learning problems
Research Papers
QEEG and 19-Channel Neurofeedback as a Clinical Evaluation Tool for Children with Attention, Learning and Emotional Problems
Attention, learning and emotional problems can have different causes that cannot be easily and clearly distinguished by clinical testing methods. But, QEEG and, even more so, live 19-channel Z-score training under different task conditions can both give very detailed insights about the specific functioning and dysregulations of an individual’s brain. The clinical intake evaluation of the child is optimized by including a quantitative, neurometric analysis of an eyes open (EO) and eyes closed (EC) EEG acquisition combined with a real-time analysis of the child’s (in vivo) brain functioning during a specific set of conditions, as described below. This method was developed and refined with more than 300 children who were tested between June 2012 and April 2014. The goal is to get as much information as possible in only one session lasting 45 to 60 minutes. The different parts of the evaluation consist of: eyes open (EO) and eyes closed (EC) collection of data, display of the actual brain waves, listing of the Z-score values (also presented as plots or instant brain maps with different task conditions), followed by games to play with a challenge condition. In addition, current source density (CSD) sLORETA of the different wave frequencies (usually delta, theta, alpha, beta, and gamma bands), distribution and velocity are shown as they change, as well as when the brain evaluates emotions. The session ends with a brief, individual 19-channel training with video feedback. Because of the usefulness of the information obtained from using this QEEG method, the author recommends that QEEG and an interactive neurofeedback session be included as a standard component in the diagnosis of and treatment planning for children with attention, learning and emotional problems.
View Full Paper →Neurofeedback for Elementary Students with Identified Learning Problems
Introduction. The goal of this research was to ascertain whether basic reading, reading comprehension, the reading composite, and IQ scores could be improved using neurofeedback. Pre-test and post-test reading and cognitive assessments were administered to sixth, seventh and eighth graders identified as having learning problems. Control and experimental groups were chosen at random. With the exception of three students, every student in the control and experimental group had previously been diagnosed with Specific Learning Disabilities or as Other Health Impaired according to State and Federal guidelines for special education services. The three students were medically diagnosed as having ADHD and were on a 504 Accommodation Plan. Method. The research began in late August 2001 with securing administrative and parental permissions. Student participation began during the last week in September and lasted through the last week in April. A day was set aside to administer QEEGs (also called "brain maps") to the students in the experimental group. Protocols were developed by following the brain maps and by using clinical judgment after staffing the students with their teachers on a regular basis; their psychoeducational evaluations were also used to plan the protocols. Following the statistics on the biofeedback machines also influenced protocol decisions. Neurofeedback training was provided to the participants of the experimental group only. Both the experimental group and the control group had their Individualized Educational Plans (IEP) or 504 Plans plus their general curriculum plans. Neurofeedback training lasted approximately 30 to 45 minutes within each one-hour time block. The sessions were conducted weekly for the seven-month period. Some students received more sessions than others because of absences, field trips, testing and other natural rhythms of home and school life. The average number of sessions per student was 28. Results. Neurofeedback was more effective in improving scores on reading tests than no neurofeedback training. There were significant interactions between neurofeedback and time on basic reading. Wilks' lambda (Λ) = .69, F(1, 23) = 10.32, p < .01, on reading comprehension, Λ = .75, F(1, 23) = 7.62, p = .01, and on reading composite scores, Λ = .65, F(1, 23) = 12.59, p < .01. Neurofeedback training was more effective in improving both the Verbal and Full Scale IQ scores than no neurofeedback training. There was a significant interaction between neurofeedback and time on Verbal IQ, Λ = .62, F(1, 21) = 12.71, p < .01, and on Full Scale IQ, Λ = .56, F(1, 21) = 16.50, p [removed]
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