Kord Moslem, Fath-Abadi Jalil, Gharibzadeh Shahriar, Khosrowabadi Reza
Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran.
Department of Psychology, School of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
Basic Clin Neurosci. 2025;16(Spec Issue):353-356. doi: 10.32598/bcn.2023.2547.1. Epub 2025 Mar 18.
Transcranial electrical stimulation (tES), including transcranial direct current stimulation (tDCS) and transcranial random noise stimulation (tRNS), can improve neuropsychological and cognitive deficits in attention deficit hyperactivity disorder (ADHD). Here, we investigated the effectiveness of various tES modes combined with working memory training in children and adolescents with ADHD.
Participants in this study consisted of a cohort of 13- to 17-year-old adolescents (N=45) who were diagnosed with ADHD in 2018. They were randomly assigned to three groups: tDCS, tRNS, and the active control (sham). The three groups received five sessions of tES either as an intervention or sham on the left and right prefrontal areas (F3 and F4). In addition to tES, dual n-back training was used in the three groups. The Wechsler's digit span subtest and resting state electroencephalography (EEG) data were collected before and after brain stimulation.
Analysis of variance showed significant differences between the groups in some EEG channels (P=0.05). The absolute power analysis of the brain waves data in the pre-test and post-test phases reveals that the tDCS group has the greatest changes compared to the other two groups and that most changes in the absolute power related to theta, delta, and alpha bands were found in the frontal and occipital regions.
Based on the results, we concluded that tES over the prefrontal area induced cortical changes in children and adolescents with ADHD. Thus, it seems that various methods of tES can be used in combination with other common types of intervention to treat ADHD.
经颅电刺激（tES），包括经颅直流电刺激（tDCS）和经颅随机噪声刺激（tRNS），可以改善注意力缺陷多动障碍（ADHD）患者的神经心理和认知缺陷。在此，我们研究了各种经颅电刺激模式与工作记忆训练相结合对患有注意力缺陷多动障碍的儿童和青少年的有效性。
本研究的参与者包括一组在2018年被诊断患有注意力缺陷多动障碍的13至17岁青少年（N = 45）。他们被随机分为三组：经颅直流电刺激组、经颅随机噪声刺激组和积极对照组（假刺激组）。三组在左右前额叶区域（F3和F4）接受五节经颅电刺激干预或假刺激。除经颅电刺激外，三组均采用双n-back训练。在脑刺激前后收集韦氏数字广度分测验和静息态脑电图（EEG）数据。
方差分析显示，在一些脑电图通道上，三组之间存在显著差异（P = 0.05）。对测试前和测试后阶段脑电波数据的绝对功率分析表明，与其他两组相比，经颅直流电刺激组的变化最大，并且在额叶和枕叶区域发现了与θ波、δ波和α波频段相关的绝对功率的大多数变化。
基于这些结果，我们得出结论，对患有注意力缺陷多动障碍的儿童和青少年进行前额叶区域的经颅电刺激会引起皮质变化。因此，似乎各种经颅电刺激方法可以与其他常见的干预类型联合使用来治疗注意力缺陷多动障碍。
