A Design Thinking Model Based on Quantitative Electroencephalography in Social Emotional Learning for Attention Deficit Hyperactivity Disorder. Issue 2 (30th January 2020)

• Record Type: Journal Article
• Authors: Chatthong, Winai; Khemthong, Supalak; Wongsawat, Yodchanan
• Other Names: De Smedt Bert guestEditor.; Dumontheil Iroise guestEditor.; Peters Sabine guestEditor.; van Atteveldt Nienke guestEditor.
• Is Part Of: Mind, brain and education. Volume 14:Issue 2(2020)
• Page Start: 104
• Page End: 113
• Publication Date: 2020-01-30
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12235
• Languages: English
• ISSNs: 1751-2271

Abstract

ABSTRACT: To design a social and emotional learning (SEL) skills training program for children with attention deficit hyperactivity disorder (ADHD). Quantitative electroencephalography was analyzed, focusing on the strengths and weaknesses in the brain mapping performance (BMP) of children. A total of 305 participants with and without ADHD were recruited. Theta relative power was analyzed using stepwise multiple regression. Twelve brain locations were further predicted using a design thinking model to develop a reasonable prototype via crossover methods. Both strengths and weaknesses were found at the T5 and F7 brain regions in the ADHD group. The Fz region was a well‐defined predictor in both groups. The co‐predictors of both groups were F3 and F4. No comparison was suggested to enhance positive performance in either group of children. The SEL program could be designed based on a good‐fit model of the BMP of these subcomponents of primary brain functions.