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EEG Biofeedback
Neurofeedback
Brain Wave Activity
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Delta – sleep state (1-3 Hz)
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Theta – between sleep and awake (4-7 Hz)
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Alpha – relaxed state (8-12 Hz)
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Low Beta – focused concentration (SMR-Sensory
Motor Rhythms) (12-15 Hz)
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Mid-range Beta – alert state (15-18 Hz)
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High Beta – very alert, vigilant (Above 18)

Gamma – Hyper vigilant (Above 40)
Attentional Shifting
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Ability to produce the right states associated with
focus and attention
Poor concentration: lack of sufficient levels of SMR
Attentional deficits: excessive amounts of slow brain
wave activity (Theta waves)
Neurofeedback:
electroencephalograph
(EEG) recording system
and training software trains
an individual to concentrate
while receiving visual and
auditory feedback from a
computer.
Literature Review
 95% of learning disabled children could be correctly
identified strictly on the basis of the EEG (Lubar, 1989)
 Possible to control seizure susceptibility and hyperactivity
with EEG training that attempted to "train down" the low
frequency activity at the same time that certain higherfrequency activity is promoted (12-18 Hz) (Sterman,
1978)
 Study of both attention and learning problems using EEG
biofeedback was performed, specific learning disabilities
were often characterized by elevated low-frequency
(Theta waves) activity in the EEG (Lubar, 1984).
Literature Review
 First of many studies in which improvements in IQ
score were documented for EEG training (Tansey,
1983)
 24 subjects with learning disorders (Tansey 1990), an
average improvement in Wechsler full-scale IQ score
of 19 points was demonstrated
 “Significant improvements in cognitive skills,
academic performance and behavior are found, and
confirmed in follow up. Average improvement in
WISC-R Full Scale IQ was 23 points.” (Othmer, 1992)
 Neurofeedback may be an effective supplement to
special education in improving IQ and reading
performance (Orlando, 2004)
Procedure
NDB:
1. To assess the neurological status of the patient and
to determine to what extent there is a neurological
basis of the patient’s complaints
2. To identify possible strengths and weaknesses in the
organization and electrophysiological status of the
patient’s brain so as to aid in the efficient and
optimal design of Neurotherapy
3. To increase efficiency and to objectively evaluate the
efficacy of treatment by comparing the patient’s EEG
before, during and after treatment.
Procedure
 After initial interview: the first EEG training session (two
hours)
 Sometimes a full brain map, or quantitative EEG (QEEG) is
obtained
 The first six sessions are completed as quickly as possible
and then the frequency of training reduces to two or three
times per week.
 30-40 sessions (depending on the severity of the disorder
and other comorbid symptoms present)
 Approximately 30-45 minutes for each session
(approximately 4-6 months)
Procedure
Electrodes are placed
on the scalp and to the
earlobes
Series of tasks
(reading, listening to
stories, etc.) are
presented
EEG waves are
recorded as a spectrum
of frequencies
Rewarded by changes in the game when certain level of beta
wave activity is produced
Changes on the screen occur milliseconds after they occur in the
brain, computer tones are then heard to signal the change the
moment goal is achieved.
Video
Outcomes
 Possibility of improvement in capability, rather than
simply adjustment and coping strategies
 Some improvement is generally seen within ten sessions
and permanent in most cases.
 Children show no resistance to biofeedback.
 In between 40 and 60 sessions, the individual is able to
produce more SMR at will
 Improvements in behaviour (control of temper tantrums,
violence, cruelty)
 Recovery of "affect", or emotional responsiveness
(depression)
 No known adverse side effects of the training, provided
that it is conducted under professional guidance
 Increased openness to change and responsiveness to
psychotherapy
Limitations
 Cost of treatment (typically, $3000 and up), many
medical and psychological insurance plans cover
biofeedback for various conditions
 Performed only by a qualified practitioner in a clinical
setting
 There is only a small number of EEG normative
reference databases adequate to meet the minimal
standards necessary for responsible and ethical uses
of a NDB in the field of EEG Biofeedback.
Improvements are expected in the future.
 Not as quick acting as medications
Limitations of Previous Research
Lack of appropriate control conditions
Small clinical practices and extremely
small sample sizes
Case studies
More research necessary to distinguish
which learning problems improve with EEG
biofeedback training, ex. dyslexia
Final Comments
 Guidelines for researchers in the area of EEG
biofeedback were recently published to aid future
studies (La Vaque, et al., 2002), and the quality
of research is expected to improve
 Clear evidence that EEG biofeedback procedures
do produce predictable and lasting changes in the
EEG (e.g., Strawson & Gruzelier, 2002), and that
characteristics of the EEG are correlated with
important psychological conditions (John, Pricep,
Friedman, & Easton, 1988)