Feasibility and effects of a neurofeedback-assisted mindfulness meditation pogram for children

Previous studies with adults have shown positive effects of neurofeedback-assisted mindfulness training (N-MM) on attention and cognitive performance when compared to a control condition (Bhayee et al., 2016; Crivelli, Fronda, Venturella & Balconi, 2019). However, no studies have assessed the feasibility of N-MM for children and its effects on attention and executive functions (EFs). The current study aimed to fill that gap in the literature.
There were 31 children aged between 9-10 years, who were randomly assigned to an 8-session N-MM program in the school or a passive control group. The N-MM group practiced mindful breathing awareness with the Muse EEG headband on short sessions once a week, and the time of the practice was gradually increased (from 1 to 5 minutes). Performance measures of EFs and resting-state attention-related brain activity were measured pre- and post-intervention. Mindfulness meditation-related brain activity and a feasibility checklist were also recorded during the N-MM sessions.
Results showed that the N-MM program was feasible with children in this age: they were engaged during the program. Findings indicated that the N-MM group made less errors from pre- to post-test on some of the EFs tasks related to inhibitory control when compared to the control group. Additionally, children in the N-MM group showed increased theta activity on specific electrodes during the resting-state brain activity measurement, which might indicate decreased mind-wandering. Within-group measurement of calm/focused brain states, measured by the Muse EEG headband and application during the N-MM, revealed a significant linear increase during the program.
Findings of this study have important practical implications for both educational science and psychology, given that many technology-supported EEG-feedback trainings are already commercially available and they can be easily implemented in different contexts like in the school, at home or in the clinical practice (Armon, Kohls, Gioedano & 2016).