school setting
Research Papers
EEG Biofeedback Training and Attention-Deficit/Hyperactivity Disorder in an Elementary School Setting
Introduction: EEG biofeedback was conducted on site in an elementary school. Method: An experimental group of eight children ages 8-10 completed 35-47 sessions of EEG biofeedback training over a six-month period. Four participants in the experimental group were diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and four were not diagnosed with ADHD. Eight children in the waitlist control group were matched to the experimental group on age, grade, teacher, and diagnosis. None of the 16 participants were medicated for ADHD. Results: Attention abilities as measured by the Test of Variables of Attention showed the experimental group of children with ADHD reduced errors of commission and anticipation, indicating a reduction in impulsivity. Teacher reports using the McCarney Scale indicated improvements in attention but no changes in impulsivity and hyperactiv-ity. Discussion: Several confounds require exploration before attribution of changes are assigned to neurofeedback. Whether the effects are due to the neurofeedback protocols, attendance at individual sessions away from the classroom, the attention of the technician, or the excitement of a special program cannot be determined with this study. It will be necessary to have a placebo group in order to separate systematically the variables in the training program.
View Full Paper →EEG Biofeedback in the schools the use of EEG Biofeedback to treat ADHD in a school setting
The study reports on Patient-Directed neurofeedback for Attention Deficit/Hyperactivity Disorder (AD/H.). Therapist involvement was limited to 10 treatment sessions used to train the patient or parents of younger children to use the equipment, to monitor treatment, and to make changes in the treatment protocol as necessary. The remaining 50 sessions were conducted at home using inexpensive, easy to operate, 1 or 2 channel Lexicor PODS. Results from the initial Gpatients, ages 7 to 45, are reported. Thirteen of 24 Test of Variables of Attention (TOVA) measures (attention, impulsivity, reaction time and variability) were below average (SS c 90) at baseline. After 30 neurofeedback sessions, only 5 TOVA variables remained below average. It is concluded that Patient-Directed neurofeedback may be an effective alternative to merapist-Directed treatment for many AD/HD patients and can be delivered at substantially less cost.
View Full Paper →NEUROFEEDBACK TRAINING IN A CASE OF ATTENTION DEFICIT HYPERACTIVITY DISORDER
Electroencephalographic biofeedback, also known as neurofeedback, has been used to improve attention in children with Attention Deficit Hyperactivity Disorder (ADHD). In the present case study, a ten-year-old boy completed 37 sessions of neurofeedback training over a six-month period on-site in a school setting. Beta brainwave training was applied for sessions 1–22 and replaced by sensorimotor rhythm training for sessions 23–37. A review of his national achievement test scores for four years revealed he improved performance the year he received neurofeedback and the gain was lost the year after treatment was completed. The participant had been receiving methylphenidate for the previous two years and remained on the medication throughout neurofeedback and for the year after neurofeedback treatment. Findings are suggestive of the advantages of incorporating neurofeedback training as part of a multimodal treatment program in a school setting for children with ADHD.
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