specific learning disabilities
Research Papers
Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders: A Review
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 NF in education, and it concludes with some solutions and future directions. In order to provide the best learning environment for children with ADHD and other learning disorders, it is critical to better understand the role of NF in educational settings. The review provides the potential challenges of the current systems to aid in highlighting the issues undermining the efficacy of current systems and identifying solutions to address them. The review focuses on the use of NF technology in education for the development of adaptive teaching methods and the best learning environment for children with learning disabilities.
View Full Paper →The Relation Between Memory Improvement and QEEG Changes in Three Clinical Groups as a Result of EEG Biofeedback Treatment
It is important to understand the relation between changes in the quantitative EEG (QEEG) variables and memory changes as a result of the EEG biofeedback treatment. With this goal in mind, the senior author reviewed his clinical files from the last 5 years and examined the QEEG data addressing relative power and coherence changes and memory (auditory and reading) improvements. The groups involved included (a) normal individuals wanting to improve their cognitive functioning, (b) traumatic brain injured (TBI) subjects, and (c) + (d) subjects who can best be classified as having a specific learning disability (SLD). The SLD group was divided between those who are (c) older than 14 (adults) and those who are (d) younger than 14 (children) in order to reference the appropriate age-related normative group values. The analysis revealed significant improvements in auditory and reading memory across all groups as well as changes on the QEEG variables. All of the groups were performing above the normative reference group on measures of auditory and reading memory in terms of percentage differences (24-97%) and standard deviations (+1.28-1.85). The average auditory memory SD improvement was +1.52, whereas the average percentage change was 82%. For the reading task the average memory standard deviation improvement was 1.38, whereas the percentage improvement was 154%. The experimental group was performing 1.66 SD (68%) above the control group on auditory memory and.90 SD (52%) above the control group on reading memory measures. For the QEEG variables, the average raw value of the Spectral Correlation Coefficient (SCC) change for alpha was 6.1 points (2.09 SD), for SCC beta1 (13-32 Hz) 6.53 points (1.81 SD), and for beta2 (32-64 Hz) 7.5 points (1.77 SD). The changes on the relative power measures were less dramatic, albeit significant. These results underlie the importance of addressing the SCC values in EEG biofeedback treatment protocols.
View Full Paper →Electroencephalographic biofeedback of SMR and beta for treatment of attention deficit disorders in a clinical setting
Six children were provided with long-term biofeedback and academic treatment for attention deficit disorders. Their symptoms were primarily specific learning disabilities, and, in some cases, there were varying degrees of hyperkinesis. The training consisted of two sessions per week for 10 to 27 months, with a gradual phase-out. Feedback was provided for either increasing 12-to 15-Hz SMR or 16- to 20-Hz beta activity. Inhibit circuits were employed for blocking the SMR or beta when either gross movement, excessive EMG, or theta (4–8 Hz) activity was present. Treatment also consisted of combining the biofeedback with academic training, including reading, arithmetic, and spatial tasks to improve their attention. All children increased SMR or beta and decreased slow EEG and EMG activity. Changes could be seen in their power spectra after training in terms of increased beta and decreased slow activity. All six children demonstrated considerable improvement in their schoolwork in terms of grades or achievement test scores. None of the children are currently on any medications for hyperkinetic behavior. The results indicate that EEG biofeedback training, if applied comprehensively, can be highly effective in helping to remediate children who are experiencing attention deficit disorders.
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