Figure 1. Pre- and post-treatment TOVA standard scores for 89 children and adolescents.
A Monthly Summary of News and Events
Vol. 2 No. 2 - February 1999
This newsletter is sponsored by EEG Spectrum International, Inc.,
a leader in providing clinical service and training professionals.
Past issues are available at www.eegspectrum.com/newsletter/
Information on how to subscribe or cancel a subscription appear at the end.
The opinions related in this newsletter reflect those of the author only.
Copyright (C) 1999 by EEG Spectrum International, Inc. All rights reserved.
|
|
|---|
Effect of SMR-Beta Training on Neurocognitive Performance
David Kaiser, Ph.D.
Presented at 1999 Winter Conference on Brain Function, Modification, & Training, Palm Springs CA
One-hundred and two school-aged children (28 female, 74 male) with attentional problems (impulsive, inattentive, and/or hyperactive) participated in this study. Thirty-two were clearly diagnosed with ADHD/ADD. Mean age was 9.7 y, with a range from 6 to 14 years of age. Characteristically, the intake criteria were generous. Nearly half of the children exhibited learning disabilities, Conduct Disorder, or ODD comorbid conditions.
Subjects underwent 17 or more SMR/Beta neurofeedback sessions (17-92 range, 36 sessions mean). The protocol for the EEG training consists of rewarding enhanced EEG amplitudes in the 12-18 Hz frequency regime, while simultaneously inhibiting excessive amplitudes in the low frequency (4-7 Hz) and high-frequency (22-30 Hz) regimes. Electrode placement always includes one electrode site on the sensorimotor strip (at either C3 or C4 in the standard 10-20 system). The protocol provides for a combination of left-side (C3) and right-side (C4) training, and a combination of reward for activity in the 12-15 Hz regime and the 15-18 Hz regime.
Pre- and post-training performance was measured on the following tests:
TOVA Results
Table 1. Mean standard scores for TOVA subtests before and after EEG biofeedback sessions for 89 children and adolescents with attention problems.
Pre-Training Post-Training Change
Inattention 83.2 84.7 1.5
Impulsivity 89.8 99.3 9.5
Response Time 82.1 79.0 -3.1
Resp. Variability 77.5 78.5 1.0
Figure 1. Pre- and post-treatment TOVA standard scores for
89 children and adolescents.
Neurocognitive Results
Table 2. Mean standard scores for neurocogntivie tests before and after EEG biofeedback sessions for 102 children and adolescents with attention problems.
Pre-Training Post-Training Change
Word Fluency 39.4 60.0 20.6
Digit Span 88.8 110.8 22.0
SDMT 101.0 106.9 5.8
BVRT 97.4 101.3 3.9
Grooved Pegbd 102.5 107.4 4.9
Figure 2. Pre- and post-treatment neurocognitive test scores for 102 children and adolescents.
As attention improved only moderately, as measured by the TOVA, it is unlikely that changes in the attentional component of these cognitive measures could account for these results. Also, some of these tests have only moderate attentional demands. These children were also chronic in their condition, having shown little remediation with prior treatments (which often included stimulant medication for ADHD). The variety of performance domains improved suggest that higher cortical functions are impacted by SMR-Beta training. Both cortical and subcortical function as well as left and right hemispheric functions were improved by training.
Change Your Brain, Change Your Life: The Revolutionary, Scientifically Proven Program for Mastering Your Moods, Conquering Your Anxieties and Obsessions
by Daniel G. Amen
Contains numerous brain scans of patients with various neurological problems, from caffeine, nicotine, and heroin addiction to manic-depression to epilepsy. The author, a pioneering neuropsychiatrist, advocates natural remedies, including deep breathing, guided imagery, meditation, self-hypnosis, and EEG biofeedback for treating disorders (rewiring their brains) that are so frequently dealt with by prescription only.
For more info, see http://www.amazon.com/exec/obidos/ASIN/0812929977/top100
Fathering the ADHD Child: A Book for Fathers, Mothers, and Professionals
by Edward H. Jacobs
According to clinical psychologist Edward H. Jacobs, fathers and mothers often view their ADHD child very differently, leading to common misunderstandings, and to fathers and mothers feeling misunderstood and failing to work together. The author recognizes the needs and perspectives particular to fathers and he suggests how differences can be harnessed to strengthen and enrich the parenting team to benefit the ADHD child.
For more info, see http://www.amazon.com/exec/obidos/ASIN/0765700689/top100
Alternative Medicine Guide to Chronic Fatigue, Fibromyalgia and Environmental Illness
by Burton Goldberg
Provides medical, anatomical, biological, nutritional and chemical explanations of symptoms and causes of CFS and related disorders, with recommendations for recovery (based on treatment protocol of 26 physicians).
For more info, see http://www.amazon.com/exec/obidos/ASIN/1887299114/top100
The Human Frontal Lobes: Functions and Disorders
by Bruce L. Miller & Jeffrey L. Cummings
The role of frontal lobe dysfunction in psychiatric disorders is explored for schizophrenia, obsessive-compulsive disorder, depression, antisocial behavior, and other conditions.
For more info, see http://www.amazon.com/exec/obidos/ASIN/1572303905/top100
The Prefrontal Cortex: Anatomy, Physiology, & Neuropsychology of the Frontal Lobe
by Joaquin Fuster, MD
Recent advances in our knowledge of the structure and functions of the prefrontal cortex are described, including a chapter on neuroimaging and state-of-the-art information on computer modeling. Dr. Fuster argues for an essential role of the prefrontal cortex in the temporal organization of behavior.
For more info, see http://www.amazon.com/exec/obidos/ASIN/0397518498/top100
Foundations of Intellectual Assessment: The WAIS-III and Other Tests in Clinical Practice
by Robert J. Gregory
With a primary focus on adults, Gregory attempts to answer such important questions as: When is an intellectual assessment appropriate? How do professional and ethical standards inform the practice of assessment? This book contains comprehensive information, including test norms and standards for effective use of the WAIS-III and many other tests (mental status, attention/concentration, sensory/perceptual, psychomotor, memory, language, drawing, higher cognitive functions, intelligence). Provides a context of psychological assessment, the importance of personal background and mental status in assessment, and the shifting professional standards and ethics of today.
For more info, see http://www.amazon.com/exec/obidos/ASIN/0205198333/top100
Right hemispheric hypoarousal theory of ADHD [different paper title]
Sheppard DM, Bradshaw JL, Mattingley JB, Lee P
[ Psych Dept, Monash Univ, Clayton, Victoria, Aust. Dianne.Sheppard@sci.monash.edu.au
]
J Neurol Neurosurg Psychiatry 1999 Jan;66(1):57-63
Clinical electroencephalographic study of nine pediatric patients with convulsion induced by the TV animation, Pocket Monster.
Niijima S, Takahashi K, Onishi M, Arii N, Saito M, Kuremoto K, Yamashiro Y
[Dept of Pediatrics, Juntendo Univ Sch of Med, Tokyo, Japan. sniijima@med.juntendo.ac.jp
]
Acta Paediatr Jpn 1998 Dec;40(6):544-9
Neuropsychological testing and functional outcome for individuals with traumatic brain injury.
Leahy BJ, Lam CS
[Illinois Inst of Tech, Institue of Psych, Chicago, USA.
]
Brain Inj 1998 Dec;12(12):1025-35
Prevalence differences in depression among males and females: are there evolutionary explanations?
McGuire MT, Troisi A
[ Neuropsychiatric Institute, School of Medicine, University of California at Los Angeles, 90024, USA.
]
Br J Med Psychol 1998 Dec;71 (Pt 4):479-91
EEG evidence of stimulus-directed response dynamics in human somatosensory cortex.
Kelly EF, Folger SE
[Dept of Diag Sci & Dental Res Ctr, 112 DRC, CB #7455, UNC at Chapel Hill, Chapel Hill, NC 27599-7455
]
Brain Res 1999 Jan 9;815(2):326-36
Cognitive impact of traumatic events.
Bower GH, Sivers H
[Dept of Psych, Stanford U, CA 94305, USA. Gordon@psych.stanford.edu
]
Dev Psychopathol 1998 Fall;10(4):625-53
Neural plasticity and emotional memory.
Post RM, Weiss SR, Li H, Smith MA, Zhang LX, Xing G, Osuch EA, McCann UD
[Biol Psychiatry Branch, NIMH, NIH, Bethesda, MD 20892-1272
]
Dev Psychopathol 1998 Fall;10(4):829-55
A population-based twin study of lifetime major depression in men and women.
Kendler KS, Prescott CA
[Dept of Psychiatry, Med Coll of VA, Commonwealth Univ Coll of Med, Richmond VA 23298-0126
]
Arch Gen Psychiatry 1999 Jan;56(1):39-44
| Encino, California | March 11-15, 1999 |
|---|---|
| Encino, California | September 23-27, 1999 |
| DAY 1 Thursday |
AM | Introduction and history |
|---|---|---|
| PM | Mechanisms of brain regulation | |
| EVE | Professional issues | |
| DAY 2 Friday |
AM | 3-Axis model of brain function |
| PM | Demonstration - beta/SMR | |
| EVE | Research results - addiction and EEG training | |
| DAY 3 Saturday |
AM | Protocols |
| PM | Practicum 1 - beta/SMR | |
| DAY 4 Sunday |
AM | Alpha-theta training - what & how |
| PM | Alpha-theta continued | |
| EVE | Practicum 2 - alpha-theta | |
| DAY 5 Monday |
AM | Assessment & case management |
| PM | Integrated A/T into comprehensive treatment program
Case histories |
Conferences for Neurofeedback Clinicians & Researchers | ||
|---|---|---|
| CONFERENCE | LOCATION | DATES |
| AAPB 1999 | Vancouver, BC | April 7-11, 1999
|
| SNR 1999 | Myrtle Beach, SC | Sep 30-Oct 3, 1999 |
New Offices online
New Case Histories online
Michael Peck, Ph.D. 10642 Santa Monica Blvd, Suite 300 Los Angeles, CA 90025-4833 (310) 475-3018 Crescent Community Care, Inc. Alfred A. Olinde, MD Deborah Piacsek, CNS; Andrew Ruth, RN, Ph.D. 1175 Old Spanish Trail Road Slidell, LA 504-641-0505 Luise F. Jaki, M.S. Progresso 18 E-41013 Sevilla Spain 011 49 89 769 1368 Thomas DuHamel, Ph.D. ABCD Inc. 2611 NE 125th St. #225 Seattle WA 98125-4357 (206) 361-6884 Paula Clinton, M.Ed.,LPC,LMFT 4334 New Expressway Ste 238 Oklahoma City OK 73116 405-843-8588 Greg Sharp, D.O. Colville Healing Arts Center 143 Garden Homes Colville, WA 99114 509-685-2300 Beverly Cross 2353 Townsgate Road #209 Thousand Oaks, CA 91360-5576 (805) 379-1009 |
Encino Center for Counseling & Psychotherapy Lorraine Barak, MFCC, Martha Widawer, Ph.D. 16550 Ventura Blvd Ste 405 Encino, CA 91436 (818) 501-4435 Email: mwidawer@ix.netcom.com Ron Lopez, M.D., Darcy Dod-Cooper, C.N.A. 2843 Alternate 19 Palm Harbor, FL 34683 727-772-0038 Grand Marais, MN Superior EEG Spectrum International Kathleen Lee Stewart, BSN, RN, CFNP Karl Hansen, BA 4620 Sawbill Trail Tofte, MN 55615-2129 218-663-7155 (May - October) 218-387-1247 (November - April) Email: Kathleen Lee Stewart |
The other day I was playing an online first-person perspective shoot'em-up game with 10 other players. The game's landscape consisted of a series of interconnected hallways and each player appeared in the game as an eyeball that scamped around on tiny feet and sported grenades. When you spotted another player, you tossed a grenade and ran for cover. Part of the fun of the game was that you could not run backwards, so you had to toss the grenade at your target, run past it and the intended victim, and escape down a side corridor before the grenade blew up. The grenade had a two-second delay and would destroy everyone in the hallway. You knew you were a dead man when you saw an eyeball pass your position on the run and turn sharply out of view. I spent the majority of that day watching eyeballs rush past me, ducking into side corridors, just as everything went black.
Now this game may sound boring to those of us who have played Doom, Quake, Duke Nukem, or a hundred other first-person PC games, but the "other day" to which I referred was in 1976, I was in sixth grade, and I was playing at MIT on one of the largest computers in the world at the time. (Even in those days MIT students knew how to put a computer to good use -- hunting down friends in cyberspace.)
The eyeball game was played on "dumb" terminals connected to a central computer which was located half a building away. The central computer was the size of a VW van. It was brand new, cost $4 million, and was cooled by a dozen industrial air conditioners. You had to wear a sweater to stay in that room for any length of time. Despite the cold, throughout the day a dozen or so students and staff vainly tried to keep the damn machine from crashing, which it did every 4 hours like clockwork. Although the machine had less computing power than a Furbie does today, it was state-of-the-art at the time and it intimidated me more than any other creature I've encountered on this planet, before or since. Yet here were students standing three feet below floor level, running wires and connecting terminals to the underbelly of the beast without a second thought. Hard work, but they enjoyed it. This was a world, a campus, a small city in itself, made up entirely of early adopters of computers and technology.
What reminded me of this strange day of computer play, now 23 years forgotten, was a recent email message I received. It was a message from an academic psychologist who had been sent a number of papers on neurofeedback. He replied that until a neurofeedback study was published in the Journal of Clinical Psychology, the General Archives of Psychiatry, or some other major journal, he would not pay attention to any results we found. Regardless of the number of subjects involved! Unless the AMA or some other austere organization told him what to accept, and think, he would remain happy with his dated toolset. (Did Australopithicus think this way? I imagined him crouched over a waning fire, poking his meal with a stick or bone, where off in the distance claypots and spearheads are being fashioned.)
The brain, once thought to be nothing more than a cooling organ, has now grabbed center stage in the world of science. Everyone in psychology and the mental health disciplines should agree on this. And this growing focus on the 3-pound universe cannot help but contribute daily to greater acceptance of technologies that assess and alter the brain's functions such as neurofeedback. As spiritual explanations (demonic possession) were superseded by psychological explanations (id disorders) in the early part of this century, psychological explanations will themselves be superseded by biological and psychophysiological explanations in the early part of the next century (e.g, neural dysfunction). Yet today the world is still populated with stone tool users and the various gods and superstitions they heed. Some days I wonder what can ever change this.
According to some, change will come about in response to public demand. The public, and not academia, does not have careers or stock options at stake in determining what treatments work and what treatments don't. The public seeks out what is best for him or her. They are ready and eager to adopt the newest technologies as long as they prove effective. Public demand is creating supply. At one time it was predicted that the entire world's computational power could be supplied by 5 computers worldwide. But public demand turned that prediction into nonsense. Likewise, the arguments we hear today for eliminating abnormal brain function through rampant medication and surgery, instead of training, will be met by the same derision. We are all early adopters in this field. Early adopters work harder than the rest -- but they also reap the greatest rewards. Early adopters are the explorers and conquerors, institutions are the homesteaders. Early adopters are like all those eyeballs that raced ahead of me in the hallway that day, having already dropped a bomb at my feet. I was stuck in place, and all went quickly black, just as they were turning the corner.
Future LAST WORDS may contain feedback from readers of this newsletter. Send your feedback to webmaster@eegspectrum.
Each month you will receive this newsletter via email. Each issue includes reviews of recent publications relevant to neurofeedback, updates on new and ongoing research studies, reports in the media, and schedules of upcoming training courses and conference dates. To unsubscribe, email webmaster@eegspectrum.com and include in the subject line of your message "unsubscribe WNIN"
klm@sawbill.com