Neurofeedback – How Attention Takes Flight (original) (raw)
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Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders: A Review
Brain Sciences
Neurofeedback (NF) is a type of biofeedback in which an individual’s brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated with behavioral changes. Recent evidence suggests that the NF technique can be used to train electrical brain activity and facilitate learning among children with learning disorders. Toward this aim, this review first presents a generalized model for NF systems, and then studies involving NF training for children with disorders such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and other specific learning disorders such as dyscalculia and dysgraphia are reviewed. The discussion elaborates on the potential for translational applications of NF in educational and learning settings with details. This review also addresses some issues concerning the role of N...
A Case Study in Attention-Deficit/Hyperactivity Disorder: An Innovative Neurofeedback-Based Approach
International Journal of Environmental Research and Public Health
In research about attention-deficit/hyperactivity disorder (ADHD) there is growing interest in evaluating cortical activation and using neurofeedback in interventions. This paper presents a case study using monopolar electroencephalogram recording (brain mapping known as MiniQ) for subsequent use in an intervention with neurofeedback for a 10-year-old girl presenting predominantly inattentive ADHD. A total of 75 training sessions were performed, and brain wave activity was assessed before and after the intervention. The results indicated post-treatment benefits in the beta wave (related to a higher level of concentration) and in the theta/beta ratio, but not in the theta wave (related to higher levels of drowsiness and distraction). These instruments may be beneficial in the evaluation and treatment of ADHD.
Neurofeedback Training in a Case of Attention Deficit Hyperactivity Disorder
Journal of Neurotherapy, 1998
Electroencephalographic biofeedback, also known as neurofeedback, has been used to improve attention in children with Attention Deficit Hyperactivity Disorder (ADHD). In the present case study, a ten-year-old boy completed 37 sessions ofneurofeedback training over a six-month period on-site in a school setting. Beta brainwave training was applied for sessions I-22 and replaced by sensorimotor rhythm training for sessions 23-3 7. A review of his national achievement test scores for four years revealed he improved performance the year he received neurofeedback and the gain was lost the year after treatment was completed. The participant had been receiving methylphenidate for the previous two years and remained on the medication throughout neurofeedback and for the year after neurofeedback treatment. Findings are suggestive of the advantages of incorporating neurofeedback training as part of a multimodal treatment program in a school setting for children with ADHD.
Neurofeedback in ADHD: a single-blind randomized controlled trial
European Child & Adolescent Psychiatry, 2011
Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre-and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, d corr =-.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training.
Neurofeedback Training Aimed to Improve Focused Attention and Alertness in Children With ADHD
Clinical EEG and Neuroscience, 2013
Neurofeedback is a nonpharmacological treatment for attention-deficit hyperactivity disorder (ADHD). We propose that operant conditioning of electroencephalogram (EEG) in neurofeedback training aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands’ relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol (“Focus/Alertness” by Peak Achievement Trainer) has a focused attention and alertness training mode. The neurofeedback protocol provides one for Focus and one for Alertness. This does not allow for collecting information regarding changes in specific EEG bands (delta, theta, alpha, low and high beta, and gamma) power within the 2 to 45 Hz range. Quantitative EEG analysis was completed on each of twelve 25-minute-long sessions using a custom-made MatLab application to determine the relative power of each of the aforementioned EEG bands throughout each session, and from the first session to the last session....
Neurofeedback treatment of children with attention deficit hyperactivity disorder
PubMed, 2005
Background: Biofeedback is a modern computer-related technique used for assessment and therapy of many psychophysiological disorders, especially stress-related ones. After a short overview of the basic concepts of biofeedback, in this study the application of EEG biofeedback (neurofeedback) in the assessment of and therapy for attention deficit hyperactivity disorders (ADHD) is presented and discussed. Methods: The study comprised 12 children diagnosed as ADHD, selected according to ICD-10, and assessed by WISC-R, Q-EEG, neurofeedback and Conner's questionnaire for parents and teachers. The mean age was 9.5 years (7 to 13), both sexes. Each of them participated in a five-month programme of neurofeedback training, performed two times weekly with Biograph/ProComp 2.0 protocols. Results: Post-treatment results showed an improved EEG pattern expressed in increased 16-20 Hz (beta) activity and decreased 4-8 Hz (theta) activity. In parallel, higher scores on WISC-R, better school notes and improved social adaptability and self-esteem were obtained. Conclusions: EEG biofeedback operant conditioning is a good choice for treatment of ADHD children. The method is non-invasive and has high cost-benefit. Optimal results are obtained in children of higher age. Cooperation with family members and teachers is crucial.
Frontiers in human neuroscience, 2014
In children with attention-deficit/hyperactivity disorder (ADHD), different neurofeedback (NF) protocols have been applied, with the most prominent differentiation between EEG frequency-band (e.g., theta/beta) training and training of slow cortical potentials (SCPs). However, beyond distinctions between such basic NF variables, there are also competing assumptions about mechanisms of action (e.g., acquisition of regulation capability, generalization to daily life behavior). In the present article, we provide a framework for NF models and suppose two hypothetical models, which we call "conditioning-and-repairing model" and "skill-acquisition model," reflecting extreme poles within this framework. We argue that the underlying model has an impact not only on how NF is applied but also on the selection of evaluation strategies and suggest using evaluation strategies beyond beaten paths of pharmacological research. Reflecting available studies, we address to what exte...