learning disorder
Research Papers
Neurofeedback is the Best Available First-Line Treatment for ADHD: What is the Evidence for this Claim?
Attention Deficit/Hyperactivity Disorder (ADHD) is a chronic syndrome characterized by deficits in executive functions and attentional processes. Persons diagnosed with ADHD have significant deficits in self-regulation evidenced by difficulty staying focused, controlling impulsive behaviors, and for many, restraining hyperactive motor activity. These symptoms typically create problems in academic, social, and familial contexts as well as in the planning and organization skills needed for daily functioning. Additionally, comorbid syndromes that can mimic the symptoms of ADHD and confound differential diagnosis are commonly present (e.g., anxiety, depression, learning disorders). ADHD is the most frequently diagnosed pediatric disorder with 11% of American school-aged children (and nearly 20% of teenage boys) having been medically diagnosed with ADHD according to the latest report from the Centers for Disease Control (Schwarz & Cohen, 2013). Stimulant medication (SM) and behavior therapy (BT) are the two most widely accepted treatments for ADHD, with approximately 70% of those diagnosed prescribed medication (Schwarz, 2013). Although both interventions are considered to meet the highest standards for the evidence-based treatment of ADHD, and have been recognized as such by the American Academy of Child and Adolescent Psychiatry (AACAP) and Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD), the leading ADHD advocacy group, the actual evidence is that these treatments fail to result in sustained benefit for the vast majority of children who receive them and, therefore, do not warrant being the first option for treating ADHD
View Full Paper →Quantitative EEG Neurofeedback for the Treatment of Pediatric Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disorders, and Epilepsy
Quantitative electroencephalogram neurofeedback (qEEG NF) aims to improve brain functioning by targeting brain-wave correlates of functional deficits, based on the quantitative evaluation of the individual’s EEG rather than on traditional diagnostic categories or observable symptoms. qEEG NF for attention deficit/hyperactivity disorder, based on 12 randomized controlled trials (RCTs) with medium effect sizes (d 5 0.57–0.72), is recommended with reservations, and only as an adjunctive intervention after families have tried or at least considered conventional treatments. For autism, in 4 small RCTs, NF showed improvements in sustained attention, sensory/cognitive awareness, communication, sociability, set shifting/flexibility skills, and some long-term maintenance of treatment gains. NF may be recommended, again with reservations. For learning disorders, with 2 flawed studies, results of NF treatment suggest improvements in global and performance IQ, spelling, attention/impulsivity, and repeal of learning disorder diagnosis. Treatment gains were maintained over a period of 2 years of follow-up, but limited data do not support treatment recommendations. Pediatric epilepsy has no controlled studies, and preliminary data are not promising, but it might be considered for uncontrolled seizures unresponsive to anticonvulsants. qEEG NF treatment seems sensible and safe, but not easy or inexpensive (30–40 half-hour treatments, 2–3 times weekly). NF should be conducted by a well-trained professional with expertise in brain function beyond simply an ability to operate equipment, to enhance safety and optimize effectiveness.
View Full Paper →Ten-year stability of EEG biofeedback results for a hyperactive boy who failed fourth grade perceptually impaired class
Ten years ago, the first successful application of a clinical,private-practice based, EEG 14-Hz biofeedback training regimen for the treatment of learning disorders was performed by the author. After the 10-year-old boy, with presenting symptomology including a developmental reading disorder, hyperactivity, and an educational classification of perceptually impaired, continued symptom free for a period oftwo years, his case was submitted for publication. Ten years after his termination from successful treatment, his ongoingly normal social and academic functioning is noted and his EEG brainwave signature examined and compared with a population of 24 “used-to-be” learning disabled, one-half of which had a pretreatment state including the educational classification of perceptually impaired. This 10-year follow-up confirms the long-term stability of the results of this EEG 14-Hz biofeedback regimen. Current findings on recent medical research identifying a major cerebral locus of dysfunction for hyperkinesis and how it supports the electrode placements of this clinical office setting regimen is also discussed.
View Full Paper →Changes in verbal-performance IQ discrepancy scores after left hemisphere EEG frequency control training: A pilot report
A pilot investigation was conducted to determine the effect of left hemisphere EEG frequency control training (shifting from 8-13 Hz to 13-28 Hz activity and back) on boys with a verbal IQ 15 or more points below their performance IQ on the WISC-R. The findings suggested that specific effects may be elicited by specific training; i.e., verbal abilities increase and the verbal performance discrepancy narrows.
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