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Research

The issue is ADHD

  • Attention-deficit/Hyperactivity (AD/HD) disorder has a prevalence rate of between 2%-18% in school children (Skounti et al, 2007), although many children may suffer without being diagnosed.
  • AD/HD is an enduring mental disorder, characterized by symptoms of inattention alone or a combination with hyperactivity and impulsivity (American Psychology Association, 1994).
  • The inability to attend tends to lead individuals to be impatient, restless, and impulsive in their interactions (Thompson & Thompson, 2005) exacerbated in under active attend conditions (low stimuli) (Barry et al, 2003), which may be comparable of a school classroom.
  • The severity of which of these symptoms are displayed is known to significantly impair a person’s ability to function effectively at home, school and the work place .
  • Many children with ADHD also reveal other learning difficulties including dyslexia (Shastry, 2007).
  • In addition to observed learning difficulties, common co-morbid problems are specific language impairment, clumsiness, visual-motor dysfunction and emotional disorders (Bauermeister et al, 2007; Bruce et al, 2006).
  • Without treatment children and adolescents with ADHD are at greater risk of developing academic, behavioral, mood and anxiety disorders, incur injury, and struggle with solvent abuse disorders. Similarly when not treated, adults with a childhood history of ADHD have lower academic achievements, more expulsion, higher incident of psychiatric disorders, substance abuse and criminal behavior, have more jobs, “lay-offs, and an overall job status lower than peers of similar intelligence (without AD/HD) (cited in Monastra et al, 2005).

EEG and ADHD

  • Electroencephalography (EEG) is the measurement of electrical activity produced by the brain as recorded from electrodes placed on the scalp.
  • EEG is indicative of both function and processing, by measuring the electrically active various brain regions and how responsive they are to stimuli or during cognitive tasks.
  • EEG comparative studies between children with and without ADHD display constantly show differences in brain activity (Chabot & Serfontein,1996, cited in Loo & Barkley, 2005)
  • Collectively, the EEG findings in children, adolescents and adults with ADHD show an increase in slow-wave activity in the frontal regions suggesting cortical hypo-arousal (Loo & Barkley, 2005).
  • Due to EEG patterns differing in individuals with ADHD and those without and since operant conditioning of brain wave patterns is possible (Sterman, 2000), it follows that people can learn to produce EEG activity that is associated with being calm, alert and focused and thus control their ADHD symptoms.
  • In addition, be able to change the brain with neurofeedback training, which is consistent with discoveries of neuroplasticity which suggests that growth of dendrites and new neurons (brain cells) is possible even later in life (Snowden, 2001).
  • Full references available upon request.

Play Attention Solution-Option

  • Play Attention is a powerful learning system that uses a patented ‘edufeedback’ protocol while Play Attention computer games are linked via a high-tech helmet to ‘listen’ to brain signals via EEG indicative of focus or concentration. No Focus = No Play.
  • These brain signals control our computer games. Your mind becomes the mouse or joystick! These games not only teach you to improve focus, but also to ignore distractions, develop memory skills, finish tasks, and become organized. These skills can improve school work, improve self-esteem, and make life at home much happier.
  • Scientific research has demonstrated that the brain is adaptable and capable of learning throughout life. This is termed neuroplasticity (as described earlier).
  • Play Attention allows the user to view the attentive state in real-time. Over time, through deliberate practice, Play Attention students can learn to increase focus and concentration.
  • Deliberate practice entails setting goals to improve skill performance. The interactive exercises also challenge Play Attention students to improve memory, finishing tasks, visual tracking, and filtering out distractions.
  • Gradually, the student can retain the skills necessary to be successful in the classroom, work, and home.
  • Commitment by a Play Attention student and parent’s is required for approx 10-12 months, thereafter research has shown that positive changes in the brain are still evident 12-months later and just an annual Play Attention check up may be advised (just like going to your gym and working on your other muscles!).

Applied Psychophysiology and Biofeedback, Vol. 30, No. 2, June 2005 Electroencephalographic Biofeedback in the Treatment of Attention-Deficit/Hyperactivity Disorder
Vincent J. Monastra, Steven Lynn, Michael Linden, Joel F. Lubar, John Gruzelier, and Theodore J. LaVaque.

Historically, pharmacological treatments for attention-deficit/hyperactivity disorder(ADHD) have been considered to be the only type of interventions effective for reducing the core symptoms of this condition. However, during the past three decades, a series of case and controlled group studies examining the effects of EEG biofeedback have reported improved attention and behavioral control, increased cortical activation on quantitative electroencephalographic examination, and gains on tests of intelligence and academic achievement in response to this type of treatment. This review paper critically examines the empirical evidence, applying the efficacy guidelines jointly established by the Association for Applied Psychophysiology and Biofeedback (AAPB) and the International Society for Neuronal Regulation (ISNR). On the basis of these scientific principles, EEG biofeedback was determined to be “probably efficacious” for the treatment of ADHD. Although significant clinical improvement was reported in approximately 75% of the patients in each of the published research studies, additional randomized, controlled group studies are needed in order to provide a better estimate of the percentage of patients with ADHD who will demonstrate such gains in clinical practice.

Other pertinent REFERENCES
Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbood for diagnosis and treatment (2nd ed.).New York: Guilford Press.

Biederman, J., Faraone, S. V., Mick, E., Spencer, T., Wilens, T., Kiely, K., et al. (1995). High risk for attention
deficit hyperactivity disorder among children of parents with childhood onset of the disorder: A pilot study. American Journal of Psychiatry, 152, 431–435.

Carmody, D. P., Radvanski, D. C., Wadhwani, S., Sabo, M. J., & Vergara, L. (2001). EEG biofeedback training and attention-deficit/hyperactivity disorder in an elementary school setting. Journal of Neurotherapy, 43(3), 5–27.

Clarke, A. R., Barry, R. J., McCarthy, R., & Selikowitz, M. (2001b). Excess beta activity in children with attention-deficit/hyperactivity disorder: An atypical electro-physiological group. Psychiatry Research, 103, 205–218.

Claude, D., & Firestone, P. (1995). The development of ADHD boys: A 12 year follow-up. Canadian Journal of Behavioral Science, 27, 226–249.

Hynd, G. W., Semrud-Clikeman, M., Lorys, A. R., & Novey, E. S. (1990). Brain morphology in developmental dyslexia and attention deficit disorder/hyperactivity. Archives of Neurology, 47, 919–926.

Kaiser, D. A., & Othmer, S. (2000). Effect of neurofeedback on variables of attention in a large multi-center trial. Journal of Neurotherapy, 4(1), 5–28.

Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J., Trapani, C., Nugent, K., et al. (1998). Validity of DSM-IV attention-deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child and Adolescent Psychiatry

Linden, M., Habib, T., & Radojevic, V. (1996). A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities. Biofeedback and Self-Regulation, 21(1), 35–49.

Monastra, V. J. (2003). Clinical applications of electroencephalographic biofeedback. In M. S. Schwartz & F. Andrasik (Eds.), Biofeedback: A practitioner’s guide (3rd ed., pp. 438–463). New York: Guilford Press.

Monastra, V. J. (2004). Parenting children with ADHD: Lessons that medicine cannot teach. Washington, DC: American Psychological Association.

Murphy, K., & Barkley, R. A. (1996). Attention deficit hyperactivity disorder adults: Comorbidities and adaptive impairments. Comprehensive Psychiatry, 37, 393–401.

Tansey, M. (1993). Ten-year stability of EEG biofeedback results for a hyperactive boy who failed the fourth grade perceptually impaired class. Biofeedback and Self-Regulation, 18(1), 33–38.

Volkow, N. D., Ding, Y. S., Fowler, J. S., Wang, G. J., Logan, J., Gatley, J. S., et al. (1995). Is methylphenidate like cocaine? Studies on their pharmacokinetics and distribution in the human brain. Archives of General Psychiatry, 52, 456–463.