Evidence map›Paper›PMID 38806749›Full record

ArticleJournal of autism and developmental disorders2025

Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities.

Michał Gacek, Tomasz Smoleń, Łukasz Krzywoszański, Agnieszka Bartecka-Śmietana, Beata Kulasek-Filip, Maja Piotrowska, Dominika Sepielak, Katarzyna Supernak

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Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Michał GacekInstitute of Psychology, Jagiellonian University, ul. Ingardena 6, 30-060, Krakow, Poland. m.j.gacek@wp.pl.ORCID http://orcid.org/0000-0003-0362-2086
Tomasz SmoleńDepartment of Cognitive Science, Jagiellonian University, ul. Grodzka 52, 31-044, Krakow, Poland.ORCID http://orcid.org/0000-0003-1884-4909
Łukasz KrzywoszańskiInstitute of Psychology, The Pedagogical University of Krakow, ul. Podchorazych 2, 30-084, Krakow, Poland.ORCID http://orcid.org/0000-0001-9222-2150
Agnieszka Bartecka-ŚmietanaSpecial Education and Child Care Center No. 1 in Krakow, ul. Barska 45, 30-307, Krakow, Poland.
Beata Kulasek-FilipSpecial Education and Child Care Center No. 1 in Krakow, ul. Barska 45, 30-307, Krakow, Poland.
Maja PiotrowskaInstitute of Psychology, Jagiellonian University, ul. Ingardena 6, 30-060, Krakow, Poland.
Dominika SepielakInstitute of Psychology, Jagiellonian University, ul. Ingardena 6, 30-060, Krakow, Poland.
Katarzyna SupernakSpecial Education and Child Care Center No. 1 in Krakow, ul. Barska 45, 30-307, Krakow, Poland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25 controls from the same center. We used two computer tasks to assess sustained attention in simple and cognitively demanding test situations, and we used a pen-and-paper task to assess selective attention. Each student who took part in the study was tested at the beginning and at the end of the schoolyear. Students from the experimental group significantly improved their performance in the task related to sustained attention to simple stimuli. No performance improvement related to neurofeedback treatment was observed in either sustained attention in cognitively demanding situations or selective attention. School-based neurofeedback training may improve sustained attention to simple stimuli in students with developmental disabilities.

Indexed as

AttentionAutistic DisorderIntellectual DisabilityNeurofeedbackAdolescentChildEducation, SpecialFemaleHumansMaleSchoolsStudentsAutismIntellectual disabilityNeurofeedbackSelective attentionSpecial educationSustained attention

Identifiers

PMID38806749
PMCPMC12296775

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.