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