Study identifies a distinctive, measurable pattern of brain activity in children with ADHD

A new study suggests that children with ADHD may exhibit a distinctive, measurable pattern of brain activity that could reflect differences in neural efficiency. The researchers focus on aperiodic EEG activity, proposing it as a potentially more consistent marker than some commonly used EEG measures. They also report that, in this study, the pattern shifted in a more typical direction following a combined intervention involving non-invasive brain stimulation and cognitive training, with changes observed beyond the end of the program. While the results are encouraging, they should be interpreted as preliminary: replication in larger samples, clearer links to real-world functioning, and longer follow-up will be important to determine the reliability and practical significance of these findings. Overall, the work adds to ongoing efforts to develop objective, brain-based measures relevant to ADHD and explores non-pharmacological approaches that may help track and possibly influence brain activity in affected children.

A new study led by Dr. Ornella Dakwar-Kawar, Prof. Mor Nahum and Prof. Itai Berger from Hebrew University through a broad international collaboration with Prof. Jyoti Mishra from the University of California San Diego (UCSD), Prof. Roi Cohen Kadosh from the University of Surrey, Dr. Pragathi Priyadharsini and Ashwin Amal from ITT Karpur, India and InnoSphere Ltd. The study has identified a distinctive pattern of brain activity in children with attention-deficit/hyperactivity disorder (ADHD) and demonstrated that it may be modified using an intervention combining non-invasive brain stimulation and cognitive training.

The research, published in NeuroImage: Clinical, focuses on a subtle but powerful feature of brain signals measured by EEG, known as aperiodic activity. Unlike traditional EEG markers, which often produce mixed or inconsistent results in ADHD, this neural signature reliably distinguished children with ADHD from their typically developing peers.

"ADHD is highly heterogeneous, and many of the neural markers we've relied on until now don't consistently capture that complexity," the researcher said, "Our findings suggest that aperiodic brain activity may offer a more sensitive window into how the ADHD brain functions." The study followed children aged 6-12, comparing behavioral performance and brain activity during attention and inhibition tasks. Children with ADHD showed elevated aperiodic EEG activity, a pattern associated with reduced neural efficiency.

In the second phase, a subgroup of children with ADHD participated in a randomized, sham-controlled trial combining cognitive training with transcranial random noise stimulation (tRNS), a painless, non-invasive form of electrical brain stimulation. The researchers targeted frontal brain regions involved in attention and self-control.

After ten sessions, children who received active stimulation showed a significant reduction in the atypical brain signal, along with improvements in task performance. Importantly, some of the neural effects persisted 3 weeks after the intervention ended.

"This is not just about improving behavior in the moment," the researchers explained. "We're seeing changes in underlying brain dynamics that appear to move closer to typical developmental patterns."

Why this matters

ADHD is currently diagnosed and monitored primarily through behavioral reports, which can be subjective and variable. The identification of a robust, biologically grounded neural marker could help advance more precise assessment tools and guide future interventions.

The study also strengthens the scientific basis for non-pharmacological treatments, which are increasingly sought by families and clinicians.

"Medication remains effective for many children, but it's not the only path," the researchers said, "Our results suggest that targeted brain-based interventions may help rebalance neural activity in ways we can now measure objectively."

While the researchers emphasize that larger and longer-term studies are needed, they see this work as an important step toward personalized, mechanism-driven approaches to ADHD.

This research helps connect the dots between brain physiology, cognitive function, and treatment. That connection is essential if we want to move toward more tailored and effective care.