cognitive test
Research Papers
Parsing heterogeneity in attention-deficit hyperactivity disorder using EEG-based subgroups.
Background: Attention-deficit/hyperactivity disorder (ADHD) is a heterogeneous condition for which multiple efforts to characterize brain state differences are underway. The objective of this study was to identify distinct subgroups of resting electroencephalography (EEG) profiles among children with and without ADHD and subsequently provide extensive clinical characterization of the subgroups. Methods: Latent class analysis was used with resting state EEG recorded from a large sample of 781 children with and without ADHD (N = 620 ADHD, N = 161 Control), aged 618 years old. Behavioral and cognitive characteristics of the latent classes were derived from semistructured diagnostic interviews, parent completed behavior rating scales, and cognitive test performance. Results: A five-class solution was the best fit for the data, of which four classes had a defining spectral power elevation. The distribution of ADHD and control subjects was similar across classes suggesting there is no one resting state EEG profile for children with or without ADHD. Specific latent classes demonstrated distinct behavioral and cognitive profiles. Those with elevated slow-wave activity (i.e. delta and theta band) had higher levels of externalizing behaviors and cognitive deficits. Latent subgroups with elevated alpha and beta power had higher levels of internalizing behaviors, emotion dysregulation, and intact cognitive functioning. Conclusions: There is population-level heterogeneity in resting state EEG subgroups, which are associated with distinct behavioral and cognitive profiles. EEG measures may be more useful biomarkers of ADHD outcome or treatment response rather than diagnosis. Keywords: Electrophysiology; ADHD; resting state; latent class analysis.
View Full Paper →Z-score LORETA Neurofeedback as a Potential Therapy in Depression/Anxiety and Cognitive Dysfunction1www.TallahasseeNeuroBalanceCenter.com
Introduction of quantitative electroencephalogram low-resolution electromagnetic tomography (QEEG/LORETA) electrical brain imaging has improved our diagnostic ability in neuropsychiatric practice by enhancing identification of dysregulated (defined as two standard deviations above or below the norm) cortical areas implicated in patient symptoms. Additional use of LORETA Z-score neurofeedback (NFB) enables us to directly target these areas of dysregulation in order to improve associated symptoms. Out of 235 neuropsychiatric patients treated in our clinic with Z-score LORETA NFB, a detailed analysis of 35 cases of depression, anxiety, and cognitive dysfunction is presented. Specific areas of dysregulation attributed to particular conditions identified by LORETA are discussed. Follow-up findings of QEEG/LORETA electrical imaging after NFB therapy (including computerized cognitive testing results) are shown. This chapter summarizes our experience with LORETA Z-score NFB as a tool for therapy of depression and associated anxiety. In addition, this form of NFB is able to improve cognitive functions of individuals suffering from memory, information processing, and other cognitive dysfunctions. Extensive presentations of selected cases are used for demonstration of results from our practice. 25 out of 35 patients (71%) were identified as having an objective improvement (on average 10 points) through cognitive testing. In addition, with NFB subjective cognitive improvement and an objective reduction of QEEG abnormalities were also achieved in most of the patients. Detailed analysis of our patients diagnosed with depression and/or anxiety showed that out of 31 included in the study, 24 (77%) were found to have both subjective and objective (improvement of QEEG abnormalities) improvement of the symptoms within 10 sessions of LORETA Z-score NFB. These results are very promising and indicate good effectiveness of LORETA Z-score NFB in therapy of depression, anxiety, and cognitive enhancement.
Effects of Neurofeedback Training on Attention in Children with Intellectual Disability
This study investigated effects of neurofeedback (NFB) training on attention in children with intellectual disability (ID). Twenty-one children with ID were assigned to an NFB training group (n = 7), to a visual perception (VP) training group (n = 7), or to a no-treatment group (n = 7). Two groups received 36 sessions of NFB or VP training, respectively, over 12 weeks. Children's Color Trails Test-2, Stroop Color and Word Test, and Digit Span were administered to all participants before and after training. The follow-up study was conducted with both the NFB and VP groups in the same way after 3 months. The EEGs of the NFB group also were measured. The NFB group showed significantly improved scores on the all tests compared to the 2 control groups. The brainwaves of the frontal lobes of the NFB group declined significantly in theta wave amplitude and theta-to-beta ratio. The NFB results were maintained in the follow-up study. Beta/SMR uptraining seemed to be an effective way to enhance attention in children with ID.
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