Table 2 Methodological quality of the included studies.

From: Neurofeedback training for executive function in ADHD children: a systematic review and meta-analysis

Study

EC

RA

CA

CB

BP

BT

BA

AT ≤ 15%

IITA

SCBG

MV

Total score

Alegria24 et al. (2017)

1

1

1

1

1

0

0

1

1

1

1

8

Bakhshayesh25 et al. (2011)

1

1

0

1

1

0

0

1

1

1

1

7

Beauregard26 et al. (2006)

1

1

1

1

0

0

0

1

1

1

1

7

Bink27 et al. (2014)

1

1

1

1

0

0

0

1

1

1

1

7

Dobrakowski28 et al. (2020)

1

1

0

1

0

0

0

1

1

1

1

6

Geladé29 et al. (2017)

1

1

1

1

1

1

0

1

1

1

1

9

Geladé30 et al. (2018)

1

1

1

1

1

1

0

0

1

1

1

8

Ging-Jehli31 et al. (2023)

1

1

0

1

1

1

1

1

1

1

1

9

Heinrich32 et al. (2004)

1

1

1

1

1

0

0

1

1

1

1

8

Maurizio33 et al. (2014)

1

1

1

0

1

1

1

1

1

1

1

9

Moradi34 et al. (2022)

1

1

1

1

1

0

1

1

1

1

1

9

Moreno-García35 et al. (2019)

1

1

0

1

0

0

0

1

1

1

1

6

Shereena36 et al. (2019)

1

1

0

1

0

0

0

1

1

1

1

6

Steiner37 et al. (2014)

1

1

1

1

1

1

1

1

1

1

1

10

Steiner38 et al. (2011)

1

1

0

1

0

0

0

1

1

1

1

6

Vollebregt39 et al. (2014)

1

1

1

1

1

1

1

1

1

1

1

10

Wangler40 et al. (2011)

1

1

1

1

0

0

0

1

1

1

1

7

  1. EC: Eligibility criteria; RA: Random allocation; CA: concealment of allocation; CB: comparability at baseline; BP: blinding of participants; BT: blinding of therapists; BA: blinding of assessors; AT ≤ 15%: attrition rate ≤ 15%; IITA: implementation of intention-to-treat analysis; SCBG: statistical comparison between groups; MV: measures of variability.
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