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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING

TECHNIQUES FOR INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER (ADHD)

Article in Journal Health and Technology - JHT · May 2023

DOI: 10.47820/jht.v2i2.37

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JOURNAL HEALTH AND TECHNOLOGY - JHT

ISSN 2764-7625

VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR

INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

REALIDADE VIRTUAL, TECNOLOGIAS DIGITAIS E TÉCNICAS DE RELIGAÇÃO DO CÉREBRO

PARA INTERVENÇÃO NO TRANSTORNO DE DÉFICIT DE ATENÇÃO/HIPERATIVIDADE (TDAH)

REALIDAD VIRTUAL, TECNOLOGÍAS DIGITALES Y TÉCNICAS DE RECABLEADO CEREBRAL

PARA LA INTERVENCIÓN DEL TRASTORNO POR DÉFICIT DE ATENCIÓN/HIPERACTIVIDAD
(TDAH)

Vana Gkora1, Anna Maria Driga2

e2237
https://doi.org/10.47820/jht.v2i2.37

RECEIVED: 04/04/2023 APPROVED: 05/05/2023 PUBLISHED: 05/20/2023

ABSTRACT
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects cognitive
function, behavior, and social interaction. While medication and behavioral therapy are the standard of
care for ADHD, complementary and alternative interventions that leverage the brain's neuroplasticity,
such as brain rewiring techniques and digital technologies, have emerged. These techniques, including
cognitive-behavioral therapy, mindfulness-based interventions, neurofeedback, Neuro-Linguistic
Programming, clinical hypnosis, exercise, yoga, music therapy, and working memory exercises, aim to
modify the function and structure of the brain to improve cognitive function, self-regulation, and overall
quality of life in individuals with ADHD. Additionally, virtual reality has shown promise as a potential tool
for improving attentional control and reducing ADHD symptoms. This literature review provides an
overview of the effectiveness of brain rewiring techniques, including NLP and clinical hypnosis, as well
as exercise, yoga, music therapy, and working memory exercises for ADHD, and the potential utility of
virtual reality for treating ADHD.

KEYWORDS: ADHD. Brain rewiring. Neuroplasticity. Cognitive-behavioral therapy. Mindfulness-based

interventions. Neurofeedback. NLP. Clinical hypnosis. Exercise. Yoga. Music therapy. Working memory
exercises. Virtual reality.

RESUMO
O transtorno de déficit de atenção/hiperatividade (TDAH) é um transtorno do neurodesenvolvimento que
afeta a função cognitiva, o comportamento e a interação social. Embora a medicação e a terapia
comportamental sejam o padrão de tratamento para o TDAH, surgiram intervenções complementares e
alternativas que alavancam a neuroplasticidade do cérebro, como técnicas de religação do cérebro e
tecnologias digitais. Essas técnicas, incluindo terapia cognitivo-comportamental, intervenções baseadas
em mindfulness, neurofeedback, Programação Neurolinguística, hipnose clínica, exercícios, yoga,
musicoterapia e exercícios de memória de trabalho, visam modificar a função e a estrutura do cérebro
para melhorar a função cognitiva, autorregulação e qualidade de vida geral em indivíduos com TDAH.
Além disso, a realidade virtual tem se mostrado promissora como uma ferramenta potencial para
melhorar o controle da atenção e reduzir os sintomas do TDAH. Esta revisão da literatura fornece uma
visão geral da eficácia das técnicas de religação do cérebro, incluindo PNL e hipnose clínica, bem como
exercícios, yoga, musicoterapia e exercícios de memória de trabalho para o TDAH, e a utilidade potencial
da realidade virtual para o tratamento do TDAH.

1 Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos”, Athens, Greece.
2 Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos”, Athens, Greece.
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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

PALAVRAS-CHAVE: TDAH. Religação cerebral. Neuroplasticidade. Terapia cognitivo-comportamental.

Intervenções baseadas em mindfulness. Neurofeedback. PNL. Hipnose clínica. Exercício. Yoga.
Musicoterapia. Exercícios de memória de trabalho. Realidade virtual.

RESUMEN
El trastorno por déficit de atención e hiperactividad (TDAH) es un trastorno del neurodesarrollo que afecta
la función cognitiva, el comportamiento y la interacción social. Si bien la medicación y la terapia
conductual son el estándar de atención para el TDAH, han surgido intervenciones complementarias y
alternativas que aprovechan la neuroplasticidad del cerebro, como las técnicas de reconexión cerebral
y las tecnologías digitales. Estas técnicas, que incluyen la terapia cognitivo-conductual, las
intervenciones basadas en la atención plena, el neurofeedback, la programación neurolingüística, la
hipnosis clínica, el ejercicio, el yoga, la musicoterapia y los ejercicios de memoria de trabajo, tienen como
objetivo modificar la función y la estructura del cerebro para mejorar la función cognitiva. ,
autorregulación y calidad de vida en general en personas con TDAH. Además, la realidad virtual se ha
mostrado prometedora como una herramienta potencial para mejorar el control de la atención y reducir
los síntomas del TDAH. Esta revisión de la literatura brinda una descripción general de la efectividad de
las técnicas de reconfiguración del cerebro, incluida la PNL y la hipnosis clínica, así como el ejercicio, el
yoga, la musicoterapia y los ejercicios de memoria de trabajo para el TDAH, y la utilidad potencial de la
realidad virtual para tratar el TDAH.

PALABRAS CLAVE: TDAH. Recableado cerebral. Neuroplasticidad. Terapia cognitivo-conductual.

Intervenciones basadas en mindfulness. Neurofeedback. PNL. Hipnosis clínica. Ejercicio. Yoga.
Musicoterapia. Ejercicios de memoria de trabajo. Realidad virtual.

1. INTRODUCTION

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized

by symptoms of inattention, hyperactivity, and impulsivity5. ADHD affects an estimated 5-10% of children
and 2-5% of adults worldwide50, 60
and is associated with significant impairments in academic,
occupational, and social functioning. While the standard of care for ADHD typically includes medication
and behavioral therapy, emerging brain rewiring techniques, digital technologies, and alternative
interventions are showing promise as complementary or alternative treatments for ADHD by harnessing
the brain's neuroplasticity.
Brain rewiring techniques, also known as neuroplasticity-based interventions, aim to modify the
function and structure of the brain to improve cognitive, emotional, and behavioral functioning by
leveraging the brain's neuroplasticity. These techniques, such as cognitive-behavioral therapy,
mindfulness-based interventions, neurofeedback, Neuro-Linguistic Programming (NLP), and clinical
hypnosis, rely on the brain's ability to reorganize and form new neural connections to improve cognitive
function, self-regulation, and overall quality of life in individuals with ADHD. In addition, recent studies
have investigated the potential of NLP and clinical hypnosis as brain-rewiring techniques for individuals
with ADHD. These techniques could be used to improve communication and social skills, increase self-

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awareness, and reduce anxiety in individuals with special needs 18-20. While the efficacy of NLP and
clinical hypnosis for ADHD has not been fully established, these studies suggest that they may have
potential as complementary treatments for ADHD.
In addition to traditional treatments, exercise, yoga, music therapy, and working memory
exercises have also been investigated as potential interventions-brian rewiring techniques for ADHD.
Exercise and yoga have been shown to improve attention and executive function in children with ADHD 34,
14
. Mayer-Benarous, Benarous, Vonthron, and Cohen conducted a systematic review and found that
music therapy may improve attention and social skills in children with ADHD, as well as in children with
autistic spectrum disorder and/or other neurodevelopmental disorders 43. Additionally, working memory
exercises have been shown to improve working memory and attention in children with ADHD 51.
Virtual reality has been explored as a potential tool for improving attention, memory, and
executive function in individuals with ADHD by harnessing the brain's neuroplasticity. For example, virtual
reality environments can simulate real-world situations to provide learning and behavior modification
opportunities. Recent studies have shown that VR-based interventions can potentially improve attention,
behavior, and academic performance in children and adolescents with ADHD, as well as executive
function in children and adults with ADHD56, 53. Furthermore, a study by Drigas et al. (2022) explores the
use of virtual reality and metacognition training techniques for learning disabilities and suggests that
virtual reality may be a promising tool for improving cognitive function and metacognitive skills in
individuals with learning disabilities, including ADHD, who often struggle with executive functioning and
metacognitive skills21.
This study aims to provide a comprehensive literature review of brain rewiring techniques,
exercise, yoga, music therapy, working memory exercises, and virtual reality as potential interventions
for Attention-Deficit/Hyperactivity Disorder (ADHD). Specifically, this review aims to summarize the
current state of research on the effectiveness of these interventions in improving cognitive function, self-
regulation, and overall quality of life in individuals with ADHD. Additionally, this review seeks to contribute
to the practical and research aspects of ADHD treatment by identifying literature gaps and suggesting
future research directions.

2. METHODOLOGY

This review article was conducted using a systematic search of four electronic databases:
PubMed, Research Gate, Google Scholar, and PsycINFO. The following search terms were used:
"ADHD" AND ("brain rewiring" OR "neuroplasticity" OR "cognitive-behavioral therapy" OR "mindfulness-
based interventions" OR "neurofeedback" OR "NLP" OR "clinical hypnosis" OR "exercise" OR "yoga" OR

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"music therapy" OR "working memory exercises" OR "virtual reality"). The search was limited to studies
published in English language peer-reviewed journals between 2010 and 2023. We also conducted a
manual search of the reference lists of included studies and relevant review articles to identify any
additional studies.
Inclusion criteria for this review were studies that investigated the effectiveness of brain rewiring
techniques or virtual reality interventions in improving cognitive function, self-regulation, or overall quality
of life in individuals with ADHD. Studies that were conducted in clinical or non-clinical populations, with
both children and adults, were included. Studies that reported on other neurodevelopmental or psychiatric
disorders were excluded, as were studies that did not meet the inclusion criteria or had a high risk of bias.

3. NEUROPLASTICITY AND ADHD

3.1. OVERVIEW OF NEUROPLASTICITY

Neuroplasticity refers to the brain's ability to change and adapt in response to new experiences,
learning, and environmental stimuli. The brain can create new neural connections, reorganize existing
ones, and even generate new neurons in response to stimulation, which allows for continued growth and
development throughout life. Neuroplasticity plays a critical role in learning, memory, and recovery from
injury or disease and that the dynamic nature of the brain and changing rules of neuroplasticity have
important implications for these processes65.

3.2. NEUROPLASTICITY IN ADHD

Individuals with ADHD exhibit differences in brain structure and function, including alterations in
the prefrontal cortex, anterior cingulate cortex, basal ganglia, and cerebellum, which may contribute to
the characteristic symptoms of inattention, hyperactivity, and impulsivity associated with the disorder25.
Research suggests that individuals with ADHD may have impaired neuroplasticity when
compared to neurotypical individuals, as noted in the systematic review by Weyandt et al. that examined
the literature on neuroplasticity in children and adolescents with various psychiatric and neurological
disorders, including ADHD68. However, various interventions, such as cognitive-behavioral therapy,
mindfulness-based interventions, and neurofeedback, have been found to enhance neuroplasticity in
individuals with ADHD.
Additionally, exercise, yoga, music therapy, and working memory exercises have been found to
positively impact neuroplasticity in individuals with ADHD. Studies by Voss et al. and Chaddock et al.
have shown evidence for exercise-induced brain plasticity64, 12. Furthermore, a systematic review by
Weyandt et al. found that cognitive-behavioral therapy, mindfulness-based interventions, and
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neurofeedback can improve neuroplasticity in individuals with ADHD68. Studies have also shown that
exercise34, yoga13, music therapy43, and working memory exercises51 can positively impact
neuroplasticity in individuals with ADHD. Moreover, working memory exercises have been found to
enhance neuroplasticity in studies by Liu et al. and Ackermann et al.41, 2.
These interventions aim to modify the function and structure of the brain to improve cognitive
function, self-regulation, and overall quality of life in individuals with ADHD. Therefore, leveraging the
brain's neuroplasticity through these interventions may provide a promising avenue for the treatment of
ADHD.

4. BRAIN REWIRING TECHNIQUES

4.1. COGNITIVE BEHAVIORAL THERAPY (CBT)

Cognitive behavioral therapy (CBT) is an effective approach for promoting cognitive and
emotional regulation in individuals with ADHD6. CBT focuses on identifying and modifying negative
patterns of thinking and behavior that contribute to attentional control and emotional regulation and has
been found to be particularly effective when used in combination with other treatments such as
neurofeedback15. Abdollahian et al. conducted a randomized controlled trial that compared cognitive-
behavioral play therapy with a control group in children aged 7-9 years with ADHD1. The results showed
significant improvements in ADHD symptoms in the experimental group compared to the control group,
indicating the effectiveness of cognitive-behavioral play therapy in reducing symptoms of ADHD.
Several recent studies have demonstrated the effectiveness of cognitive behavioral therapy
(CBT) in improving ADHD symptoms and related impairments. Auclair et al. conducted a systematic
review and meta-analysis of studies on the effectiveness of CBT for ADHD in adults and found that CBT
was effective in reducing symptoms of ADHD and improving quality of life in adults with ADHD7. Young,
Moghaddam, and Tickle (2020) conducted a systematic review and meta-analysis of randomized
controlled trials examining the efficacy of CBT for adults with ADHD and found that CBT was significantly
more effective than control conditions in reducing ADHD symptoms and improving functioning 69.
Other studies have examined the effectiveness of CBT for specific ADHD-related impairments.
Evans et al. conducted a randomized controlled trial that showed significant improvements in ADHD
symptoms, executive functioning, and quality of life in adults with ADHD who received CBT compared to
those who received treatment as usual23. Sciberras et al. conducted a randomized controlled trial to
investigate whether the treatment of anxiety in children with ADHD using CBT improved child and family
outcomes55. Sprich et al. conducted a randomized controlled trial of CBT for ADHD in medication-treated
adolescents and found significant improvements in ADHD symptoms, functional impairment, and
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anxiety58.
Overall, these studies provide compelling evidence for the effectiveness of CBT in treating ADHD
and associated impairments.

4.2. MINDFULNESS

Mindfulness is a type of meditation that involves paying attention to the present moment with
curiosity and openness, rather than judgment, preconceived ideas, or automatic reactions 16. Mindfulness-
based interventions have shown promise for improving attentional control and executive functioning in
individuals with ADHD62, 59. One study found that an eight-week mindfulness-based intervention was
associated with significant improvements in attentional control and executive functioning in adults with
ADHD45.
Meppelink and colleagues conducted a randomized controlled trial to compare the effectiveness
of mindfulness training and medication in the treatment of childhood ADHD 44. Their findings suggest that
mindfulness training was equally effective as medication in reducing ADHD symptoms. Additionally, Lee
and colleagues (2022) conducted a systematic review and meta-analysis and found that mindfulness
parent training was effective in reducing parenting stress and ADHD-related behaviors in children40.
The neural mechanisms underlying the effectiveness of mindfulness for ADHD are not fully
understood, but it is believed that mindfulness training may promote changes in neural networks
associated with attentional control and self-regulation35. These findings suggest that mindfulness-based
interventions may be a promising approach for improving attentional control and reducing symptoms of
ADHD in both adults and children.
Moreover, Tercelli and Ferreira provided a systematic review of mindfulness-based interventions
for children and young people with ADHD and their parents, which may provide further insights into the
effectiveness of mindfulness-based interventions for ADHD59. Lo and colleagues also provided a study
protocol for a randomized, controlled clinical trial to examine the effect of a family-based mindfulness
intervention on children with ADHD and their parents42.

4.3. NEUROFEEDBACK

Neurofeedback has been identified as a potential treatment intervention for ADHD, as it aims to
help individuals with ADHD learn to regulate their brain activity and improve their attention and impulse
control. According to Enriquez-Geppert et al., neurofeedback involves measuring brain activity using EEG
or other neuroimaging techniques and providing real-time feedback in the form of visual or auditory
cues22. This feedback helps individuals to learn to modulate their own brain activity within a target range.

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Therefore, neurofeedback may be a useful adjunctive treatment for ADHD alongside other interventions
such as medication and behavioral therapy.
Neurofeedback has shown promise for improving attentional control and cognitive flexibility in
individuals with ADHD. Gevensleben and colleagues found that neurofeedback was associated with
significant improvements in attentional control and cognitive flexibility in children and adolescents with
ADHD26. Similarly, Bink et al. found that neurofeedback was associated with improvements in attentional
control, working memory, and executive functioning in adolescents with ADHD 10. A meta-analysis by
Cortese et al. reported that neurofeedback had significant effects on clinical and neuropsychological
outcomes in children and adolescents with ADHD15. Furthermore, Lee and colleagues (2022) conducted
a systematic review and meta-analysis that showed theta/beta-based neurofeedback training significantly
improved attention in children with ADHD39. These studies suggest that neurofeedback is a promising
approach for improving attentional control and cognitive functioning in individuals with ADHD. However,
further research is needed to fully understand the neural mechanisms underlying the effectiveness of
neurofeedback.

4.4. NEURO-LINGUISTIC PROGRAMMING (NLP)

Neuro-Linguistic Programming (NLP) is being investigated as a potential technique for improving

outcomes for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD)18. NLP techniques, such as
affirmation, visualization, anchoring, reframing, role-playing, and role modeling, have been studied as a
possible brain rewiring technique for individuals with ADHD18, 32, 36. For instance, a case study by Jeyanthi
et al. showed that a 9-year-old boy with ADHD who participated in an intervention program combining
NLP techniques with exercise demonstrated a positive impact on attention and motor skills 32.
Furthermore, Kudliskis investigated the use of NLP strategies in boosting learning experiences
and school performance of students with mild special educational needs, such as ADHD 36. Although no
measurable impact on students' learning experience was demonstrated, teachers reported that NLP
enhanced students' confidence and self-esteem, with significant improvements observed on students'
behavior. Additionally, NLP techniques have been found to increase motivation, decrease anxiety, and
improve language proficiency in young learners38.
Individualized and personalized treatment plans that incorporate multiple brain rewiring
techniques, including NLP, may be effective in improving outcomes for individuals with ADHD who may
not respond to traditional treatments18, 31. Therefore, NLP holds promise as a technique for improving
outcomes in ADHD. Moreover, it has been explored as an innovative technique for education and
teaching61.

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4.5. CLINICAL HYPNOSIS

Clinical hypnosis is another brain rewiring technique that has shown promise for individuals with
ADHD. Through guided relaxation and suggestion, clinical hypnosis can help individuals reframe negative
thought patterns and develop more positive coping strategies. In a study by Hiltunen et al., clinical
hypnosis was found to be a more effective treatment than CBT for adult individuals with ADHD in terms
of long-term outcomes30. The study showed that after a six-month follow-up period, individuals who
received hypnotherapy had significantly fewer ADHD symptoms compared to those who received CBT.
This suggests that clinical hypnosis may be a valuable treatment option for adults with ADHD, but further
research is needed to fully understand its effectiveness and the underlying mechanisms. Similarly, Virta
et al. found that hypnotic suggestions improved reaction times in continuous performance tests in adults
with ADHD and healthy controls63. The study involved a single hypnosis session, during which
participants were given hypnotic suggestions aimed at improving their sustained attention and impulse
control. Results showed that the ADHD group had a significant improvement in reaction time compared
to the control group.
Sawni and Breuner reported that clinical hypnosis was an effective mind-body modality for
adolescents with behavioral and physical complaints54. The study involved the use of hypnosis for a range
of conditions, including ADHD, anxiety, and pain management. Results showed significant improvements
in symptoms and quality of life for the majority of participants. While more research is needed to fully
understand the effectiveness of clinical hypnosis for ADHD, it may be a valuable addition to personalized
treatment plans that incorporate multiple brain rewiring techniques19, 20.

4.6. EXERCISE

Exercise is a well-known intervention for individuals with ADHD. Physical activity has been found
to improve cognitive function, including attention and working memory, in individuals with ADHD 9, 66, 72.
Exercise has also been shown to reduce symptoms of ADHD, including hyperactivity and impulsivity. The
benefits of exercise can be attributed to the increase in blood flow and oxygen to the brain, which can
improve neural connections and cognitive function. Exercise can also help individuals with ADHD
regulate their emotions and improve their mood, which can be particularly beneficial for individuals who
struggle with emotional dysregulation.
A meta-analysis by Vysniauske et al. found that physical exercise had positive effects on
functional outcomes in the treatment of ADHD66. Another study by Benzing et al. found that acute bouts
of physical activity enhanced executive functions in children with ADHD 9. Ziereis and Jansen also found
that physical activity had positive effects on executive function and motor performance in children with
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ADHD72. These findings suggest that exercise can improve cognitive function and may be beneficial for
individuals with ADHD.

4.7. YOGA

Yoga has emerged as a promising intervention for individuals with ADHD, with multiple studies
providing evidence for its effectiveness. Cohen et al. found that a yoga intervention improved attention,
impulsivity, and hyperactivity in preschool-aged children with ADHD symptoms14. Petsche also reported
improvements in attention in students diagnosed with ADHD following a yoga program 48. Chou and
Huang found that an eight-week yoga program improved sustained attention and discrimination function
in children with ADHD13. Beik et al., reported that yoga training improved executive functions in children
with ADHD8, while Agarwal and Sarthi provided a review of studies that support the efficacy of both yoga
and mindfulness as interventions for children with ADHD3. The benefits of yoga may be attributed to the
mindfulness component of the practice, which can help individuals with ADHD regulate their attention
and focus. Yoga also involves physical postures and breathing exercises, which can improve body
awareness and control. These findings suggest that yoga may be a valuable intervention for individuals
with ADHD, providing a holistic approach to managing symptoms and improving overall well-being.

4.8. MUSIC THERAPY

Music therapy has emerged as a promising intervention for individuals with ADHD, with multiple
studies providing evidence for its effectiveness. Zhang et al., conducted a Cochrane review and found
that music therapy may have a positive effect on ADHD symptoms in children and adolescents 71. Another
study by Park et al. reported that music therapy improved depression symptoms in children and
adolescents with ADHD by activating serotonin and improving stress coping ability47. Additionally, a
systematic review by Mayer-Benarous et al. found that music therapy may improve social communication,
emotional regulation, and behavior in children with autism spectrum disorder and other
neurodevelopmental disorders43. Music therapy involves listening to and creating music, which can
stimulate neural connections and improve executive function. The emotional and cognitive engagement
that comes with listening to and creating music may contribute to the benefits of music therapy. These
findings suggest that music therapy may be a valuable intervention for individuals with ADHD and other
neurodevelopmental disorders, providing a non-invasive and enjoyable approach to improving cognitive
function and emotional well-being.

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4.9. WORKING MEMORY

Working memory exercises have been identified as a cognitive training intervention that targets
the working memory system in the brain. Individuals with ADHD often struggle with working memory,
which is responsible for temporarily holding and manipulating information in the mind. Working memory
exercises involve tasks that require individuals to hold and manipulate information in their minds, such
as remembering a sequence of numbers or letters. Research has demonstrated that these exercises can
improve working memory capacity and attention in individuals with ADHD 4, 17, 51.
A meta-analytic review by Rapport et al. found that cognitive training programs designed to train
working memory, other executive functions, and attention improved cognitive, academic, and behavioral
outcomes in children with ADHD51. Another study by Dentz et al. reported that working memory training
improved working memory capacity and attention in adults with ADHD 17. Additionally, a review by Al-
Saad et al. found that working memory training interventions showed promise in improving working
memory and attention in individuals with ADHD4.
These findings suggest that working memory exercises may be an effective intervention for
individuals with ADHD, improving cognitive function and potentially mitigating some of the associated
academic and behavioral challenges. Therefore, working memory training may be a valuable intervention
for individuals with ADHD, providing a targeted approach to improving working memory capacity and
attention.
In conclusion, the brain rewiring techniques discussed in this article, including cognitive
behavioral therapy (CBT), mindfulness, neurofeedback, neuro-linguistic programming (NLP), clinical
hypnosis, exercise, yoga, music therapy, and working memory exercises, have all shown promise in
improving cognitive function, attention, and executive function in individuals with ADHD. While further
research is needed to fully understand the long-term effectiveness of these interventions and their
potential to be used in conjunction with traditional interventions such as medication and behavioral
therapy, the studies presented in this article suggest that these interventions may be promising
approaches for improving the lives of individuals with ADHD. Thus, these brain rewiring techniques may
be valuable additions to personalized treatment plans for individuals with ADHD.

5. EFFECTIVENESS OF BRAIN REWIRING TECHNIQUES FOR ADHD

Brain rewiring techniques, such as cognitive behavioral therapy, mindfulness, neurofeedback,

NLP, clinical hypnosis, exercise, yoga, music therapy, and working memory exercises, have shown
promise in improving attentional control and reducing symptoms of ADHD. However, the evidence
supporting their effectiveness is not always consistent 15. Cognitive behavioral therapy has been
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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

associated with small to moderate improvements in ADHD symptoms, and the effect is stronger when
used in combination with other treatments such as medication 57. Mindfulness-based interventions, yoga,
and music therapy have also shown promise in reducing ADHD symptoms and improving cognitive
function, but more research is needed to fully understand their potential 24, 43, 47, 48, 71. Working memory
exercises have been found to be effective in improving working memory and attention in individuals with
ADHD17, 51. While the evidence supporting the effectiveness of neurofeedback for ADHD is mixed, recent
studies have explored the potential of clinical hypnosis and virtual reality in special education, including
for individuals with ADHD19- 21. However, more research is needed to fully understand the effectiveness
of these interventions and identify factors that contribute to treatment success.

5.1. NEURAL MECHANISMS

The specific neural mechanisms underlying the effectiveness of brain rewiring techniques for
ADHD are not fully understood, but it is believed that they may involve changes in the functioning of
specific brain networks that are associated with attention and self-regulation15, 46. Cognitive behavioral
therapy, mindfulness-based interventions, neurofeedback, clinical hypnosis, NLP techniques, exercise,
yoga, music therapy, and working memory exercises have all been associated with changes in the
functioning of specific brain regions and networks that are involved in attentional control, cognitive
regulation, and emotional processing69,29,33,17,43,47 48,51,66,71. For example, cognitive behavioral therapy has
been found to be associated with changes in the functioning of prefrontal and parietal brain regions that
are associated with cognitive control and attentional regulation 67. Mindfulness-based interventions have
been found to be associated with changes in the functioning of the default mode network, which is
involved in self-referential processing11. Neurofeedback has been found to be associated with changes
in the functioning of the dorsolateral prefrontal cortex, which is involved in attentional control and working
memory29, 46. Similarly, clinical hypnosis, NLP techniques, exercise, yoga, music therapy, and working
memory exercises have all been found to be associated with changes in brain networks associated with
language processing, sensory perception, and emotional regulation 43,47,48,51,66.Overall, while the specific
neural mechanisms underlying the effectiveness of brain rewiring techniques for ADHD are not fully
understood, it is believed that they may involve changes in the functioning of specific brain networks that
are associated with attention and self-regulation.

5.2. PERSONALIZED AND INDIVIDUALIZED TREATMENT PLANS FOR ADHD

Personalized and individualized treatment plans that incorporate multiple brain rewiring
techniques may be most effective for individuals with ADHD15. These treatment plans may be tailored to

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

the individual's specific symptoms, strengths, and challenges, and may include a combination of cognitive
behavioral therapy, mindfulness, neurofeedback, NLP, clinical hypnosis, working memory exercises,
yoga, and music therapy48,43,66. By tailoring treatment plans to the individual, clinicians can address
specific aspects of the individual's attentional control and emotional regulation, and may be more likely
to achieve long-term improvements in ADHD symptoms. However, developing personalized and
individualized treatment plans requires a comprehensive understanding of the individual's unique needs
and may involve additional resources and time.
In summary, brain rewiring techniques such as cognitive behavioral therapy, mindfulness,
neurofeedback, NLP, clinical hypnosis, working memory exercises, yoga, and music therapy hold
promise for improving attentional control and reducing symptoms of ADHD. While the evidence
supporting their effectiveness is not always consistent, these techniques may be most effective when
used in combination with other treatments and tailored to the individual's specific needs. Understanding
the neural mechanisms underlying the effectiveness of these techniques may also provide important
insights into the nature of ADHD and potential targets for intervention.

6. VIRTUAL REALITY AND DIGITAL TECHNOLOGIES FOR ADHD INTERVENTION

Digital technologies, including virtual reality (VR), have become increasingly popular as potential
alternatives for treating ADHD. According to Gkora and Karabatzaki, these technologies can also
enhance motivation in individuals with learning disabilities, which is an essential component of successful
treatment27.
Emotional and behavioral disorders can significantly impact students in the classroom, and digital
technologies such as virtual reality (VR) may be used to help control such difficulties28.
VR is an immersive technology that simulates real-world environments using computer-
generated graphics and sensory feedback. Recent studies have shown promising results for the use of
VR in the treatment of ADHD. A study by Shema-Shiratzky et al. found that a VR-based intervention was
effective in improving attention, inhibitory control, cognitive function, and dual-tasking in children with
ADHD56. In addition, a randomized controlled trial by Zangiacomi et al. found that a VR-based training
program was associated with significant improvements in attention and executive function in adults with
ADHD70.
Drigas et al. explored the use of virtual reality and metacognition training techniques for learning
disabilities and suggest that VR may be a promising tool for improving cognitive function and
metacognitive skills in individuals with learning disabilities, including ADHD, who often struggle with
executive functioning and metacognitive skills21.

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

The evidence base for the effectiveness of VR-based interventions for the treatment of ADHD
symptoms in children is steadily growing52,21. However, further research is needed to fully understand the
potential benefits of VR in the treatment of ADHD, but current findings suggest that it may be a valuable
tool for improving attentional control and reducing ADHD symptoms.
In summary, digital technologies, including virtual reality, show promise as engaging and
immersive tools that can enhance the effectiveness of interventions for ADHD. They may also be used
to help control emotional and behavioral disorders in the classroom. Further research is needed to fully
understand their potential benefits, but current findings suggest that they may be valuable alternatives
for treating ADHD and enhancing motivation in individuals with learning disabilities.

7. DISCUSSION

The literature reviewed in this article suggests that there are promising complementary and
alternative interventions for individuals with ADHD, including brain rewiring techniques and digital
technologies. These techniques aim to modify the function and structure of the brain to improve cognitive
function, self-regulation, and overall quality of life in individuals with ADHD. Specifically, cognitive-
behavioral therapy, mindfulness-based interventions, neurofeedback, Neuro-Linguistic Programming,
clinical hypnosis, exercise, yoga, music therapy, and working memory exercises have all shown promise
as complementary treatments for ADHD.
Furthermore, virtual reality has emerged as a potential tool for improving attentional control and
reducing ADHD symptoms. By leveraging the brain's neuroplasticity, virtual reality environments can
simulate real-world situations to provide learning and behavior modification opportunities. Recent studies
have shown that VR-based interventions can potentially improve attention, behavior, and academic
performance in children and adolescents with ADHD, as well as executive function in children and adults
with ADHD.
However, further research is needed to fully establish the efficacy of these interventions for ADHD
treatment, particularly regarding exercise, yoga, music therapy, and working memory exercises.
Interdisciplinary and individualized approaches to ADHD treatment may also be necessary, as the
effectiveness of these interventions may vary across individuals and may be influenced by factors such
as age, gender, comorbid conditions, and treatment history.
Overall, this literature review highlights the potential of brain rewiring techniques and digital
technologies as alternative approaches to managing ADHD symptoms. By identifying gaps in the
literature and suggesting future research directions, this review can contribute to the development of
more effective and individualized approaches to ADHD treatment.

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
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Vana Gkora, Anna Maria Driga

8. CONCLUSION

In conclusion, we stress the importance of all digital technologies in the field of education and in
ADHD training. These technologies are highly effective, productive, facilitate and improve assessment,
intervention, and educational procedures through mobile devices that bring educational activities
anywhere77-80, various ICTs applications that are the main supporters of education 81-93, AI, STEM, and
ROBOTICS that raise educational procedures to new performance levels94-105, and games which
transforms the education in a very friendly and enjoyable interaction 106-108. Furthermore, the development
and integration of ICTs with theories and models of metacognition, mindfulness, meditation, and the
development of emotional intelligence109-137 as well as with environmental factors and nutrition 73-76,
accelerates and improves educational practices and results more than those, particularly in minority
children with ADHD, treating.
Moreover, attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that
affects cognitive function, behavior, and social interaction. While medication and behavioral therapy
remain the standard of care for ADHD, complementary and alternative interventions that leverage the
brain's neuroplasticity have emerged as promising treatments for ADHD.
This literature review provides an overview of the effectiveness of brain rewiring techniques and
digital technologies, including cognitive-behavioral therapy, mindfulness-based interventions,
neurofeedback, Neuro-Linguistic Programming, clinical hypnosis, exercise, yoga, music therapy, working
memory exercises, and virtual reality, for treating ADHD. While further research is needed to fully
establish the efficacy of these interventions, interdisciplinary and individualized approaches to ADHD
treatment may be necessary, as the effectiveness of these interventions may vary across individuals and
may be influenced by factors such as age, gender, comorbid conditions, and treatment history.
By identifying gaps in the literature and suggesting future research directions, this review can
contribute to the development of more effective and individualized approaches to ADHD treatment that
leverage the brain's neuroplasticity.

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59. Tercelli I, Ferreira N. A systematic review of mindfulness based interventions for children and young
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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

66. Vysniauske R, Verburgh L, Oosterlaan J, Molendijk ML. The Effects of Physical Exercise on
Functional Outcomes in the Treatment of ADHD: A Meta-Analysis. Journal of Attention Disorders.
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67. Wang X, Cao Q, Wang J, Wu Z, Wang P, Sun L, Cai T, Wang Y. The effects of cognitive-
behavioral therapy on intrinsic functional brain networks in adults with attention-deficit/hyperactivity
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68. Weyandt LL, Clarkin CM, Holding EZ, May SE, Marraccini ME, Gudmundsdottir BG, et al.
Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of
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69. Young Z, Moghaddam N, Tickle A. The Efficacy of Cognitive Behavioral Therapy for Adults With
ADHD: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Journal of attention
disorders. 2020;24(6):875–888. https://doi.org/10.1177/1087054716664413

70. Zangiacomi A, Flori V, Greci L, Scaglione A, Arlati S, Bernardelli G. An immersive virtual reality-
based application for treating ADHD: A remote evaluation of acceptance and usability. DIGITAL HEALTH.
2022;8. doi:10.1177/20552076221143242

71. Zhang F, Liu K, An P, You C, Teng L, Liu Q. Music therapy for attention deficit hyperactivity disorder
(ADHD) in children and adolescents. The Cochrane Database of Systematic Reviews. 2017.

72. Ziereis S, Jansen P. Effects of physical activity on executive function and motor performance in
children with ADHD. Research in developmental disabilities. 2015;38:181-191.

73. Stavridou Th, Driga AM, Drigas AS. Blood Markers in Detection of Autism, International Journal of
Recent Contributions from Engineering Science & IT (iJES). 2021;9(2):79-86.

74. Zavitsanou A, Drigas A. Nutrition in mental and physical health. Technium Soc. Sci. J. 2021;23:67.

75. Driga AM, Drigas AS. “Climate Change 101: How Everyday Activities Contribute to the Ever-
Growing Issue”, International Journal of Recent Contributions from Engineering, Science & IT, (IJES).
2019;7(1):22-31. https://doi.org/10.3991/ijes.v7i1.10031

76. Driga AM, Drigas AS. “ADHD in the Early Years: Pre-Natal and Early Causes and Alternative Ways
of Dealing.” International Journal of Online and Biomedical Engineering (IJOE). 2019;15(13):95.
doi:10.3991/ijoe.v15i13.11203

77. Stathopoulou et al. Mobile assessment procedures for mental health and literacy skills in education.
International Journal of Interactive Mobile Technologies, (IJIM). 2018;12(3):21-37.

78. Kokkalia G, Drigas AS, Economou A .Mobile learning for preschool education. International Journal
of Interactive Mobile Technologies (IJIM). 2016;10(4)

79. Stathopoulou A, Karabatzaki Z, Tsiros D, Katsantoni S, Drigas A. Mobile apps the educational
solution for autistic students in secondary education Journal of Interactive Mobile Technologies (IJIM).
2019;13(2):89-101

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

80. Drigas A, DE Dede, Dede S. Mobile and other applications for mental imagery to improve learning
disabilities and mental health International Journal of Computer Science Issues (IJCSI). 2020;17(4):18-
23.

81. Drigas A, Ioannidou RE. Special education and ICT's. International Journal of Emerging
Technologies in Learning (IJET). 2013;8(2):41– 47.

82. Drigas A, Papanastasiou G. Interactive White Boards in Preschool and Primary Education.
International Journal of Online and Biomedical Engineering (iJOE). 2014;10(4):46–51.
https://doi.org/10.3991/ijoe.v10i4.3754

83. Drigas AS, Politi-Georgousi S. Icts as a distinct detection approach for dyslexia screening: A
contemporary view. International Journal of Online and Biomedical Engineering (iJOE). 2019;15(13):46–
60.

84. Lizeta N Bakola, Nikolaos D Rizos, Drigas AS. “ICTs for Emotional and Social Skills Development
for Children with ADHD and ASD Co-existence” International J. Emerg. Technol. Learn., (IJET).
2019;14(5): 122-131.

85. Drigas AS, Vlachou JA. “Information and communication technologies (ICTs) and autistic spectrum
disorders (ASD),” Int. J. Recent Contrib. Eng. Sci. IT (iJES). 2016;4(1):4.
https://doi.org/10.3991/ijes.v4i1.5352

86. Drigas AS, Koukianakis L, Papagerasimou Y. “An elearning environment for nontraditional students
with sight disabilities.”, Frontiers in Education Conference, 36th Annual. IEEE, 2006. p. 23-27.

87. Drigas A, Koukianakis L. An open distance learning e-system to support SMEs e-enterprising. In
proceeding of 5th WSEAS International conference on Artificial intelligence, knowledge engineering, data
bases (AIKED 2006). Spain, 2006.

88. Drigas A, Petrova A. ICTs in speech and language therapy International Journal of Engineering
Pedagogy (iJEP). 2014;4(1):49-54.

89. Bravou V, Oikonomidou D, Drigas A. Applications of Virtual Reality for Autism Inclusion. A review
Retos. 2022;45:779-785

90. Chaidi I, Drigas A. "Parents' views Questionnaire for the education of emotions in Autism Spectrum
Disorder" in a Greek context and the role of ICTs Technium Social Sciences Journal. 2022;33:73-91.

91. Bravou V, Drigas A. A contemporary view on online and web tools for students with sensory &
learning disabilitiesI JOE. 2019;15(12):97.

92. Xanthopoulou M, Kokalia G, Drigas A. Applications for Children with Autism in Preschool and
Primary Education. Int. J. Recent Contributions Eng. Sci. IT (IJES). 2019;7(2):4-16.

93. Chaidi I, Drigas A, Karagiannidis C. ICT in special education Technium Soc. Sci. J. 2021;23(187).

94. Chaidi E, Kefalis C, Papagerasimou Y, Drigas. Educational robotics in Primary Education. A case
in Greece, Research, Society and Development. 2021;10(9):e17110916371-e17110916371.

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

95. Pappas M, Drigas A. Incorporation of artificial intelligence tutoring techniques in mathematics.

International Journal of Engineering Pedagogy, (IJEP). 2016;6(4):12–16.
https://doi.org/10.3991/ijep.v6i4.6063

96. Lytra N, Drigas A. STEAM education-metacognition–Specific Learning Disabilities Scientific

Electronic Archives. 2021;14(10).

97. Mitsea E, Lytra N, Akrivopoulou A, Drigas A. Metacognition, Mindfulness and Robots for Autism
Inclusion. Int. J. Recent Contributions Eng. Sci. IT (IJES). 2020;8(2):4-20.

98. Stavridis S, Papageorgiou D, Doulgeri Z. Dynamical system based robotic motion generation with
obstacle avoidance, IEEE Robotics and Automation Letters. 2017;2(2):712-718.

99. Kastritsi T, Papageorgiou D, Sarantopoulos I, Stavridis S, Doulgeri Z, Guaranteed active

constraints enforcement on point cloud-approximated regions for surgical applications 2019 International
Conference on Robotics and Automation (ICRA). 2019;8346-8352

100. Stavridis S, Z Doulgeri 2018 Bimanual assembly of two parts with relative motion generation and
task related optimization 2018 IEEE/RSJ International Conference on Intelligent Robots and Systems …

101. Stavridis S, Falco P, Doulgeri Z. Pick-and-place in dynamic environments with a mobile dual-arm
robot equipped with distributed distance sensors IEEE-RAS 20th International Conference on Humanoid
Robots (Humanoids). 2020.

102. Papageorgiou D, Stavridis S, Papakonstantinou C, Doulgeri Z. Task geometry aware assistance

for kinesthetic teaching of redundant robots IEEE/RSJ International Conference on Intelligent Robots and
Systems; 2021…

103. Kastritsi T, Sarantopoulos I, Stavridis S, Papageorgiou D, Doulgeri Z. Manipulation of a Whole

Surgical Tool Within Safe Regions Utilizing Barrier Artificial Potentials Mediterranean Conference on
Medical and Biological Engineering and Computing …

104. Stavridis S, Papageorgiou D, Droukas L, Doulgeri Z. Bimanual crop manipulation for human-
inspired robotic harvestingarXiv preprint, 2022 arXiv:2209.06074

105. Stavridis S, Papageorgiou D, Zoe Doulgeri. Kinesthetic teaching of bi-manual tasks with known
relative constraints, Conference: 2022 IEEE/RSJ International Conference on Intelligent Robots and
Systems (IROS-2022) Kyoto, Japan; 2022.

106. Chaidi I, Drigas A. Digital games & special education Technium Social Sciences Journal. 2022;34:
214-236.

107. Doulou A, Drigas A. Electronic, VR & Augmented Reality Games for Intervention in ADHD
Technium Social Sciences Journal. 2022;28:159.

108. Kefalis C, Kontostavlou EZ, Drigas A. The Effects of Video Games in Memory and Attention. Int. J.
Eng. Pedagog. (IJEP). 2020;10:(1):51-61.

109. Drigas A, Mitsea E. The 8 Pillars of Metacognition. International Journal of Emerging Technologies

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

in Learning (iJET). 2020;15(21):162-178. https://doi.org/10.3991/ijet. v15i21.14907

110. Drigas AS, Pappas M. “The Consciousness-Intelligence-Knowledge Pyramid: An 8x8 Layer Model,”
International Journal of Recent Contributions from Engineering, Science & IT (iJES). 2017;5(3):14-25.
https://doi.org/10.3991/ijes.v5i3.7680

111. Drigas A, Mitsea E. 8 Pillars X 8 Layers Model of Metacognition: Educational Strategies, Exercises
&Trainings. International Journal of Online & Biomedical Engineering, (IJOE). 2021;17(8).
https://doi.org/10.3991/ijoe.v17i08.23563

112. Papoutsi C, Drigas A. Empathy and Mobile Applications. International Journal of Interactive Mobile
Technologies (IJIM). 2017;11(3):57. https://doi.org/10.3991/ijim.v11i3.6385

113. Drigas AS, Karyotaki M. A Layered Model of Human Consciousness. International Journal of
Recent Contributions from Engineering, Science & IT (iJES). 2019;7(3):41-50.
https://doi.org/10.3991/ijes.v7i3.11117

114. Drigas AS, Karyotaki M, Skianis C. An Integrated Approach to Neuro-development, Neuroplasticity

and Cognitive Improvement. International Journal of Recent Contributions from Engineering, Science &
IT (iJES). 2018;6(3):4-18.

115. Drigas A, Mitsea E. A metacognition based 8 pillars mindfulness model and training strategies.
International Journal of Recent Contributions from Engineering, Science & IT (IJES). 2020;8(4):4-17.

116. Papoutsi C, Drigas A, Skianis C. Virtual and augmented reality for developing emotional intelligence
skills Int. J. Recent Contrib. Eng. Sci. IT (IJES). 2021;9(3):35-53

117. Kapsi S, Katsantoni S, Drigas A. The Role of Sleep and Impact on Brain and Learning. Int. J. Recent
Contributions Eng. Sci. IT (IJES). 2020;8(3):59-68.

118. Drigas A, Mitsea E, Skianis C. The Role of Clinical Hypnosis and VR in Special Education
International Journal of Recent Contributions from Engineering Science & IT (IJES). 2021;9(4):4-17.

119. Galitskaya V, Drigas A. The importance of working memory in children with Dyscalculia and
Ageometria Scientific Electronic Archives. 2021;14(10).

120. Chaidi I, Drigas A. Parents' Involvement in the Education of their Children with Autism: Related
Research and its Results International Journal Of Emerging Technologies In Learning (IJET).
2020;15(14):194-203.

121. Drigas A, Mitsea E. Neuro-Linguistic Programming & VR via the 8 Pillars of Metacognition X 8
Layers of Consciousness X 8 Intelligences Technium Soc. Sci. J. 2021;26:159.

122. Drigas A, Mitsea E. Conscious Breathing: a Powerful Tool for Physical & Neuropsychological
Regulation. The role of Mobile Apps Technium Social Sciences Journal. 2022;28:135-158.

123. Drigas A, Mitsea E, Skianis C. Clinical Hypnosis & VR, Subconscious Restructuring-Brain Rewiring
& the Entanglement with the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences.
International Journal of Online & Biomedical Engineering (IJOE). 2022;18(1).

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VIRTUAL REALITY, DIGITAL TECHNOLOGIES AND BRAIN REWIRING TECHNIQUES FOR
INTERVENTION IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Vana Gkora, Anna Maria Driga

124. Drigas A, Karyotaki M. Attention and its Role: Theories and Models. International Journal of
Emerging Technologies in Learning (IJET). 2019;14(12):169-182.

125. Drigas A, Karyotaki M. Executive Functioning and Problem Solving: A Bidirectional Relation.
International Journal of Engineering Pedagogy (iJEP). 2019;9(3).

126. Bamicha V, Drigas A. ToM& ASD: The interconnection of Theory of Mind with the social-emotional,
cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative …
Technium Social Sciences Journal. 2022;33:42-72.

127. Drigas A, Mitsea E, Skianis C. Neuro-Linguistic Programming, Positive Psychology & VR in Special
Education. Scientific Electronic Archives. 2022;15(1).

128. Drigas A, Mitsea E, Skianis C. Virtual Reality and Metacognition Training Techniques for Learning
Disabilities SUSTAINABILITY. 2022;14(16):10170.

129. Drigas A, Sideraki A. Emotional Intelligence in Autism Technium Soc. Sci. J. 2021;26(80).

130. Drigas A, Mitsea E, Skianis C. Subliminal Training Techniques for Cognitive, Emotional and
Behavioural Balance. The role of Εmerging Technologies Technium Social Sciences Journal.
2022;33:164-186.

131. Bakola L, Drigas A. Technological development process of emotional Intelligence as a therapeutic

recovery implement in children with ADHD and ASD comorbidity. . International Journal of Online &
Biomedical Engineering, (IJOE). 2020;16(3):75-85.

132. Drigas A, Bakola L. The 8x8 Layer Model Consciousness-Intelligence-Knowledge Pyramid, and the
Platonic Perspectives International Journal of Recent Contributions from Engineering, Science & IT
(iJES). 2021;9(2):57-72.

133. Bamicha V, Drigas A. The Evolutionary Course of Theory of Mind - Factors that facilitate or inhibit
its operation & the role of ICTs Technium Social Sciences Journal. 2022;30:138-158.

134. Karyotaki M, Bakola L, Drigas A, Skianis C. Women’s Leadership via Digital Technology and
Entrepreneurship in business and society Technium Social Sciences Journal. 2022;28(1):246–252.

135. Mitsea E, Drigas A, Skianis C. Breathing, Attention & Consciousness in Sync: The role of Breathing
Training, Metacognition & Virtual Reality Technium Social Sciences Journal. 2022;29:79-97.

136. Drigas A, Papoutsi C. Nine Layer Pyramid Model Questionnaire for Emotional Intelligence,
International Journal of Online & Biomedical Engineering (IJOE). 2021;17(7).

137. Drigas A, Papoutsi C, Skianis. Metacognitive and Metaemotional Training Strategies through the
Nine-layer Pyramid Model of Emotional Intelligence, International Journal of Recent Contributions from
Engineering, Science & IT (iJES). 2021;9(4):58-76.

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