The Effectiveness of Neurofeedback Therapy in Improving Behavior, Emotion Regulation, and Attention of Children with Autism Spectrum Disorder

Istiarsyah Istiarsyah; Mariyani Mariyani; Roslaini Roslaini; Nazla Khairina; Shin Yeen Shiw

doi:10.17977/um005v10i12026p1-19

Authors

Istiarsyah Istiarsyah Universitas Muhammadiyah Mahakarya Aceh, Aceh, Indonesia
Mariyani Mariyani Universitas Muhammadiyah Mahakarya Aceh, Aceh, Indonesia
Roslaini Roslaini Universitas Muhammadiyah Mahakarya Aceh, Aceh, Indonesia
Nazla Khairina Universitas Muhammadiyah Mahakarya Aceh, Aceh, Indonesia
Shin Yeen Shiw BrainScience Academy, Malaysia

DOI:

https://doi.org/10.17977/um005v10i12026p1-19

Keywords:

neurofeedback therapy, EEG, Autism Spectrum Disorder, special education

Abstract

This study investigated the effectiveness of neurofeedback therapy in improving behavior, emotion regulation, and attention in a child with Autism Spectrum Disorder (ASD). Neurofeedback, a non-invasive technique that enables individuals to regulate their own brain activity, has shown promise in neurodevelopmental interventions, but evidence from intensive training in special education contexts remains limited. A single-case experimental design (A-B-A) was employed with one child diagnosed with ASD who received 36 neurofeedback sessions over three months. The training targeted brainwave regulation associated with attention and emotional control. Outcomes were assessed through standardized behavioral checklists, emotion regulation scales, attention performance tests, and electroencephalographic (EEG) indices. The results showed reductions in hyperactivity and irritability, improvements in emotional stability, and increased attention span and focus during both therapy and classroom activities. EEG analyses revealed strengthened alpha activity, improved self-feedback ability, and normalized θ/SMR ratios, providing objective evidence of enhanced self-regulation. These findings suggest that neurofeedback therapy can serve as an effective complementary approach in special education and rehabilitation programs for children with ASD. Further research with larger samples is needed to confirm and extend these results.

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