Effects of Neurofeedback Therapy and Social Skills Training on Reducing Symptoms of Attention Deficit Hyperactivity Disorder Among Primary School Pupils in Nasarawa State, Nigeria

Abstract

This study investigated the effects of Neurofeedback Therapy and Social Skills Training on reducing symptoms of Attention Deficit Hyperactivity Disorder (ADHD) among primary school pupils in Nasarawa State, Nigeria. ADHD is a prevalent neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity, which significantly impair academic performance and social functioning. In Nigeria, awareness, diagnosis, and intervention for ADHD remain limited, particularly in underserved areas like Nasarawa State. This research employed a quasi-experimental pre-test, post-test control group design, involving 72 pupils aged 7 to 12 years who met the diagnostic criteria for ADHD based on teacher and parent ratings using the Vanderbilt ADHD Diagnostic Rating Scale. Participants were randomly assigned to three groups: a Neurofeedback Therapy group, a Social Skills Training group, and a control group that received no intervention. Both experimental groups underwent six weeks of intervention: Neurofeedback sessions were conducted using EEG-based protocols targeting theta/beta wave modulation, while the Social Skills Training sessions focused on turn-taking, listening, emotional regulation, and conflict resolution. Data were analyzed using Analysis of Covariance (ANCOVA) to compare post-intervention outcomes across groups while controlling for pre-test scores. Findings revealed that both Neurofeedback Therapy and Social Skills Training significantly reduced ADHD symptoms, with Neurofeedback being more effective in addressing attentional deficits and impulsivity, and Social Skills Training showing greater improvements in peer relationships and classroom behavior. The study concludes by recommending the integration of these non-pharmacological interventions into school-based mental health programs in Nigeria and calls for increased investment in neurodevelopmental screening and early support for children with ADHD.