Mixed-Effects Modeling of Neurofeedback Self-Regulation Performance: Moderators for Learning in Children with ADHD

Table 1

Description of participants.

	Total	With MPH	No MPH
N (total)	48	16	32
Male/female (N)	27/21	12/4	15/17
Clinical setting (N)	26	10	16
School setting (N)	22	6	16
Intersession interval (days)
Clinic	4.1 ± 1.9	4.1 ± 8.3	4.4 ± 6.3
School	4.8 ± 1.1	4.8 ± 3.2	5.3 ± 7.7
Age (years) all	11.2 ± 2.2	10.9 ± 2.4	11.4 ± 2.0
MPH dosage (mg)	24.5 ± 15.1	23.6 ± 15.0	0
MPH intake duration (years)	2.3 ± 2.5	2.4 ± 2.5	0
Estimated IQ	109.5 ± 14.8	109.9 ± 14.7	109.1 ± 15.3
Clinical ratings before training
DSM-IV C-3 P (T-scores)
Inattention	67.8 ± 5.8	63.3 ± 6.4	67.5 ± 8.2
Hyperactivity/impulsivity	64.9 ± 8.4	66.1 ± 6.2	59.6 ± 9.1
DSM-IV C-3 T (T-scores)
Inattention	65.7 ± 6.1	61.7 ± 7.0	64.2 ± 5.3
Hyperactivity/impulsivity	63.0 ± 7.9	59.96.9	62.9 ± 8.3
Clinical ADHD diagnosis (yes/no)	33	16/0	17/15

C-3 P/T: Conners 3 parent/teacher ratings (DSM-IV indices); MPH: methylphenidate.