EEG biofeedback training
Research Papers
Showing 6 of 13Brain computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum
Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain-computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent. To facilitate their use, we have designed an innovative game that includes social interactions and provides neural- and body-based feedback that corresponds directly to the underlying significance of the trained signals as well as to the behavior that is reinforced.
View Full Paper →Discrete-Trial SCP and GSR Training and the Interrelationship Between Central and Peripheral Arousal
Introduction. Slow Cortical Potential (SCP) neurofeedback and Galvanic Skin Response (GSR) biofeedback training were used to investigate self-regulatory control over central and peripheral arousal processes in two groups of healthy participants. Method. One group completed the SCP neurofeedback training procedure; the other group performed the GSR biofeedback procedure. Both groups underwent treatment while the other variable was passively recorded. The participants were instructed to either increase (Up trials) or decrease (Down trials) arousal. Twenty sessions were completed by each of the 18 participants over an 8-week period. Results. Participants in each group performed better on the variable they were trained on. In the GSR group, a significant increase in performance over blocks was obtained for both trial types (Up and Down). In the SCP group a better performance on the Down trials was obtained. When comparing performance of both trial types, the SCP-trained participants showed a marginal increase and the GSR-trained participants a significant increase over time preliminary-training. Conclusion. Overall, the results showed that GSR regulation is easier to learn than SCP training with neurofeedback, that both variables can be trained in a bidirectional design, and that the SCP training subjects were predominantly able to learn performance at the Down trials. Preliminary results from the cross-correlations are inconsistent over trial types, trained parameters, and participants. However, the general trend shows a more positive correlation at the end of training compared to the start of training. Cross-correlation analysis suggests that this training encourages positive correlation between the SCP and GSR. Future research directions should be aimed at improving motivational conditions, implementing contingent reward principles, and controlling confounding variables.
View Full Paper →Self-regulation of Slow Cortical Potentials in Children with Migraine: An Exploratory Study
Migraine patients are characterized by increased amplitudes of slow cortical potentials (SCPs), representing pronounced excitability of cortical networks. The present study investigated the efficiency of biofeedback training of SCPs in young migraineurs. Ten children suffering from migraine without aura participated in 10 feedback sessions. They were compared with 10 healthy children for regulation abilities of cortical negativity and with 10 migraineurs from the waiting list for clinical efficacy. During the first two sessions, the migraine children were characterised by lacking ability to control cortical negativity, especially during transfer trials, compared with healthy controls. However, there was no difference following 10 sessions of training. Feedback training was accompanied by significant reduction of cortical excitability. This was probably responsible for the clinical efficacy of the training; a significant reduction of days with migraine and other headache parameters was observed. It is suggested that normalization of the threshold regulation of cortical excitability during feedback training may result in clinical improvement.
View Full Paper →Discourse on the development of EEG diagnostics and biofeedback for attention-deficit/hyperactivity disorders
This article presents a review of work that my colleagues and I have been doing during the past 15 years developing a rationale for the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and treatment of ADHD employing EEG biofeedback techniques. The article first briefly reviews the history of research and theory for understanding ADHD and then deals with the development of EEG and event-related potential (ERP) assessment paradigms and treatment protocols for this disorder, including our work and that of others who have replicated our results. Illustrative material from our current research and child case studies is included. Suggestions for future experimental and clinical work in this area are presented and theoretical issues involving the understanding of the neurophysiological and neurological basis of ADHD are discussed.
View Full Paper →Brainwave signatures — An index reflective of the brain's functional neuroanatomy: Further findings on the effect of EEG sensorimotor rhythm biofeedback training on the neurologic precursors of learning disabilities
Eight boys, ages 7 years 11 months to 15 years 3 months, were provided withlong-term-symptom duration-sensorimotor rhythm biofeedback training for the remediation of their learning disabilities. Concurrently, the simultaneous recording of five frequency bands of brainwave activity (5 Hz, 7 Hz, 10 Hz, 12 Hz and 14 Hz), from one active electrode equidistant from reference and ground, was intended to provide a glimpse of the 'brainwave signature' reflective of the dynamic and synergistic processes involved in such cerebro-neural activation and the brain's global response to such an alteration in the sensorimotor subnetwork. Overall, the main effect of this procedure, for the biofeedback and subsequent conditioning of increased 14 Hz neural discharge patterns over the central Rolandic cortex in a clinical office setting, seems to be increase bilateral sensorimotor transactions resulting in substantive remediation of the learning disabilities of the recipients of such training-by way of internally exercising of, and/or recruitment of additional neural activation within, the sensorimotorsubnetwork/matrix. Observation of the changing brainwave signatures showed a tendency for decreased slow were activity concommitant with increases in fast wave activity, for cases with a Full Scale I.Q. within the range of 76 and 85; with those cases with a Full Scale I.Q. within the range of 102 and 116 exhibiting increased amplitudes over most of the monitored bands, but with the increases being much less at the slower frequencies. It is noteworthy that those four subjects with either a significant Verbal greater than Performance, or Performance greater than Verbal, I.Q. Score discrepancy exhibited no less than a 40% greater increase in the lower of the two I.Q. scores; indicating that this SMR training procedure also resulted in an increased symmetry in the interhemispheric interactions reflective of the higher cortical functions for these no longer learning disabled boys
View Full Paper →EEG sensorimotor rhythm biofeedback training: some effects on the neurologic precursors of learning disabilities
This study presents a clinical treatment regime for pathological interhemispheric dysfunction with respect to a population of learning disabled boys. The results obtained replicate and extend earlier findings with respect to operantly conditioned increases in amplitude of sensorimotor transactions and its positive effect on learning disability. Specifically, the biofeedback, and subsequent conditioning, of increased 14 Hz neural discharge patterns (sensorimotor rhythm - SMR) over the central Rolandic cortex, appeared to increase bilateral sensorimotor transactions resulting in substantive reduction/remediation in the learning disabilities of the recipients of such EEG biofeedback training.
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