| Innovative Therapies for ADD, ADHD, LD: | | | | Ritalin and did not train with Neurofeedback,lost the |
| New Computer-Based Technology to Treat Attention | | | | gains they had achieved, whereas those who also |
| Deficit Disorders Copyright © 2005 Bob Gottfried | | | | receivedbrain wave training kept their gains even after |
| Ph.D. SharperPrograms | | | | they stoppedusing Ritalin. |
| Background | | | | Computer Assisted Programs |
| It is estimated that over 5% of all children in North | | | | The use of computer-assisted programs in the |
| America areexperiencing at least one form of | | | | treatment ofcognitive deficits is not new. |
| attention deficit disorder. | | | | Previous studies have shown the benefits of such |
| Both ADD and ADHD are characterized by one or | | | | cognitivetraining for treating attention deficits and |
| more of thefollowing: inattention, hyperactivity, and | | | | learningdisabilities. The National Institutes of Health (NIH) |
| impulsivity. Learningdisabilities are characterized by one | | | | Consensus |
| or more difficultiesassociated with attention, reading, | | | | Development Conference Statement confirmed that |
| writing, oral language,reasoning, memorizing, and | | | | "Computer- assisted strategies have been used to |
| problem solving. Further difficultiesmay include | | | | improve specific neuro- psychological processes, |
| compromised organizational skills and socialinteraction. | | | | predominantly attention, memory, andexecutive skills. |
| The question of whether or not attention deficit | | | | Both randomized controlled studies and casereports |
| disorders can beremedied has received significant | | | | have documented the success of these interventions |
| attention from manyresearchers. Treating children and | | | | usingintermediate outcome measures." |
| adolescents with stimulants | | | | New Generation Software |
| (for instance Ritalin), has proven to be helpful but is | | | | Lately, a new generation of programs makes it much |
| limitedby side effects and tolerance. The introduction of | | | | easier andfaster to treat attention deficits. The most |
| Neurofeedback | | | | notable innovationrelated to these programs is that |
| (also known as EEG Biofeedback), has offered new | | | | they can provide effectivetraining without clinical |
| hope for parentswanting to help resolve the attention | | | | supervision. One such program: |
| related problems of theirchildren without the use of | | | | SharperBrain has gain substantial recognition in the |
| medication. Neurofeedback researchhas shown that | | | | area ofimproving cognitive performance for individuals |
| training brain wave patterns can remedy | | | | with cognitivedeficits. This is a language independent |
| cognitiveimpairment associated with attention deficit | | | | program, which makes iteasier for the brain to |
| related to ADD, | | | | generalize the results. SharperBraindirectly trains the |
| ADHD, LD. | | | | brain to enhance all levels of attention inaddition to a |
| Brain wave activity and Attentional Shifting | | | | long list of cognitive skills. SharperBrain wasdeveloped |
| The brain produces different frequencies for different | | | | based on research done with EEG based technology. |
| levels ofattention. They include the following: | | | | Thegoal was to develop a program that can avoid the |
| Delta - sleep state | | | | costly aspect of |
| Theta - between sleep and awake, also a meditative | | | | EEG instrumentation and to make it easy to use and |
| state | | | | moreeconomical. |
| Alpha - relaxed state | | | | The program works in two ways. First, improve brain |
| Beta1 - focused concentration | | | | wave activityby enhancing the following three |
| Beta2 - alert state | | | | attentional levels: |
| Beta3 - very alert, vigilant | | | | 1. Calm: Allows the mind to relax and get ready for |
| Beta4 - Hyper vigilant | | | | differentmental tasks. It is also a state important for |
| The ability to produce the right states, especially | | | | contemplation andplanning. In terms of brain activity, this |
| thoseassociated with focus and attention is paramount | | | | is equivalent to |
| to be able toperform a variety of cognitive tasks such | | | | Alpha state. |
| as listening, learningand processing information, in | | | | 2. Focused: Allows paying attention to a specific task, |
| general. In addition, the abilityto shift from one state to | | | | whileoffsetting distractions. This is equivalent to Beta1 |
| another when required, offerstremendous mental | | | | state. |
| flexibility, which results in enhanced mentalperformance | | | | 3. Alert: Allows fast response when the need to react |
| in every area of life. | | | | quickly isrequired. This is equivalent to Beta2 state. |
| The Use of Neurofeedback in Treating Attentional | | | | In addition, SharperBrain trains the brain to develop a |
| Difficulties | | | | varietyof cognitive abilities such as divided attention, |
| Neurofeedback, which is a form of biofeedback, has | | | | multitasking,speed of processing, working memory, |
| been used forover 20 years to treat concentration | | | | visual/auditory processingand coordination as well as |
| related difficultiesassociated with ADD/ADHD and LD. | | | | higher executive skills such asdecision making, |
| In general, Neurofeedback is amodality which uses an | | | | organizing and prioritizing. It also trains thebrain to offset |
| EEG recording system along with trainingsoftware to | | | | distractions. Such skills are not part of thetraditional |
| enhance brain wave activity that is instrumental | | | | Neurofeedback protocols. Another advantage of |
| forimproving concentration. | | | | suchprogram is that unlike Neurofeedback, which can |
| The premise behind Neurofeedback is related to earlier | | | | be onlyadministered by a clinician, it can be practiced at |
| findingswhich established that individuals with poor | | | | home after avery brief training. In addition, it does not |
| concentration lacksufficient levels of Beta1 (This band | | | | require specializedequipment such as EEG, making it a |
| is also called SMR - shortfor sensory motor rhythms) | | | | very cost effectivealternative. |
| brain waves to sustain attention. Thefindings also | | | | With the latest research and news about side effects |
| showed that individuals with attention deficitsexhibit | | | | of attentiondeficit-related medication, the interest in this |
| excessive amounts of slow brain wave activity, | | | | innovativetechnology has significantly risen in the past |
| especially | | | | year and isexpected to continue to draw individuals |
| Theta waves. Joel Lubar, a pioneer in this field, | | | | interested in utilizinga drug free approach to attention |
| demonstratedthat treatment modalities focusing on | | | | deficit disorders. Dr. Frank H. |
| enhancing the Beta1/Thetaratio have been very | | | | Duffy a Professor and Pediatric Neurologist at |
| effective in treating children withattention deficits and | | | | Harvard Medical |
| learning disabilities, which usuallyresulted in improved | | | | School and an Associate Editor for Neurology, Clinical |
| school performance and better behaviorcontrol. During | | | | EEG |
| Neurofeedback sessions, the person wishing | | | | Journal noted recently the following: |
| toenhance concentration and improve attention and | | | | "In my opinion, if any medication had demonstrated |
| focus, usesfeedback coming through an EEG machine | | | | such a widespectrum of efficacy it would be |
| to enhance Beta1 anddecrease Theta. After a certain | | | | universally accepted and widelyused. It is a field to be |
| amount of training, typicallybetween 40 and 60 | | | | taken seriously by all." |
| sessions, the individual is able to producemore Beta1 at | | | | A lot has been written on the connection between |
| will. Lubar also proved that all childrenexperiencing any | | | | nutrition and |
| form of learning disabilities demonstrated lowamounts | | | | ADHD. The fact remains that ADHD is a neurological |
| of Beta1 waves and that many of the symptoms | | | | deficiency. |
| diminishedafter a process of brain wave training. | | | | Proper nutrition and supplementation may be helpful in |
| Neurofeedback treatment can also result in | | | | bettercontrolling this and many other health related |
| significantimprovement of intellectual functioning, as | | | | problems, but itcannot fix the neurological aspect of the |
| measured by increasesin IQ scores (Linden, Habib & | | | | problem. Supplementsand herbal remedies can have |
| Radojevic, 1996). Such improvementis most likely the | | | | some calming effect on hyperactivekids, but they |
| result of the treatment's positive impact onthe person's | | | | cannot teach a child with attention deficitdisorder how |
| ability to concentrate. More recently, Monastra | | | | to neutralized distractions around them and how |
| (2002) found that Neurofeedback has proven to be | | | | toconsistently pay full attention to the teacher while |
| successful inlong term improvement of ADD/ADHD | | | | learningmaterial that is not so exciting for the student. |
| symptoms. In this study, 100children, aged six to | | | | With the new technology, Sharper Brain is offering |
| nineteen years, diagnosed with ADD/ADHDwere | | | | children andadults an effective option to be able to |
| monitored for one year. All children received | | | | make the necessaryneurological changes so that they |
| parentalcounseling, academic support, and Ritalin. Half | | | | can, perhaps for the first timein their lives, focus and |
| of the childrenalso received Neurofeedback training. | | | | concentrate when they need it and foras long as it's |
| After 12 months, allchildren showed improvement in | | | | needed. |
| their attention. However, childrenwho stopped taking | | | | |