ADHD and Screen Addiction in Children Aged 3-9: Staged Recovery and Neurophysiological Markers

Maria Ts. Stefanova, Violeta R. Manolova and Stoyan R. Vezenkov

Center of applied neuroscience Vezenkov, BG-1582 Sofia

For citation: Stefanova M.Ts., Manolova, V.R. and Vezenkov S.R. (2025) ADHD and Screen Addiction in Children Aged 3-9: Staged Recovery and Neurophysiological Markers. Nootism 1(1), 66-73, ISSN 3033-1765

*This paper was presented by Dr. Maria Stefanova at the Second Science Conference "Screen Children" on November 23, 2024, in Sofia, Bulgaria.

Abstract

This study explores the stages of recovery from screen addiction and their correlation with the rehabilitation process in children with Attention Deficit Hyperactivity Disorder (ADHD). Using quantitative electroencephalography (QEEG) and behavioral observations, the research aims to identify neurophysiological markers linked to both ADHD and screen addiction while tracking their progression throughout therapy.

The study includes 58 children aged 3 to 9 years diagnosed with ADHD. Traditionally, ADHD neurophysiological profiles fall into three primary categories:

Theta type – characterized by an excess of slow-wave activity and impulsivity.
Alpha type – marked by increased alpha activity, leading to cognitive underactivity.
Beta type – associated with excessive beta activity, often linked to anxiety and cognitive overload.

QEEG and behavioral analyses revealed a fourth, hybrid alpha-theta type, where attention is not absent but rather fixated on screen stimuli. This challenges the conventional understanding of ADHD, suggesting that screen addiction alters attentional dynamics rather than simply exacerbating inattention.

The therapeutic process follows a structured, cyclical model, moving through phases such as complete detachment and disengagement, activation and excitation, sensory integration, non-selective disinhibition and hyperactivity, mirror system engagement, cortical awakening, inhibition, selective disinhibition and impulse control. This step-by-step approach gradually reduces both screen addiction and ADHD symptoms.

In the early therapy stages, children exhibit heightened sensory sensitivity and behavioral regression, followed by periods of intense cognitive and emotional disinhibition. Over time, automated behavioral patterns fade, attention reorients to real-world stimuli, and ADHD symptoms decrease.

The findings highlight the importance of personalized therapeutic strategies based on QEEG markers, offering new insights into the relationship between screen addiction and ADHD and paving the way for more effective recovery interventions.

Keywords: ADHD, screen addiction, QEEG, staged recovery, biofeedback

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, affecting both children and adults. In recent decades, research has increasingly focused on its neurobiological and behavioral characteristics, seeking improved diagnostic and therapeutic approaches. (Westwood et al., 2025; Himmelmeier et al., 2024; Enriquez-Geppert et al., 2024; Santamaría-Vázquez et al., 2025; Loh et al., 2022)

Traditionally, ADHD is understood as a dysfunction of the executive system, which regulates memory, attention, task engagement, action planning, inhibition of inappropriate responses, and monitoring of behavioral outcomes. These impairments significantly affect an individual’s ability to adapt in educational and social settings.

Current models explaining ADHD encompass genetic, neurophysiological, environmental, and psychological factors. Despite substantial progress in understanding the disorder, many uncertainties remain regarding its origins and the environmental and lifestyle factors that exacerbate symptoms. Given the increasing use of screen-based devices from early childhood, research into the relationship between screen addiction and ADHD symptoms is becoming increasingly relevant.

Screen devices and the digital environment provide intense audiovisual stimulation that can impact neurophysiological processes related to attention and impulse control. Research suggests that excessive screen time can alter cortical activity, leading to dependency and an imbalance in brain wave frequency ratios, as measured by quantitative electroencephalography (QEEG). Notably, specific ADHD endophenotypes, such as the "theta" and "alpha" types (Kropotov, 2010; 2016), exhibit distinct patterns of brain activity that may be influenced by screen exposure.

ADHD can be objectively assessed through EEG studies, which measure biological markers that, unlike the subjective symptoms used for diagnosis, can be directly addressed. Traditional ADHD diagnostic methods primarily rely on behavioral assessments based on questionnaires and clinical interviews. While valuable, these approaches are often influenced by individual interpretations and contextual factors.

In contrast, quantitative electroencephalography (QEEG) provides objective neurophysiological data by measuring brain activity and identifying specific neuronal dysfunctions associated with ADHD. Combining QEEG diagnostics with neurofeedback therapy offers a precise and evidence-based approach to ADHD treatment. This method goes beyond traditional subjective evaluations and medication-based interventions by targeting the neurobiological roots of the disorder and promoting long-term self-regulation of brain activity. As a result, a growing body of research and clinical practice supports neurofeedback as a leading standard in ADHD therapy.

ADHD can be classified into three distinct endophenotypic types:

Theta type – Characterized by an abnormal increase in the relative proportion of slow delta and theta waves in the frontal and prefrontal cortex. This type is primarily associated with hyperactivity and impulsivity. The theta-to-beta ratio is a key marker for identifying attention deficit and hyperactivity in both children and adults. Individuals with this type exhibit elevated theta wave activity, indicating reduced neuronal activity. They often struggle with impulse control and display significant hyperactivity. In cases where hyperactivity is absent, behavior tends to be conditioned and automated—socially acceptable and well-practiced—but does not reflect true cognitive engagement or wakefulness.
Alpha type – Defined by excessive alpha activity across most cortical areas.
High-beta type (Beta-2) – Characterized by an abnormal increase in beta activity within the 13-30 Hz range, particularly in the frontal regions. This type is more commonly observed in adults and is associated with anxiety, intrusive automatic thoughts due to cognitive overload, and difficulties with learning and information retention.

Beyond its neurophysiological impact, screen addiction also influences the behavioral manifestations of ADHD. Children affected by screen addiction often struggle with emotional regulation, exhibit increased irritability, and have difficulty maintaining focus in traditional learning environments. Additionally, a growing body of research explores the link between ADHD and sleep disorders, with some studies suggesting that hyperactivity symptoms may, in part, stem from disruptions in sleep quality and duration.

This study aims to examine the specific characteristics of ADHD in the context of screen addiction and to identify effective therapeutic strategies for addressing this complex issue. It explores both the neurophysiological and behavioral aspects of the disorder through a combination of quantitative electroencephalography (QEEG), behavioral analysis, and clinical interviews. Particular attention is given to changes in symptoms and overall functioning in children diagnosed with ADHD, as well as their progress during screen addiction therapy, with a primary focus on improvements in attention and self-regulation.

By closely analyzing the stages of recovery from screen addiction and ADHD, along with the related neurophysiological changes, regressions, and dynamics, this study aims to deepen the understanding of their etiology and underlying mechanisms. Additionally, it has the potential to propose innovative therapeutic approaches to support affected children and their families throughout the recovery and adaptation process.

Study Design

This study examines a group of 58 children aged 3 to 9 years diagnosed with hyperactivity and/or attention deficit (ADHD). Diagnoses were made by a clinical psychologist or psychiatrist using standardized diagnostic criteria.

The research methods include an initial functional assessment using quantitative electroencephalography (QEEG) to objectively measure neurophysiological parameters and identify neuronal dysfunctions associated with ADHD. Additionally, screen addiction therapy is implemented to evaluate and mitigate the effects of excessive screen stimulation on children's cognitive and behavioral characteristics.

As part of the screen addiction therapy, biofeedback neurotraining is used when applicable (if the child cooperates) to support brain activity recovery and enhance self-regulation. All children also receive non-apparatus therapy, aimed at improving cognitive plasticity and normalizing brain function through behavioral and cognitive interventions.

Therapeutic sessions take place once a week for 50 minutes over a five-month period. Progress is monitored through long-term behavioral observations and objective neurophysiological assessments, providing a comprehensive evaluation of each child's development.

The data undergo a cross-analysis that tracks the stages of recovery from screen addiction and ADHD, evaluates symptom dynamics throughout therapy, and compares the outcomes of different therapeutic approaches to identify the most effective interventions. This multidisciplinary approach offers a comprehensive evaluation of the impact of screen addiction on ADHD and provides insights for optimizing therapeutic strategies for affected children.

Results

Initial Assessment

The initial functional assessment, conducted at the Vezhenkov Center for Applied Neuroscience, identified distinct neurophysiological and behavioral characteristics in the examined children. Analysis of quantitative electroencephalography (QEEG) revealed that brain functioning in children with hyperactivity and/or attention deficit (ADHD) primarily falls into two categories: alpha and theta types, which may appear independently or coexist.

Behavioral observations and parent interviews suggest that attention deficits in these children are not purely neurological but rather a form of compromised attention, shaped by highly selective stimulation. The child's attention appears to be "captured" by specific types of stimuli, with screen devices being the most common in the modern environment. As a result, the child exhibits a lack of interest in assigned tasks while displaying intense focus on selected activities driven by specific stimuli.

This characteristic of attention leads to significant difficulties in adaptive behavior, as children often develop various mechanisms to impose their own preferences. These mechanisms include outbursts of anger, tantrums, aggressive behavior, and self-harm, which effectively "train" parents to accommodate their demands. Interestingly, if a child can maintain focus on a single activity for more than 20 minutes, they do not fully meet the classical criteria for ADHD. This observation supports the hypothesis that these children do not lack attention but rather have "hijacked" attention, which explains the frequent overlap between ADHD symptoms and those of screen addiction.

Neurophysiological data from QEEG confirm these observations. In a standard EEG of an awake person with open eyes, beta activity is expected, whereas alpha activity typically dominates during wakefulness in a resting state (with closed eyes). Delta waves are characteristic of deep sleep, while theta activity is associated with dreaming and REM sleep. Analysis of QEEG in the examined children revealed characteristic indicators of screen addiction, such as reversed asymmetry—increased alpha activity in the left hemisphere and higher beta activity in the right hemisphere.

Additionally, alpha and theta activity is present in various cortical areas even when the eyes are open, which is uncharacteristic of a normal waking state. When the eyes are closed, these waves become even more pronounced, indicating that the brain operates in a trance-like or dream-like state even while awake. This condition may be linked to non-selective disinhibition—a process in which screen stimulation activates only the auditory and visual systems while suppressing all other motor and sensory functions. After the stimulation is interrupted, a sudden disinhibition occurs, leading to excessive arousal and hyperactivity.

The analysis of quantitative electroencephalography (QEEG) provides a detailed overview of the neurophysiological characteristics of the examined children, revealing distinct patterns of brain activity across different subgroups. The primary focus is on changes in cortical rhythms, with particular attention to theta, alpha, beta, and delta activity, which correlate with cognitive and behavioral manifestations.

Children in a Fully Disengaged State (18 children) Diagnosed with Autism, Who Experience a Phase of Hyperactivity During Screen Addiction Therapy

This group of children exhibits pronounced cortical hypoactivity, evident in the predominant presence of alpha and theta activity across broad cortical areas. QEEG analysis reveals the following patterns:

Increased theta activity (4-7 Hz) in the frontal and parietal regions, correlating with reduced cognitive excitability and difficulties in information processing.
Deficient beta activity (13-30 Hz), particularly in the frontal lobe, indicating impaired concentration and cognitive control.
Abnormalities in functional connectivity between brain regions, which may explain disengagement and lack of responsiveness to external stimuli.

During screen addiction therapy, some of these children experience a phase of hyperactivity, linked to the sudden overactivation of previously inhibited neural networks. This phenomenon may be a compensatory mechanism, where long-suppressed cortical areas begin generating excessive activity, leading to chaotic behavior and impulsivity.

Children with Hyperactivity (HA), Nonverbal, Diagnosed with Autism, Who Periodically Enter a Fully Disengaged State (15 children)

This group exhibits a dynamic alternation between two neurophysiological states:

Hypoactivity, where QEEG registers predominant alpha and theta activity in the frontal and central cortex, similar to the previous group.
Phases of hyperexcitability, characterized by a temporary increase in beta activity in specific regions associated with motor control.

Children with Hyperactivity (HA), Verbal, Who Experience Episodes of Disengagement During Cognitive Load (11 children)

This subgroup exhibits pronounced dysregulation of cortical activity depending on cognitive load:

Under low cognitive load, increased beta activity is recorded in the frontal cortex, correlating with hyperexcitability and impulsivity.
Under high cognitive load, there is a sharp decrease in beta activity and an increase in alpha waves, indicating cognitive disengagement and an inability to process complex information.

These children display an inconsistent cognitive profile, often being highly active in low-stress situations but experiencing phases of withdrawal and lack of focus under greater mental strain.

Children Without Hyperactivity, Verbal, but Exhibiting Attention Deficit (8 children)

This group presents a distinct neurophysiological pattern characterized by:

A pronounced imbalance between alpha and beta activity, with predominant alpha frequencies in the parietal and occipital cortex, indicating difficulties in maintaining active cognitive engagement.
Low beta amplitude in the frontal lobe, which limits the ability to sustain attention for extended periods.
An absence of significant hyperactivity, but the presence of "defocusing," which is often mistaken for classic ADHD despite having a different neurophysiological origin.

These children typically do not exhibit impulsivity or motor hyperactivity but experience significant challenges in maintaining focus on prolonged tasks.

Children with Hyperactivity, Nonverbal, Who Periodically Exhibit Brief Periods of Wakefulness (6 children)

QEEG analysis in this group reveals:

Dominant theta activity in the frontal cortex, indicating difficulties in regulating executive functions.
Unstable transitions between theta and beta frequencies, where certain stimuli trigger a temporary increase in beta activity, associated with brief periods of cognitive "wakefulness."

These children exhibit episodic attention regulation, which can be temporarily improved through sensory or cognitive stimuli but without a lasting impact on overall behavior.

Therapy Results

Therapeutic intervention for children with hyperactivity and/or attention deficit (ADHD) focuses on addressing screen addiction, followed by improving sleep and neurophysiological regulation through biofeedback and non-apparatus interventions. Gradually, an improvement in the adaptability and learning capacity of the nervous system is observed, which correlates with a reduction in ADHD symptoms.

One of the key aspects of therapy is replacing automatic behaviors with conscious and intentional responses. In typical child development, sensory information processing requires alternating periods of activity and rest, during which the nervous system integrates and stabilizes newly acquired knowledge. A similar process is observed in the therapeutic approach—eliminating automated and unconscious behaviors rapidly depletes cognitive capacity, followed by deeper levels of wakefulness and sleep. Enhancing sleep quality and duration supports attention regulation by redirecting cognitive resources toward real stimuli rather than virtual ones.

A key component of the therapy is the development of inhibitory processes, which play a crucial role in reducing impulsivity in children with ADHD. Depending on their initial state, the children are divided into two main groups—hyperactive and fully disengaged. In the second group, sensory fragmentation is observed, where certain sensory systems (most often visual and auditory) dominate over others, leading to disintegration of sensory information and difficulties in processing external stimuli.

For children who initially present in a disengaged state, therapy focuses on activating the nervous system through intensive multisensory stimulation. This gradually awakens cognitive activity but also triggers transitional phases of hyperactivity, reflecting shifts in cortical excitability. Throughout this process, the gradual development of mirror systems is observed, which supports the restoration of the parent-child connection and enhances the regulation of emotional and behavioral responses.

The therapy follows a cyclical recovery model that progresses through several key stages: complete detachment and disengagement, activation, excitability, heightened sensitivity, non-selective disinhibition and hyperactivity, mirror system activation, cortical awakening, inhibition, selective disinhibition and impulse control. These stages reflect the neurophysiological and behavioral recovery dynamics in children after addressing screen addiction, leading to a gradual improvement in symptoms of both screen addiction (SA) and ADHD. Changes occur both at the behavioral level and in neurophysiological indicators, as measured by QEEG. While the stages manifest with individual variations among children, the overall process reflects the development of cognitive self-regulation and impulse control.

The initial state of the children, characterized by a lack of response to their surroundings, is defined as total detachment and disengagement. This condition is typical for children with prolonged screen exposure, where sensory processing is highly fragmented, and neuronal activity is suppressed. At this stage, QEEG analysis reveals predominant theta and alpha activity, particularly in the frontal and parietal lobes, indicating reduced cognitive excitability. Behaviorally, these children appear passive, apathetic, and disengaged, often showing a lack of social interaction and minimal response to sensory stimuli.

As therapy progresses, the activation stage begins, marked by the first signs of cortical arousal. The child starts to exhibit sporadic responses to the environment, though they remain inconsistent. Behaviorally, this stage is characterized by brief episodes of attention and motor activity, which are still unstable. Neurophysiologically, there is a slight increase in beta activity, serving as an initial indicator of neuronal plasticity.

The next stage, excitability, is characterized by abrupt changes in neuronal activity, leading to chaotic behavior. Children begin to respond excessively to stimuli, with some exhibiting emotional outbursts, motor instability, and difficulties in self-regulation. QEEG often registers transient increases in beta activity, particularly in the sensorimotor cortex, corresponding to heightened reactivity.

As therapy progresses, children enter a stage of heightened sensitivity, where they begin to process sensory stimuli but still struggle with their regulation. During this period, emotional instability is observed—children may exhibit increased anxiety, irritability, or sudden mood swings. QEEG registers an imbalance between alpha and beta activity, indicating instability in cortical regulatory mechanisms.

The transition to non-selective disinhibition marks a crucial stage in therapy, during which there is a widespread release of previously suppressed processes. Behaviorally, this manifests as uncontrolled bursts of activity, impulsivity, and difficulty processing complex cognitive tasks. The child may alternate between states of hyperactivity and sudden fatigue, reflecting neurophysiological restructuring. During this phase, pronounced symptoms of screen addiction are observed, including behavioral patterns related to sensation seeking and compulsive reactions to external stimuli.

As a result of successive therapeutic interventions, the next stage, hyperactivation, is associated with a gradual increase in self-regulation, although impulsivity remains dominant. Children begin to exhibit longer periods of attention but still struggle to maintain sustained concentration. This stage is often perceived as a regression, as some children revert to old automatic behavioral patterns. However, this process is actually an indicator of neuronal reorganization. QEEG registers increased frontal beta activity, signaling the first signs of improved executive function.

As hyperactivity subsides, the activation of mirror neuron systems is observed, facilitating social interaction. Children begin to imitate behaviors, show interest in peers, and engage in social play. At this stage, cognitive organization improves, attention becomes more sustained, and responses become more controlled.

In the advanced phase of therapy, cortical awakening occurs, leading to greater cognitive stability. Children can follow instructions, sustain their attention for longer periods, and participate in structured activities. QEEG registers a reduction in excessive theta activity and an increase in mid-frequency beta activity, indicating improved cognitive control.

As therapy progresses, inhibition begins to dominate. Children demonstrate better self-regulation, reduced impulsivity, and an improved ability to wait. This is a critical stage where stable mechanisms for cognitive and emotional control are established, serving as indicators of successful therapeutic intervention.

The final stage—selective disinhibition and impulse control—is associated with balancing cortical activity and achieving overall behavioral regulation. Children can plan actions, follow complex instructions, and adjust their behavior according to social norms. QEEG analysis shows that neuronal activity reaches levels typical of typically developing children, with a normalized ratio of theta, alpha, and beta waves.

Table 1: Stages of Recovery, Symptoms of Screen Addiction, and ADHD Symptoms

Stage of Recovery	Symptoms of Screen Addiction	Symptoms of ADHD
1. Total Detachment and Disengagement	Complete lack of response to the environment, apathy, loss of spontaneity, strong dependence on screen stimuli.	Disorganized behavior, lack of initiative, cognitive inertia.
2. Activation	Brief episodes of attention, but chaotic and unstable, increasing motor activity.	Defocusing, increased impulsivity, difficulty organizing tasks.
3. Excitability	Hyperreactivity to stimuli, heightened nervousness, sensory overload, outbursts of irritation.	Impulsivity, difficulty maintaining attention, chaotic behavior.
4. Heightened Sensitivity	Emotional instability, irritability, anxiety, difficulty regulating arousal.	Attention fluctuations, tendency to fatigue quickly, unpredictable reactions.
5. Non-selective Disinhibition	Seeking new stimuli, difficulty with self-control, excessive activity after screen removal.	Chaotic motor responses, impaired impulse regulation, temporary cognitive regressions.
6. Hyperactivation	Sudden bursts of activity, increased impulsivity, chaotic behavior.	Inability to sustain attention, heightened anxiety, temporary regressions.
7. Mirror Neuron System Activation	Development of social responses, imitation of behavior, increased engagement with others.	Improved social interaction, enhanced cognitive organization.
8. Cortical Awakening	Improved attention to non-screen stimuli, sustained engagement.	Increased cognitive endurance, better self-control.
9. Inhibition	Improved ability to regulate behavior, reduced impulsive reactions.	Greater cognitive stability, increased organization.
10. Selective Disinhibition and Impulse Control	Full recovery of self-regulation, sustained attention, and social adaptation.	Significant improvement in self-control, stable concentration, balanced behavior.

Summary of Results

The therapy results indicate that the recovery of children with ADHD associated with screen addiction is not a linear process but follows a dynamic model. Various phases of activation, hyperactivity, and cognitive stabilization gradually lead to the final balancing of neurophysiological functions.

In the early stages, disengagement and cognitive chaos are observed. However, through structured therapeutic interventions, children develop stable mechanisms for attention, self-control, and social engagement. The data confirm that reducing screen addiction correlates with an improvement in ADHD symptoms, with the most significant positive changes occurring in selective attention, cognitive organization, and emotional regulation.

Discussion

The results of the therapeutic intervention for children with hyperactivity and/or attention deficit (ADHD) demonstrate a staged recovery model, reflecting the gradual improvement of neurophysiological and behavioral indicators depending on each child's initial condition. It has been found that screen addiction significantly exacerbates ADHD symptoms, affecting attention, cognitive control, and emotional regulation. As a result of the therapy—focused on reducing screen time and restoring cognitive functions through biofeedback and non-apparatus interventions—a gradual recovery of neuronal activity and behavioral normalization is observed. The study shows that the recovery process follows a cyclical model, consisting of ten consecutive stages: (1) total detachment and disengagement, (2) activation, (3) excitability, (4) heightened sensitivity, (5) non-selective disinhibition, (6) hyperactivation, (7) mirror neuron system activation, (8) cortical awakening, (9) inhibition, and (10) selective disinhibition and impulse control. These stages correlate with changes in brain activity, as recorded by QEEG, and transformations in children's behavior. While the initial stages are associated with a suppressed neurophysiological response, the following phases involve unstable activity, transient hyperactivity, and chaotic behavior before reaching stability and self-regulation.

Results Based on Initial Neurophysiological Profile

Children in a fully disengaged state (18 children), diagnosed with autism, who experience a phase of hyperactivity during therapy

This group initially exhibits pronounced cortical hypoactivity, evident through increased alpha and theta activity, as well as fragmented functional connectivity between different brain regions. At the beginning of therapy, progress is slow, with children responding to external stimuli only in short intervals. As therapy progresses, a phase of sudden hyperactivation emerges, characterized by impulsive reactions and chaotic behavior. This is interpreted as a compensatory mechanism, where long-suppressed neural networks begin to activate. Over time, attentional stabilization occurs, leading to a reduction in impulsivity and an increase in social engagement.

Children with hyperactivity (HA), nonverbal, diagnosed with autism, who periodically enter a fully disengaged state (15 children)

This group exhibits a dynamic alternation between hypoactivity and hyperactivity, with the initial QEEG assessment showing dominant theta activity and fragmented functional connections. During therapy, it is observed that these children go through stages of sensation seeking and craving (compulsive behavior), reflecting the nervous system's attempt to reorganize itself. Over time, automatic behavioral patterns decrease, while cognitive engagement and attentional stability improve.

Children with hyperactivity (HA), verbal, who experience episodes of disengagement during cognitive tasks (11 children)

These children exhibit an unstable cognitive profile, in which they can be hyperactive during moments of low cognitive demand but tend to "shut down" when faced with more complex tasks. QEEG analysis reveals instability in frontal beta activity, which significantly decreases under cognitive stress. At the beginning of therapy, the children go through phases of increased excitability, followed by stages of cognitive stabilization. Biofeedback intervention improves neural connectivity, leading to more stable concentration and a reduction in episodes of disengagement and "shutting down."

Children without hyperactivity but with attention deficit (8 children)

In this group, initial observations show distraction linked to increased alpha activity and low beta activity in the frontal lobe. The children do not exhibit hyperactivity, but they experience significant difficulties in maintaining concentration and attention deficit. Therapy progresses more quickly and steadily for them, with noticeable improvements within the first few weeks. Their ability to sustain focused attention improves, and their tendency to become distracted gradually diminishes.

Children with hyperactivity, non-verbal, who periodically display brief moments of alertness (6 children)

These children exhibit short but unstable periods of cognitive engagement. At the start of therapy, their attention spans are brief and irregular. QEEG analysis reveals predominant theta activity in the frontal cortex, which correlates with difficulties in executive function regulation. Over time, these moments of alertness begin to lengthen, and by the end of therapy, their concentration becomes more stable, and their response to external stimuli more predictable.

Summary

The analysis of the results shows that the therapeutic process varies depending on the children’s initial condition. While some children experience a phase of transient hyperactivity, for others the recovery process is more gradual and stable. Incorporating neurofeedback and body-oriented techniques supports the self-regulation of brain activity, leading to a reduction in ADHD symptoms and improvement in cognitive function. These results underscore the importance of a personalized therapeutic approach, where the recovery phases are tailored to the child’s specific neurophysiological profile.

Conclusion
This study presents an in-depth analysis of the relationship between screen addiction (SA) and attention-deficit hyperactivity disorder (ADHD), integrating neurophysiological, behavioral, and therapeutic perspectives. The results confirm that screen addiction not only exacerbates ADHD symptoms but, in some cases, may be a key factor in their emergence and manifestation. The use of quantitative electroencephalography (QEEG) enables the identification of specific neurophysiological markers that distinguish various ADHD subtypes and their connection to screen addiction. This provides objective diagnostic criteria and opens up possibilities for personalized therapeutic interventions. A new alpha-theta ADHD subtype is proposed, characterized by screen-captured attention and a lack of tolerance for non-screen activities.

The results highlight the staged nature of the recovery process, with different subgroups of children exhibiting varying dynamics over the course of therapy. While some children go through initial phases of hyperactivity caused by compensatory neural activation, others show gradual and stable improvement in cognitive regulation, attention, and self-control. The therapeutic process follows a cyclic recovery model, which includes disengagement, activation, excitatory processes, sensitivity, nonselective disinhibition, hyperactivation, mirror systems, cortical awakening, inhibitory processes, and impulse control.

Combined therapy targeting screen addiction through biofeedback and non-apparatus interventions demonstrates high effectiveness in simultaneously reducing both screen addiction symptoms and ADHD symptoms. The neurophysiologically targeted therapeutic approach proves its efficiency in improving cognitive plasticity, self-regulation, and adaptability in the affected children.

The current findings have significant scientific and practical implications, underscoring the need for further research on screen addiction not only as a contributing factor but also as a potential causal mechanism for certain neurophysiological dysfunctions associated with ADHD. Additionally, this study offers new perspectives for therapeutic interventions that rely on objective neurophysiological markers rather than solely on subjective behavioral assessments.

Future research should involve larger samples and long-term monitoring of the effects of screen addiction therapy. This would enable a more precise determination of the neurobiological mechanisms through which screen addiction impacts neuronal activity, as well as the optimization of therapeutic strategies to minimize adverse outcomes and foster the full neurocognitive development of children with ADHD. Moreover, it would provide parents, specialists, and therapists with guidance on tailoring approaches to children with ADHD and children with ADHD combined with screen addiction.

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10.03.2025

issue01-April2025