Mixed-Effects Modeling of Neurofeedback Self-Regulation Performance: Moderators for Learning in Children with ADHD
Table 2
Effects considered for statistical analysis.
Model specifications
Measure
Time
Cross-session model
Double session number (15 double sessions)
Within-session model
Bin number: 10 bins per session. The mean amplitude of baseline-corrected trials was averaged across sessions and then averaged across the ten equally spaced units (bins).
Condition type
Feedback (FB)
Continuous performance feedback stimulus visible
Transfer (TR)
Performance feedback, delayed
Effects
Tasks
Deactivation (generation of positive potential shifts of SCPs) versus activation (generation of negative potential shifts of SCPs)
Intersession interval
Days passed between training sessions
Age
In years (continuous variable in the model, only for visualization in plots dichotomized into younger and older age classes)
MPH
Being on constant stimulant medication (methylphenidate), factorized into yes versus no
Stimulants intake duration
Years of MPH intake
Dosage of stimulant medication
Methylphenidate (MPH) in mg
Sex
Factorized into female versus male
IQ
Estimated IQ (WISC-IV short form)
Setting
Factorized into school setting versus clinical setting
Severity of ADHD symptoms
values of the Conners 3 DSM-IV indices for hyperactivity/impulsivity and inattention based on parent and teacher ratings before training
Preexisting ADHD diagnosis
Clinical ADHD diagnosis before entering the study factorized into yes versus no
