspx?sn=j!hBxcN3yoG!yCDpT8HHDQ%40%40&statsn=lJfP2d02jg3xheeDsGOZoQ%40%40&d=&n=116365
江慧雯（2015）。創造性舞蹈對注意力缺陷過動症學童專注力之影響。舞蹈教育，(13)，178-198。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=P20110309002-201510-201603230034-201603230034-178-198
朱璿瑾、江政祐、劉寧漢（2013）。運用腦波識別專注狀態。資訊科技國際期刊，7(2)，13–22。http://163.17.20.49/AIT2013/ft_178.pdf
李伊婷（2016）。神經回饋於治療台灣注意力缺失/過動症兒童之療效初探〔碩士論文，高雄醫學大學〕。華藝線上圖書館。
汪欣怡、鍾志從（2018）。「靜聽音樂」對幼兒專注力提昇之實驗研究。輔仁民生學誌，24(1)，81–98。
https://www.airitilibrary.com/Publication/alDetailedMesh?docid=10276149-201806-201901070028-201901070028-81-98
李淑菁（2015）。找回課堂專注力。臺灣教育評論月刊，4(5)，178–181。
https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=P20130114001-201505-201505120047-201505120047-178-181&PublishTypeID=P001
吳顯東（2013，7月12日）。腦波控制的世界－腦機介面發展趨勢分析。資策會產業情報研究所（MIC）。https://mic.iii.org.tw/aisp/Free?docid=CDOC20130711001
林玉雯、黃台珠、劉嘉茹（2010）。課室學習專注力之研究－量表發展與分析應用。科學教育學刊，18(2)，107–129。http://doi.org/10.6173/CJSE.2010.1802.02
林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟弘（2011）。以認知神經科學取向探討兒童注意力的發展和學習之關聯。教育心理學報，42(3)，517–541。
http://doi.org/ 10.6251/BEP.20100902
周恩存（2012，11月15日）。「讀你的腦」－腦波量測新技術在人類認知、學習及生活上的應用。數位典藏與學習電子報。
https://newsletter.teldap.tw/news/InsightReportContent.php?nid=6121&lid=706
周恩存（2017，11月8日）。腦波量測技術在教育及生活上的應用。經濟部人才快訊電子報。http://itriexpress.blogspot.com/2017/11/blog-post_6.html
林崇德（1995）。小學生心理學。五南圖書。
孟瑛如、謝瓊慧（2012）。國小ADHD出現率、鑑定、藥物治療與教養措施之調查研究。特殊教育與輔助科技學報，5，1–36。http://doi.org/10.6684/JRSEAT.201211.5.1
孟瑛如、簡吟文（2014）。從DSM-5的改變談注意力缺陷過動症未來的鑑定與教學輔導趨勢。輔導季刊，50(4)，22–27。
https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=19966822-201412-201501290002-201501290002-22-27&PublishTypeID=P001
孟瑛如、簡吟文（2016）。孩子可以比你想的更專心：談注意力訓練（二版）。心理出版社。https://www.books.com.tw/products/0010718656
林鋐宇、周台傑（2010）。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29–53。http://doi.org/10.6172/BSE201007.3502002
姜琇森、蕭國倫、吳哲維（2013）。以腦波特徵為基礎之專注力診斷與訓練系統。國立臺中科技大學資訊管理系。
http://brain-sh.tw/upload/以腦波特徵為基礎之專注力診斷與訓練系統(1).pdf
神念科技（2022）。產品介紹：腦波耳機。神念科技。http://www.neurosky.com.tw
唐詠雯、陳金鈴、張念喬（2017）。注意力缺陷過動症孩童的神經回饋專注訓練。資訊科技國際期刊，12，1-13。http://lawdata.com.tw/tw/detail.aspx?no=318579
徐儷瑜、王愉晴、葉啟斌（2019）。神經回饋訓練與家長管教訓練對注意力不足/過動症共病對立反抗症學齡男童的個案研究。中華心理衛生學刊，32(1)，1-33。
http://doi.org/10.30074/FJMH.201903_32(1).0001
張旭鎧（2009）。5分鐘玩出專注力（初版）。新手父母。
https://www.books.com.tw/products/0010443114
張員菁（2016）。比較音樂與精油介入對於注意力缺乏過動症患者專注力腦波影響之研究〔碩士論文，中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201600665
張凌瑋、佘永吉（2021）。競技疊杯運動教學方案對國小注意力不足過動症學生注意力影響之研究。身心障礙研究季刊，19(1&2)，25-44。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=17292832-202106-202108060007-202108060007-25-44
陳國泰（2018）。認知行為療法（CBT）在注意力缺陷過動症（ADHD）學生輔導上的應用之探究。國民教育學報，(15)，1-19。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=18146783-201812-201912060009-201912060009-1-19
郭婷婷、曾雯琦（2014）。運用柔道運動輔助注意力缺陷過動症兒童治療－案例分析。源遠護理，8(2)，56-62。https://doi.org/10.6530/YYN.2014.8(2).09
教育部（2013，9月2日）。身心障礙及資賦優異學生鑑定辦法。全國法規資料庫。
https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0080065
教育部（2022）。重編國語辭典修訂本。國家教育研究院。
https://dict.revised.moe.edu.tw/index.jsp
教育部統計處（2018，9月12 日）。高級中等以下學校身心障礙類特殊教育概況。教育統計簡訊。
https://stats.moe.gov.tw/files/brief/高級中等以下學校身心障礙類特殊教育概況.pdf
張念喬（2017）。注意力缺陷過動症孩童的神經回饋專注訓練。[碩士論文，朝陽科技大學]。華藝線上圖書館。
https://www.airitilibrary.com/Publication/alDetailedMesh1?DocID=U0078-2712201714440277&PublishTypeID=P003
許芳菊（2008，10月5日）。對症下藥治分心。親子天下。
https://www.parenting.com.tw/article/5020587
陳昆顯、何淑君（2013，10月23日）。腦波儀研究在各領域之應用 [口頭發表]。TANET2013臺灣網際網路研討會，台中市，臺灣。
https://www.tcrc.edu.tw/TANET2013/paper/O11-859-3.pdf
陳柏中（2016，3月21日）。腦機介面趨勢發展分析。科技政策觀點。
https://portal.stpi.narl.org.tw/index/article/10227
張春興（1989）。張氏心理學辭典。東華書局。
https://www.books.com.tw/products/0010402183
張春興（1991）。現代心理學。東華書局。
https://www.books.com.tw/products/0010443894
張春興（1996）。教育心理學－三化取向的理論與實踐。東華書局。
https://www.books.com.tw/products/0010403626
陳奕樺（2014）。數位遊戲式注意力訓練與專注力生理訊號回饋對注意力、課室專注力與學業成就之影響。[博士論文，成功大學]。臺灣博碩士論文知識加值系統。
許凰停（2006）。國中智能障礙學生專注行為處理成效之研究 [未出版碩士論文]。國立彰化師範大學。
郭博昭（2010）。多元思考－人腦與電腦的整合：腦機介面簡介。載於黃政傑、江惠貞（主編），人是什麼：生命教育（頁284-291）。復文圖書。
http://www.yct.com.tw/life/98drum/98drum17.pdf
郭博昭（2013，8月15日）。HMI進階：腦機介面的發展趨勢與應用。DIGITIMES。 https://www.digitimes.com.tw/tech/dt/n/shwnws.asp?cnlid=13&id=0000346332_C3T45HL32H7BEC3MCNPAC
郭雅雯、陳明聰（2016）。腦機介面在輔助溝通系統之應用。特殊教育與輔助科技半年刊，15，7-13。https://aac.diyi.org.tw/resource/literature/264
陳萌智、陸海文（2018）。設計以腦波特徵為基之自調適專注力訓練平台。管理資訊計算，7(2)，233-257。http://doi.org/10.6285/MIC.201809_7(2).0019
符碧真（2012，5月31日）。設計一堂精彩的課程：善用教學曲線安排教學流程。國立臺灣大學教學發展中心電子報。
http://ctld.ntu.edu.tw/_epaper/news_detail.php?f_s_num=183
郭慧真（2011）。音樂心境播放器之實作與影響分析 [碩士論文，成功大學]。臺灣博碩士論文知識加值系統。
楊仙維、黃國峯、林慶全、林雅芬、黃振樺、陳彥妤（2015）。專注力訓練之遊戲開發。觀光與休閒管理期刊，3(S)，193-198。http://doi.org/10.6510/JTLM.3(S).19
楊幸真（1992）。注意力與學習之相關探討。教師之友，33(4)，28-30。
楊坤堂（1999）。注意力不足過動異常：診斷與處遇。五南圖書。
楊舒菁[Uni-Kids Kindergarten]（2016，8月23日）。不可不知的專注力 [臉書貼文]。臉書。https://www.facebook.com/UniKids.Kindy/posts/1165654196824723/
楊雅婷、陳奕樺（2013）。課室專注力量表之建構。教育研究與發展期刊，9(4)，1-28。
http://doi.org/10.3966/181665042013120904001
廖御圻、郭乃文（2014）。探究ADHD與正常發展兒童於多面向注意力功能表現之量性腦波特徵。臨床心理學刊，8(1)，25-26。https://doi.org/10.6550/ACP.0801.013
蔡文興、陳裕鏞（2012）。射擊運動訓練對心跳率與專注力的影響－以楓樹國小為例。體育學系系刊，12，1-12。http://doi.org/10.29793/TYHHHK.201207.0001
蔡明富（1995）。書法治療對過動兒童注意力、衝動與過動輔導效果之質性分析。國教學報，7，111-146。
劉奕孜（2010）。好行為競賽對改善國小融合班兒童課堂專注行為之研究 [碩士論文，臺北教育大學]。臺灣博碩士論文知識加值系統。
鄭胤序、李姿瑩（2010）。武術訓練對國小注意力缺陷過動症兒童上課不專注行為之影響。臺北市立教育大學學報. 教育類，41(1)，91-132。https://doi.org/10.6336/JUTe/2010.41(1)4
劉真（2000）。教育大辭書。文景書局。
http://www.winjoin.com.tw/eduDictDMPreviewNew.asp
蔡焜霖（2000）。牛津當代大辭典。旺文文創出版社。
親子天下編輯群（2018）。提升專注力 建立愛學習教室。親子天下。
https://www.books.com.tw/products/E050032545
賴昭丞、張郁閔、徐武孝、葉生正（2016，5月20日–22日）。利用腦波感測器進行人機互動平台的研究 [口頭發表]。第十五屆離島資訊技術與應用研討會，高雄市，臺灣。
賴昭丞、葉生正、黃世育、周偉銘、朱智雲、王永城、鐘悅（2016，11月1日）。透過腦波控制機器人之研究 [口頭發表]。TANET2016臺灣網際網路研討會，花蓮縣，臺灣。http://doi.org/10.6679/TANET.2016.97
賴彥志（2018）。注意力缺陷過動症及一般兒童在虛擬與非虛擬情境之注意力研究〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/THE.NTNU.DSE.001.2019.F02
謝宇珊（2020）。應用腦波遊戲App於國中學習障礙學生專注力之研究 [碩士論文，清華大學]。臺灣博碩士論文知識加值系統。
顏元叔（2016）。時代英英英漢雙解大辭典。萬人出版社。
https://www.books.com.tw/products/0010095500
關尚勇（2019，12月25日）。何謂腦電圖。台灣癲癇醫學會。https://www.epilepsy.org.tw/node/44
蘇岱崙（2014）。四大對策：激進學習力。親子天下，61，153-161。
鐘聖校（1990）。認知心理學。五南出版社。
https://www.wunanbooks.com.tw/product.php?isbn=9789577020017&utm_source=findprice&utm_medium=bookdata&utm_campaign=findprice_b
英文部分
Ali, Y., Mahmud, N. A., & Samaneh, R. (2015). Current advances in neurofeedback techniques for the treatment of ADHD. Biomed. Pharma. J, 8, 65-177. http://dx.doi.org/10.13005/bpj/573
Aman, M. G., & Turbott, S. H. (1986). Incidental learning, distraction, and sustained attention in hyperactive and control subjects. Journal of Abnormal Child Psychology, 14(3), 441-455. https://doi.org/10.1007/BF00915437
Anguera, J. A., Boccanfuso, J., Rintoul, J. L., Al-Hashimi, O., Faraji, F., Janowich, J., ... & Gazzaley, A. (2013). Video game training enhances cognitive control in older adults. Nature, 501(7465), 97-101. https://doi.org/10.1038/nature12486
Arns, M., De Ridder, S., Strehl, U., Breteler, M., & Coenen, A. (2009). Efficacy of neurofeedback treatment in ADHD: the effects on inattention, impulsivity and hyperactivity: a meta-analysis. Clinical EEG and neuroscience, 40(3), 180-189. https://doi.org/10.1177/155005940904000311
Aylward, G. P., Verhulst, S. J., & Bell, S. (1990). Individual and combined effects of attention deficits and learning disabilities on computerized ADHD assessment. Journal of Psychoeducational Assessment, 8(4), 497-508.
https://doi.org/10.1177/073428299000800405
Barkley, R. A. (1998). Developmental course, adult outcome, and clinic-referred ADHD adults. Attention-deficit hyperactivity disorder, 186-224.
https://cir.nii.ac.jp/crid/1571135650096477568
Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford press.
https://psycnet.apa.org/record/2006-03341-000
Barkley, R. A., DuPaul, G. J., & McMurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of consulting and clinical psychology, 58(6), 775.
https://doi.org/10.1037/0022-006X.58.6.775
Barry, R. J., Clarke, A. R., & Johnstone, S. J. (2003). A review of electrophysiology in attention-deficit/hyperactivity disorder: I. Qualitative and quantitative electroencephalography. Clinical neurophysiology, 114(2), 171-183.
https://doi.org/10.1016/S1388-2457(02)00362-0
Bless, J. J., Westerhausen, R., Kompus, K., Gudmundsen, M., & Hugdahl, K. (2014). Self-supervised, mobile-application based cognitive training of auditory attention: A behavioral and fMRI evaluation. Internet Interventions, 1(3), 102-110. https://doi.org/10.1016/j.invent.2014.06.001
BNCI Horizon 2020. (2015). The Future in Brain/Neural-Computer Interaction: Horizon 2020. http://bnci-horizon-2020.eu/roadmap
Carbray, J. A. (2018). Attention-deficit/hyperactivity disorder in children and adolescents. Journal of Psychosocial Nursing and Mental Health Services, 56(12), 7-10. https://doi.org/10.1056/NEJMcp1307215
Carlson, N. R. (2010). Psychology: The science of behaviour. Pearson Education.
https://lib.hpu.edu.vn/handle/123456789/28533
Castle, P., & Buckler, S. (2009). How to be a successful teacher: Strategies for personal and professional development. Sage.
Chen, C. L., Tang, Y. W., Zhang, N. Q., & Shin, J. (2017, November). Neurofeedback based attention training for children with ADHD. In 2017 IEEE 8th International Conference on Awareness Science and Technology (iCAST) (pp. 93-97). IEEE.
https://doi.org/10.1109/ICAwST.2017.8256530
Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22. https://doi.org/10.2307/1176169
Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational psychologist, 18(2), 88-108.
https://doi.org/10.1080/00461528309529266
Coull, J. T. (1998). Neural correlates of attention and arousal: insights from electrophysiology, functional neuroimaging and psychopharmacology. Progress in neurobiology, 55(4), 343-361. https://doi.org/10.1016/S0301-0082(98)00011-2
Dayan, P., Kakade, S., & Montague, P. R. (2000). Learning and selective attention. Nature neuroscience, 3(11), 1218-1223 https://doi.org/10.1038/81504
Dehghanpour, P., & Einalou, Z. (2017). Evaluating the features of the brain waves to quantify ADHD improvement by neurofeedback. Technology and Health Care, 25(5), 877-885.
https://doi.org/10.3233/THC-170845
ElDaou, B. M. N., & El-Shamieh, S. I. (2015). The effect of playing chess on the concentration of ADHD students in the 2nd cycle. Procedia-Social and Behavioral Sciences, 192, 638-643. https://doi.org/10.1016/j.sbspro.2015.06.111
Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student’Handbook. Psychology press. https://doi.org/10.4324/9781315778006
Fuchs, T., Birbaumer, N., Lutzenberger, W., Gruzelier, J. H., & Kaiser, J. (2003). Neurofeedback treatment for attention-deficit/hyperactivity disorder in children: a comparison with methylphenidate. Applied psychophysiology and biofeedback, 28(1), 1-12. https://doi.org/10.1023/A:1022353731579
Gevensleben, H., Holl, B., Albrecht, B., Schlamp, D., Kratz, O., Studer, P., ... & Heinrich, H. (2009). Distinct EEG effects related to neurofeedback training in children with ADHD: a randomized controlled trial. International journal of psychophysiology, 74(2), 149-157.
https://doi.org/10.1016/j.ijpsycho.2009.08.005
Gevensleben, H., Holl, B., Albrecht, B., Vogel, C., Schlamp, D., Kratz, O., ... & Heinrich, H. (2009). Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial. Journal of Child Psychology and Psychiatry, 50(7), 780-789.https://doi.org/10.1111/j.1469-7610.2008.02033.x
Gilbert, C. D., & Sigman, M. (2007). Brain states: top-down influences in sensory processing. Neuron, 54(5), 677-696.
https://doi.org/10.1016/j.neuron.2007.05.019
González-Castro, P., Cueli, M., Rodríguez, C., García, T., & Álvarez, L. (2016). Efficacy of neurofeedback versus pharmacological support in subjects with ADHD. Applied psychophysiology and biofeedback, 41(1), 17-25.
https://doi.org/10.1007/s10484-015-9299-4
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537. https://doi.org/10.1038/nature01647
Green, C. S., Li, R., & Bavelier, D. (2010). Perceptual learning during action video game playing. Topics in cognitive science, 2(2), 202-216.
https://doi.org/10.1111/j.1756-8765.2009.01054.x
Grünewald-Zuberbier, E., Grünewald, G., & Rasche, A. (1975). Hyperactive behavior and EEG arousal reactions in children. Electroencephalography and Clinical Neurophysiology, 38(2), 149-159.
https://doi.org/10.1016/0013-4694(75)90224-2
Guarnera, M., & D’Amico, A. (2014). Training of attention in children with low arithmetical achievement. Europe’s Journal of Psychology, 10(2), 277-290.
https://doi.org/10.23668/psycharchives.1085
Heinrich, H., Gevensleben, H., & Strehl, U. (2007). Annotation: Neurofeedback–train your brain to train behaviour. Journal of Child Psychology and Psychiatry, 48(1), 3-16.
https://doi.org/10.1111/j.1469-7610.2006.01665.x
James, W., & Skrupskelis, I. K. (1983). Talks to Teachers on Psychology and to Students on Some of Life's Ideals (Vol. 12). Harvard University Press.
Juiter, C., & Wu, K. C. (2021, July). The Analysis of Brainwaves to Measuring Music Tone Impact on Behavior of ADHD Children. In International Conference on Human-Computer Interaction (pp. 555-566). Springer, Cham.
https://doi.org/10.1007/978-3-030-78092-0_38
Kaplan, J. S., & Carter, J. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school. Austin, TX: Pro-ed.
Klimesch, W., Schimke, H. A. N. N. E. S., & Pfurtscheller, G. (1993). Alpha frequency, cognitive load and memory performance. Brain topography, 5(3), 241-251. https://doi.org/10.1007/BF01128991
Knudsen, E. I. (2007). Fundamental components of attention. Annual review of neuroscience, 30(1), 57-78.
http://dai.fmph.uniba.sk/courses/CCN/references/knudsen.attention.07.pdf
Koepp, M. J., Gunn, R. N., Lawrence, A. D., Cunningham, V. J., Dagher, A., Jones, T., ... & Grasby, P. M. (1998). Evidence for striatal dopamine release during a video game. Nature, 393(6682), 266-268. https://doi.org/10.1038/30498
LaBerge, D. (2005). Sustained attention and apical dendrite activity in recurrent circuits. Brain Research Reviews, 50(1), 86-99.
https://doi.org/10.1016/j.brainresrev.2005.04.004
Levine, S. P., Huggins, J. E., BeMent, S. L., Kushwaha, R. K., Schuh, L. A., Rohde, M. M., ... & Smith, B. J. (2000). A direct brain interface based on event-related potentials. IEEE Transactions on Rehabilitation Engineering, 8(2), 180-185. https://doi.org/10.1109/86.847809
Liao, L. D., Lin, C. T., McDowell, K., Wickenden, A. E., Gramann, K., Jung, T. P., ... & Chang, J. Y. (2012). Biosensor technologies for augmented brain–computer interfaces in the next decades. Proceedings of the IEEE, 100(Special Centennial Issue), 1553-1566.
https://doi.org/10.1109/JPROC.2012.2184829
Liberati, G., Raffone, A., & Olivetti Belardinelli, M. (2012). Cognitive reserve and its implications for rehabilitation and Alzheimer’s disease. Cognitive processing, 13(1), 1-12. https://doi.org/10.1007/s10339-011-0410-3
Lim, C. G., Lee, T. S., Guan, C., Fung, D. S., Zhao, Y., Teng, S. S., . . . Krishnan, K. R. (2012). A brain-computer interface based attention training program for treating attention deficit hyperactivity disorder. PloS one, 7(10), e46692. https://doi.org/10.1371/journal.pone.0046692
Lubar, J. F. (1991). Discourse on the development of EEG diagnostics and biofeedback for attention-deficit/hyperactivity disorders. Biofeedback and Self-regulation, 16(3), 201-225. https://doi.org/10.1007/BF01000016
Madani, A. S., Heidarinasab, L., Yaghubi, H., & Rostami, R. (2015). Surveying effectiveness of neuro-feedback in reduction of attention and concentration deficit symptoms in ADHD adults. Clinical Psychology and Personality, 12(2), 85-98.
http://cpap.shahed.ac.ir/article_2720.html?lang=en
Martens, R. (1987). Coaches guide to sport psychology: A publication for the American Coaching Effectiveness Program: Level 2 sport science curriculum. Human Kinetics Books. https://psycnet.apa.org/record/1987-98306-000
Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational psychology review, 14(1), 87-99.
https://doi.org/10.1023/A:1013184611077
Meisel, V., Servera, M., Garcia-Banda, G., Cardo, E., & Moreno, I. (2014). Reprint of “Neurofeedback and standard pharmacological intervention in ADHD: a randomized controlled trial with six-month follow-up”. Biological psychology, 95, 116-125. https://doi.org/10.1016/j.biopsycho.2013.09.009
Moran, A. (2004). Attention and concentration training in sport. Encyclopedia of Applied Psychology, 1(5), 9-14.
Nicolas-Alonso, L. F., & Gomez-Gil, J. (2012). Brain computer interfaces, a review. sensors, 12(2), 1211-1279. https://doi.org/10.3390/s120201211
Pfurtscheller, G., & Klimesch, W. (1992). Functional topography during a visuoverbal judgment task studied with event-related desynchronization mapping. Journal of Clinical Neurophysiology: Official Publication of the American Electroencephalographic Society, 9(1), 120-131.
https://doi.org/10.1097/00004691-199201000-00013
Rajabi, S., Pakize, A., & Moradi, N. (2020). Effect of combined neurofeedback and game-based cognitive training on the treatment of ADHD: A randomized controlled study. Applied Neuropsychology: Child, 9(3), 193-205.
https://doi.org/10.1080/21622965.2018.1556101
Raniyah, Q., & Syamsudin, A. (2019, April). Centerred Concentration For Adhd Children Via Educational Game. In International Conference On Special And Inclusive Education (Icsie 2018) (pp. 422-426). Atlantis Press. https://doi.org/10.2991/icsie-18.2019.79
Sauseng, P., Hoppe, J., Klimesch, W., Gerloff, C., & Hummel, F. C. (2007). Dissociation of sustained attention from central executive functions: local activity and interregional connectivity in the theta range. European Journal of Neuroscience, 25(2), 587-593.
https://doi.org/10.1111/j.1460-9568.2006.05286.x
Silva, A. P., Prado, S. O., Scardovelli, T. A., Boschi, S. R., Campos, L. C., & Frere, A. F. (2015). Measurement of the effect of physical exercise on the concentration of individuals with ADHD. PloS one, 10(3), e0122119.
https://doi.org/10.1371/journal.pone.0122119
Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention-training program. Journal of clinical and experimental neuropsychology, 9(2), 117-130.
https://doi.org/10.1080/01688638708405352
Sohlberg, M. M., & Mateer, C. A. (2001a). Improving attention and managing attentional problems: Adapting rehabilitation techniques to adults with ADD. Annals of the New York Academy of Sciences, 931(1), 359-375.
https://doi.org/10.1111/j.1749-6632.2001.tb05790.x
Sohlberg, M. M., & Mateer, C. A. (Eds.). (2001b). Cognitive rehabilitation: An integrative neuropsychological approach. Guilford Press.
Sohlberg, M. M., Harn, B., MacPherson, H., & Wade, S. L. (2014). A pilot study evaluating attention and strategy training following pediatric traumatic brain injury. Clinical Practice in Pediatric Psychology, 2(3), 263–280.https://doi.org/10.1037/cpp0000072
Solso, R. L., MacLin, M. K., & MacLin, O. H. (2005). Cognitive psychology
(7th ed.). Pearson Education New Zealand. https://psycnet.apa.org/record/2004-19852-000
Steiner, N. J., Sheldrick, R. C., Gotthelf, D., & Perrin, E. C. (2011). Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: a preliminary trial. Clinical pediatrics, 50(7), 615-622. https://doi.org/10.1177/0009922810397887
Suarez-Manzano, S., Ruiz-Ariza, A., de la Torre-Cruz, M. J., & Martinez-Lopez, E. J. (2018). Effect of monitored cooperative HIIT on attention, concentration, memory, linguistic reasoning and mathematical calculation in ADHD youth. International Journal of Sport Psychology, 49(6), 531-551. https://www.cabdirect.org/cabdirect/abstract/20193136905
Sun, W., Yu, M., & Zhou, X. (2022). Effects of physical exercise on attention deficit and other major symptoms in children with ADHD: A meta-analysis. Psychiatry Research, 114509. https://doi.org/10.1016/j.psychres.2022.114509
Tang, Y. Y., & Posner, M. I. (2009). Attention training and attention state training. Trends in cognitive sciences, 13(5), 222-227.
https://doi.org/10.1016/j.tics.2009.01.009
Thompson, L., & Thompson, M. (1998). Neurofeedback combined with training in metacognitive strategies: effectiveness in students with ADD. Applied psychophysiology and biofeedback, 23(4), 243-263.
https://doi.org/10.1023/A:1022213731956
Vidal, J. J. (1973). Toward direct brain-computer communication. Annual review of Biophysics and Bioengineering, 2(1), 157-180.
https://www.annualreviews.org/doi/pdf/10.1146/annurev.bb.02.060173.001105
Whishaw, I. Q., Tomie, J. A., & Kolb, B. (1992). Ventrolateral prefrontal cortex lesions in rats impair the acquisition and retention of a tactile-olfactory configural task. Behavioral neuroscience, 106(4), 597.
https://doi.org/10.1037/0735-7044.106.4.597
Wolpaw, J. R., Birbaumer, N., McFarland, D. J., Pfurtscheller, G., & Vaughan, T. M. (2002). Brain–computer interfaces for communication and control. Clinical neurophysiology, 113(6), 767-791.
https://doi.org/10.1016/S1388-2457(02)00057-3
Zentall, S. S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional children, 60(2), 143-153.
https://doi.org/10.1177/001440299306000208
Zimbardo, P. G., & Ruch, F. L. (1975). Psychology and life (9th ed.). Scott,
Foresman. https://psycnet.apa.org/record/1975-20072-000