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