QEEG-guided neurofeedback is based on normalizing dysregulated brain regions that relate to specific clinical presentation. With ASD, this means that the approach is specific to each individual’s QEEG subtype patterns and presentation. The goal of neurofeedback with ASD is to correct amplitude abnormalities and balance brain functioning, while coherence neurofeedback aims to improve the connectivity and plasticity between brain regions. This tailored approach has implications that should not be underestimated. . . . Clinicians, including the authors, have had amazing results with ASD, including significant speech and communication improvements, calmer and less aggressive behavior, increased attention, better eye contact, and improved socialization. Many of our patients have been able to reduce or eliminate their medications after completion of QEEG-guided neurofeedback.

Preface by By James Neubrander, MD

Parents of children with autism know me (JN) as a physician who uses various biomedical treatments to help children move toward recovery. Several years ago, I was introduced to the powerful modality of QEEG-guided neurofeedback. This treatment uses EEG biofeedback, also known as neurofeedback, guided by the QEEG, or quantitative electroencephalogram. Neurofeedback has since become an important addition to my practice because it offers therapeutic options that are not possible through biomedical treatments alone.

To date, I have obtained QEEGs on hundreds of children with autism and have watched the neurofeedback process help them take one or more steps forward on their roads to recovery. That is why it pleases me to have been asked by Autism Science Digest to write this article to introduce QEEG and QEEG-guided neurofeedback for children with autism as one more important treatment option for parents to consider.

Although I have prescribed many neurofeedback sessions for my clients, I cannot claim to be an expert in QEEG interpretation. In that regard, I defer to those who evaluate my patients’ EEg tracings and subsequently recommend appropriate neurofeedback protocols that my neurofeedback technicians then implement. My coauthors (Ml, Jg, and Ck), whose biographies speak for themselves, are some of the most respected names in the field of QEEG and QEEG-guided neurofeedback. In this paper, they provide an overview of the science behind the process, a theoretical platform, and an outline of the benefits this treatment can offer to the many children who have attention-deficit or attention-deficit/hyperactivity disorder (ADD/ADHD), Asperger’s syndrome, pervasive developmental disorder-not otherwise specified (PDD-NOS), or autism spectrum disorder (ASD).

“I have obtained QEEGs on hundreds of children with autism and have watched the
neurofeedback process help them take one or more steps forward on their roads to recovery.”

Download or Read the full PDF here.

AUTISM SCIENCE DIGEST: THE JOURNAL OF AUTISMONE – ISSUE 03

Last Friday he defended his PhD titled: “Personalized Medicine in ADHD and Depression: A quest for EEG treatment predictors” with success!

For those of you interested, you can download a PDF of his 282 page PhD on http://www.brainclinics.com/page/5/course-calendar.html on the bottom of the page. You can also register under ‘Community’, where you can access all PDF’s of the articles and powerpoint presentations: http://www.brainclinics.com/page/11/community.html

Martijn’s dissertation far exceeds the quantity of work seen in PhD dissertations, covering a breadth and depth generally not seen from any less qualified than a full professor. His review of the literature, providing of a meta-analysis of the use of NF in ADHD lays the basis for the current level of acceptance NF in ADHD has achieved within the Neurosciences. His work also includes the prediction of medication response in ADHD and Depression, as well as the application of rTMS to depression, and an investigation into personalizing the rTMS stimulation paradigm. Seldom is such a breadth or depth of work seen in a PhD dissertation, as it generally would be too much work to finalize such an endeavor.

Martijn went back into the historic EEG literature far enough to gain insight into some of the reductionistic errors that the early days of qEEG created in our ability to understand the very nature of some of the pathologies we are currently studying. His dissertation disentangles the presence of slowed alpha from true theta rhythm, and also tests prospectively the EEG Phenotype model, integrating it with the European Vigilance model, and postulating biomarkers that predict clinical approaches.

It is easy to see why Martijn has gained such prominence in the neuromodulation field at such a young age (compared to me he is very young… but so is almost everyone else!)

By: James Neubrander MD, Michael Liden PhD, Jay Gunkleman QEEGD, and Cynthia Kerson PhD.

QEEG-guided neurofeedback is based on normalizing dysregulated brain regions that relate to specific clinical presentation. With ASD, this means that the approach is specific to each individual’s QEEG subtype patterns and presentation. The goal of  neurofeedback with ASD is to correct amplitude abnormalities and balance brain functioning, while coherence neurofeedback aims to improve the connectivity and plasticity between brain regions. This tailored approach has implications that should not be underestimated …. Clinicians, including the authors, hove had amazing results with ASD, including significant speech and communication improvements, calmer and less aggressive behavior, increased attention, better eye contact, and improved socialization. Many of our patients have been able to reduce or eliminate their medications after completion of QEEG-guided neurofeedback.

PREFACE

Parents of children with autism know me (JN) as a physician who uses various biomedical treatments to help children move toward recovery. Several years ago. I was introduced to the powerful modality of QEEG-guided neurofeedback. This treatment uses EEG biofeedback, also known as neurofeedback, guided by the QEEG, or quantitative electroencephalogram. Neurofeedback has since become an important addition to my practice because it offers therapeutic options that are not possible through biomedical treatments alone.

To date, I have obtained QEEGs on hundreds of children with autism and have watched the neurofeedback process help them take one or more steps forward on their roads co recovery. That is why it pleases me to have been asked by Autism Science Digest to write this article to introduce QEEG and QEEG-guided neurofeedback for children with autism as one more important treatment option for parents to consider.

Although I have prescribed many neurofeedback sessions for my clients. I cannot claim to be an expert in QEEG interpretation. In that regard, I defer to those who evaluate my patients’ EEG tracings and subsequently recommend appropriate neurofeedback protocols that my neurofeedback technicians then implement. My coauthors (ML, JG, and CK), whose biographies speak for themselves, are some of the most respected names in the field of QEEG and QEEG-guided neurofeedback. In this paper, they provide an overview of the science behind the process, a theoretical platform, and an outline of the benefits this treatment can offer to the many children who have attention-deficit or attention-deficit/hyperactivity disorder (ADD/ADHD), Asperger’s syndrome, pervasive developmental disorder-not otherwise specified (PDD-NOS), or autism spectrum disorder (ASD).

Read the rest of the article [PDF File]

HOUSTON – A Houston doctor is working on something that could help the many service members who return from the battle field suffering from post-traumatic-stress disorder.

By its own admission, The Veterans Administration has had little success treating people who are suffering from both traumatic brain injury and post traumatic stress disorder.

“They end up not having any cognitive strategies to manage the therapy, and they’ll either get out of therapy, or end their lives and that’s what’s happening,” said Dr. Ron Swatzyna, a psychotherapist, neuro-therapist, and biofeedback therapist for Houston’s Tarnow Center. “I’ve been working on this issue for about four years now.”

He said resetting the brain, lining it back up through stimulation, is the key.  And by mapping the brain, he believes he can tell when the patient is ready for therapy.

“Not at the beginning. If you push them too quick that’s a problem. If they are pushed into therapy too quick,” he said.

Swatzyna said the defense department and the VA both realize more research is needed, and if he can get funding, and cooperation from a group in the Texas Medical Center, he would like to open up a research center in Houston.

Vietnam veteran Billy Miller, who one of Swatzyna’s patients, is now helping him pull it off.

“Everyone I had been to before, all 25 doctors had never had military experience, they didn’t know what I was going through,” Miller said.

Swatzyna was a captain in the Air Force, and now many believe he is the best in the country at understanding veterans.

Army soldier Joel Brasier, who suffers from TBI and PTSD, believes Swatzyna is on the right track and is hoping research will lead to better, faster treatment.

“It’s an ongoing process, but eventually they are going to make a breakthrough and get us the help we need,” Brasier said.

Full story from khou.com

ISNR invites you to their 18th Annual Conference for Health Professionals, Education Professionals, Researchers & Students. This conference offers workshops by the leading clinicians and researchers in the field of neuroscience. There will be many workshops and keynote talks on clinical as well as theoretical applications in the neuroscience field.

Letter from the Conference Chair:

It is with great pleasure that I welcome you to an ISNR conference for the third year as the conference chair. For this 18th Annual International Conference of the International Society for Neurofeedback and Research I am delighted to host you in Denver, Colorado, one of the few cities in history that was not built on a road, railroad, lake, navigable river or body of water when it was founded. It just happened to be where the first few flakes of gold were found in 1858. ISNR, like Denver, has grown from golden ideas and holds a bright and rich future.  With this spirit I invite you to join in a collective reflection on what our field has accomplished during these past 18 years, and on the scholarly challenges before us.

In addition to the parallel oral presentations, panel sessions, and workshops, here are a few highlights of the plenary sessions:

• Keynote Speaker- Norman Doidge, MD, NY Times best-selling author, will present “The Brain That Changes Itself: The Neuroplasticity Revolution and Film Clips of People Undergoing Plastic Change”
• Keynote Speaker- Alvaro Pascual-Leone, MD, PhD- “Multimodal Brain Imaging: Combining Brain Stimulation and Functional Neuroimaging to Understand A Changing Brain”
• Keynote Speaker- Jonathan Marks, MA, BCL- “Beyond Neurotherapy: The Ethics of National Security Neuroscience”

Invited Speakers:

• Dirk DeRidder, MD, PhD – “Alcohol Addiction: A Clinical Pathophysiological Approach”
• Matthew Nock, PhD – “Single-Case Experimental Design: A Valuable Method for Evaluating Neurofeedback in Clinical Practice”
• Hartmut Heinrich, PhD – “Theta / Beta and SCP Training in Children with Attention-Deficit/Hyperactivity Disorder: Behavioral and Neurophysiological Results from a Randomized Controlled Trial”
• Michael Schmidt, PhD – “Nutrient Modifiers of Neuroplasticity and Performance and the Exploration of Novel QEEG Assessment Metrics”
• Donald Cooper, PhD – “Single Cell Memory: How individual Neurons Route and Store Temporary Information to Maintain Attention”
• Paul Rapp, PhD – “Could Neurofeedback Reconstruct Synchronous Networks Lost Following Traumatic Brain Injury?”
• Jason Soss, MD- ” Neural Network Mapping”

As in our previous conferences, you can expect the opportunities to network with a diversity of colleagues from a variety of institutions. On Wednesday, there will the ISNR golf tournament with a portion of the proceeds going to the INSR Research Foundation. The tournament and Wednesday pre-conference workshops will be followed by an evening reception and our now traditional special panel Neurofeedback: The Past, Present and Future from the “Pioneering Women’s Perspective” featuring Genie Bodenhamer-Davis, PhD, Judith Lubar, MSW, and Lynda Thompson, PhD.

On Thursday evening, there will be a reception during the poster presentations and a first time evening plenary session. Our conference wouldn’t be complete without a Saturday evening presentation of honors, dinner and entertainment this year by Swing Essence, where attendees will enjoy conversation and dining with live jazz that you would expect in the finest clubs, featuring a jazz-inspired rhythm section, and accomplished instrumentalists.

During the past few years, the ISNR conference has achieved steady growth as evident from the support received from professionals, academia and industry. I would like to express sincere thanks to all the presenters and the members of the conference committee that has made this event a success. Also I would like to thank Deymed Diagnostic (Platinum), BrainMaster (Gold) and Nova Tech EEG, Thought Technology and Stens Corporation (Silver) for their sponsorship of the conference. Because of all of your efforts, the conference program is very rich with exciting papers and events.

Finally, I hope that you will find the presentations and discussions to be a valuable resource in your professional, research, and educational activities whether you are a student, academic, researcher, or a practicing professional. I encourage you to take part in this international conference, and I very much look forward to welcoming you personally to Denver in September!

Leslie Sherlin, PhD
2010 Conference Chair

This may not surprise too many old-time NF practitioners, except that it is now being proven with well done studies in the traditional neuroscience literature!  Neurofeedback can induce changes in brain plasticity!

Jay

First Direct Evidence of Neuroplastic Changes Following Brainwave Training

ScienceDaily (Mar. 12, 2010) — Significant changes in brain plasticity have been observed following alpha brainwave training.

A pioneering collaboration between two laboratories from the University of London has provided the first evidence of neuroplastic changes occurring directly after natural brainwave training. Researchers from Goldsmiths and the Institute of Neurology have demonstrated that half an hour of voluntary control of brain rhythms is sufficient to induce a lasting shift in cortical excitability and intracortical function.

Remarkably, these after-effects are comparable in magnitude to those observed following interventions with artificial forms of brain stimulation involving magnetic or electrical pulses. The novel finding may have important implications for future non-pharmacological therapies of the brain and calls for a serious re-examination and stronger backing of research on neurofeedback, a technique which may be promising tool to modulate cerebral plasticity in a safe, painless, and natural way.

Continued at http://www.sciencedaily.com/releases/2010/03/100310114936.htm

We are honored to welcome several high-profile speakers, including:

• Personalized Medicine in the Age of Technology - Vilayanur S. Ramachandran, MD, PhD; Director of the Center for Brain and Cognition and Professor with the Psychology Department and Neurosciences Program at the University of California, San Diego, and Adjunct Professor of Biology at the Salk Institute

• Regeneration and Stress at Work: Strategies for Improved Employee Health - Tores Theorell, MD, PhD; Professor Emeritus at the University of Stockholm, Sweden

• An Overview of Mind Body Healing - C. Norman Shealy, MD, PhD; founder of the American Holistic Medical Association, and past president of the International Society for the Study of Subtle Energies and Energy Medicine

• Neurotherapy in the Treatment of Traumatic Brain Injury: A Physiological Hypothesis – Paul Rapp, PhD; Professor in the Department of Military and Emergency Medicine at the Uniformed Services University of the Health Sciences

In Part 2 you see how Noah parents learn there are alternatives to Ritalin and other drugs that may be given to their child. Learn about how Neurofeedback and EEG Brain Mapping may be able to help without the use of dangerous pharmaceutical drugs.

Dr. Linden is a Clinical Psychologist and Nationally Certified in Neurofeedback and Biofeedback. He is the director of The Attention Learning Center, which has offices located in San Juan Capistrano, Irvine and Carlsbad, California.

Dr. Linden is a regular contributor to the Journal of Neurotherapy and has been a speaker in many seminars and conferences related to ADD/ADHD and neurotherapy.

The purpose of this challenge is to promote a more integrative and innovative approach to Brain (EEG) – Body (Heart Rate) analysis. Brain Resource is sponsoring the challenge with the winner to receive $5,000USD.

The Challenge

Take 20 EEG and Heart Rate recordings from children diagnosed with ADHD and 20 recordings from a control population, and develop an analysis method that demonstrates any new insight relevant to ADHD using the data. The insight may have a basic science or applied clinical perspective.

Each dataset was recorded during a Go/NoGo paradigm and contains EEG, Heart Rate, respiration and Sweat Rate (skin conductance) channels, as well as stimulus and response information. The data sets are sourced from the Brain Resource International Database via BRAINnet.

BRAINnet is a network of scientists from around the world. Its members have access to a large body of data, including genomic information, elemental brain and body function measures, structural and functional MRI, cognitive and medical history data. These data are from healthy people, and those experiencing a range of different brain-related illnesses. Data are provided freely from the Brain Resource International Database for Independent research and for scientific publication, without requiring contribution of data. For more information see BRAINnet.net.

Participants in the challenge will retain all IP rights in their work and may freely use the data for non-commercial research and scientific publication after the competition has closed.

Entries

To obtain the data and program required for the BRAINnet challenge, please visit http://www.brainnet.net and follow the links from the homepage.

Alternatively you may contact us at competition@BRAINnet.net
You will be given access to the following data and software program to do the processing:

1. 20 files from children diagnosed with ADHD.
2. 20 files from control subjects with the same age range.
3. A Java-based program, Jeda, which is needed to extract the data and which should be used for performing the analysis (see http://www.brain-dynamics.net/jeda/).
4. 22 datasets used for demonstrating the power and flexibility of the Jeda program.

Each entry should consist of an account of your method, and should comprise up to 800 words and up to 5 figures. Entries will be accepted from groups as well as individuals.

Judging

Judging will be based on:
Demonstrating the most innovative or pragmatic analysis of the EEG – Heart Rate supplied data.

Analysis in any one modality (such as EEG or Heart Rate alone) will be considered, but preference will be given to analyses which combine EEG and Heart Rate measures.

Dr Evian Gordon (CEO Brain Resource) will judge the winner. His decision is final.

Closing Date

December 31, 2009. The name of the winner of the challenge will be published in the next edition of Clinical EEG & Neuroscience Journal.

Neurotherapy using slow cortical potentials also shows promise in the treatment of epilepsy (Kotchoubey et al., 2001; Birbaumer et al., 1981; Sterman, 2000). Neurotherapy has also been used for ADD/ADHD (Monastra, Monastra, & George, 2002) depression (Rosenfeld, 1997), anxiety (Vanathy, Sharma, & Kumar, 1998), fibromyalgia (Donaldson, 2002), and for cognitive enhancement (Budzynski, 2000; Klimesch, et al.). Commonly reported success rates of 60 to 90% are reported  (Wright & Gunkelman, 1998).

Neurofeedback is an emerging neuroscience based clinical application based on the general principles of biofeedback or cybernetics. The Neurofeedback process involves training and learning self regulation of brain activity. Understanding the underlying principles of this process allows the therapist to provide referrals or treatment to their clients with some added understanding, and provides clients with  a framework for understanding the neurofeedback process. The following short paper will provide a quick review of the brain’s function, and the underlying process involved in neurofeedback, a technique  that will allow the client to better regulate and operate their brain.

The brain controls its own blood supply through the dilation and constriction of the blood vessels, and the blood flow is directed to areas that are more active through this self-regulation. The blood supply’s flow, along with the utilization of the oxygen and glucose the blood carries is measured as “perfusion,” a measure that is clearly seen in some of the modern imaging techniques, such as Positron Emission  Tomography (PET) and SPECT technology. Though these techniques are invasive, requiring the injection of small amounts of very short half-life radioactive materials, they do give good resolution of the perfusion due to the emission of the positrons, which are emitted from where the brain utilizes the oxygen and burns the glucose carried by the blood flow.

A research project performed at UCLA’s Neuropsychiatric Institute (Cook, O’Hara, Uijtdehaage, Mandelkern, & Leuchter, 1998) showed that the brain’s electrical activity, or electroencephalogram (EEG), had specific correlates of the brain’s perfusion. This is useful in that the EEG is capable of showing when the perfusion is low, such as  seen frontally in ADD/ADHD. In these situations, the EEG shows a resting or idling rhythm of alpha (8–13 Hz) and/or theta (4–7 Hz), frequency patterns in the EEG that have rhythmic waveforms.
(For a general review of electroencephalography see Niedermeyer & Lopes Da Silva, 1999).

In ADD/ADHD a study of over 400 participants using a neurometric approach (see Prichep & John, 1992; Prichep et al., 1993) showed that there were generally findings of excess alpha and/or theta in the frontal lobes (Chabot & Serfontein, 1996), which corresponded to the frontal hypoperfusion seen in ADD/ADHD with the PET or SPECT perfusion studies. The frontal lobes are executive areas in the  brain, which control attention, emotions (affect) and impulsivity, as well as regulate (inhibit) the motor areas of the brain. The Chabot study (1996) also showed that the EEG could be used to differentiate those with ADD/ADHD from normal clients, as well as differentiating ADD/ADHD from those participants with a learning disability (LD). The LD population was shown to have a slower pattern, with excess activity in the delta frequencies (1–3.5Hz) over the central and parietal lobes (posteriorly at the crown of the head). These areas are responsible for integrating raw sensory stimuli into perceptually interpretable activity.

More recently, a comparison of children and adults seen in a single neurofeedback practice specializing in ADD/ADHD was performed (Gurnee, 2000). This study showed that unlike the children’s study, which showed theta to be the dominant pattern, the adults had an alpha dominance, likely due to maturational changes that have increased the frequencies. In the children the excess theta group is over 50% of the cases, with the adult group showing excess theta to only comprise about 25% of the incidence.

The qEEG data may also be used to select specific medications if a pharmacotherapeutic approach is preferred. The qEEG pattern of frontal theta responds better to stimulants such as methylphenidate (Ritalin), whereas the frontal alpha type responds better to antidepressants. If a specific statistical measure called ‘coherence’ is deviant (too high or too low), the participant may require an anticonvulsant (Suffin & Emory, 1995). These patterns also may coexist such that an individual may require two or more types of medication.

Physicians generally use behavioral indicators in choosing psychoactive medication. However, it was clear from the work of Suffin and Emory that neurophysiological profiles can be used to guide prescription, even in populations of patients with similar behavioral disturbance (e.g., attentional or affective disorders as defined by DSM). Most physicians generally find the proper medication the old fashioned way . . . by trial and error. The “best guess” medication selection method requires more doctor office visits, medication trials, and has the possibility of significant side effects. All this is generally avoided with the more objective qEEG based method, which is based on the person’s physiology, not the behavior. It is not difficult to see why this is the case. The medication treats the physiology, hoping to affect the behavior. The measurement of the physiological indicators should logically be more related to the proper medication choice, since this is what is actually being treated.

The stimulant medications typically decrease appetite, with weight loss commonly noted, as are sleep problems. Long-term use of stimulants have been known to cause teeth grinding (Bruxism), cardiac rhythm changes, blood pressure increases, weight loss, changes in sleep patterns, anxiety/nervousness and even “psychotic” symptoms (such as hearing voices or other sensory hallucinations). There are also those with medical contraindications for stimulant use, such as heart problems, gastro-intestinal and blood pressure problems and other more rare complications that preclude prescribing them. In these individuals, as in those with complications from taking the medications, the presence of an alternative treatment is essential for proper behavioral adjustment and scholastic achievement. For those individuals uncomfortable with using potent medications, or those with adverse side effects, it is fortunate that a non-medication intervention is available.

The choice of medicating the client requires continued treatment, as it is merely a temporary change, due to the drug’s effects. Neurotherapy is a treatment, which changes the way the brain works, and once the skill is learned, (unlike medication) it appears to be persistent. Follow-up studies show long-term change in the brain’s function following neurotherapy (Monastra, 2003). Both of these methods (medication and neurotherapy) improve the client’s attentional and behavioral states. The choice of which method to use is merely a personal choice. Medications, when used long term, may end up being more expensive than Neurotherapy. Neurotherapy has less likelihood of having side effects than does the medication, but it takes a number of training sessions before the effect is noted and becomes more persistent.

It is no surprise that the brain can learn, but what may surprise some is that the brain changes structurally when it learns. This morphologic change is microscopic, the forming and reinforcing of small connections between a part of a neuron, called “dendrite,” but it is a structural change, nevertheless. This highly changeable connective nature is referred to as “neural plasticity,” based on the original definition of plastic, not as a substance, but as a descriptor of the malleability or change—ability of materials or structures.

The brain has a method of developing and expanding the pathways that are used, and “pruning” the connections that aren’t utilized. This process is most dramatic early in life, but continues throughout life. We are born with about twice as many neurons as are present when we become young adults. The pathways that are more consistently utilized are protected from the pruning process through a mechanism still unknown to science, though the fact of the change is irrefutable.

Another time when this process of plasticity is evident is following damage, such as head injury, or disuse of an area, due to “deafferentation,” such as when hearing is lost. In these situations the surrounding functions may take over an area not utilized, occasionally causing some subjective changes, which may be uncomfortable. One example of this is tinnitus, or ringing in the ears, following loss of hearing; another is “phantom pain” when a limb is severed and is no longer present, but sensations seeming to come from the missing limb are felt. The functions adjacent to these areas in the brain merely intrude into the area and the person misinterprets these new
signals as the older inputs.

These examples are dramatic, but “growththrough-utilization” is the underlying process we want to focus on. This process is how we build additional capacity for the nervous system to do its work. Analogous to exercise building muscle mass, the utilization of the brain builds the mass of the brain’s dendritic connections.

Certain intense negative experiences may change the body’s chemistry, increasing the stress hormone released from the adrenal cortex of the kidneys. This chemical, cortisol, is a healthy response to stress, though with chronic or overly intense stressors, the cortisol has deleterious effects on the brain, specifically attacking a temporal lobe structure, the hippocampus, which has immune receptors. This structure has important non-immune system functions as a memory comparator, required for both comprehension and recall. The implication for this latter process where stress deteriorates the brain’s ability to comprehend and recall has large implications for education. A person with a stressful existence may never reach his or her true potential due to the damaging effects of the stress hormones. If the stress was experienced during pregnancy from the mother’s hormonal balance, the newborn will have a disproportionately intense reaction to stress, causing inordinately large amounts of strain (and thus more cortisol) and ultimately more extensive deterioration of the brain’s capacity.

The ability to teach a new response to the situational stressors can change the life course for these individuals, creating a much more favorable outcome. The operant conditioning technique, Neurotherapy, mentioned earlier is one such method of intervention. Similarly to the stress response, there is a relaxation response, which can be trained to counteract these deleterious effects.

The brain’s electrical patterns are a form of behavior, which is subject to behavior modification through “operant conditioning,” a fact discovered in research done in the late 1960s by Dr Barry Sterman, now a professor emeritus at UCLA. The operant conditioning of the EEG was first demonstrated in cats, where placebo effects are assumed to be absent. Sterman’s original work with animals was replicated in humans starting in the 1970s (Sterman, 2000).

Recording and analysis of EEG has been shown to yield reliable results (Fein, Galin, Yingling, Johnstone, & Nelson, 1984). Further, those studies done with control groups have shown the neurotherapy technique to be a robust and valid intervention. Many more studies are of a case series variety, without control groups. Though this latter category is not held in high regard, perhaps this is changing. A recent issue of the New England Journal of Medicine reviews of research design have cast doubt on the need for placebo-controlled designs. Their review has shown that when there is a preponderance of case series reports, the concordance between those results and those of the “gold standard” (double blind placebo-controlled studies) was very high. Many in the field are now arguing against doing a double blind study due to the lack of proper humane treatment of those in the control group (receiving no treatment), an approach which is also now considered unethical by the World Health Organization when known treatments exist. Interestingly, recent work with placebo effect has elucidated brain mechanisms underlying placebo response that were different than those mediating medication response (Leuchter, Cook, Morgan, Witte, & Abrams, 2002).

With the neurotherapy approach, the brain frequencies that are in excess are reduced, and those with a deficit are increased. The technique uses the EEG, amplified from the minute voltages and hooked up with special instruments to control a computer game. The person’s EEG is the “joystick” they use to operate the game. Over a series of sessions the person learns to use the EEG to control the game. The clinician slowly adjusts criteria for reward presented to the individual, and thereby “shapes” the behavior of the participant’s brain into a more normal pattern.

The neurotherapy technique requires time to learn, and varies depending on the initial condition the individual starts with. In general, the more severe the starting condition, the more learning has to occur to correct the state. Simple relaxation may take as few as 10 sessions to learn; although with more severe cases, a longer training course may be needed, such as with generalized anxiety disorder, or panic attacks. The important point is that the learning is internalized so that the benefit of the training persists, and does not require on-going training. This is unlike the use of medications where symptoms typically reappear after discontinuing medication.

The learning curve for EEG has been described in research done at Langley Porter Neuropsychiatric Institute, at the University of California, San Francisco. The research showed that the curve is a fifth-order curve, which contains an initial increase, followed by a dip, a second increase, followed by the exponential increase at the end of the training (Hardt, 1975). This corresponds to the subjective states reported in some individuals. They are initially presented in a slightly anxious state, which gets better when they habituate to the training situation, corresponding to the initial increase in the curve. The individuals then report that they “try hard to relax,” a counterproductive attempt, which corresponds to the dip. They give up trying hard (active volitional attempts), corresponding to the second increase, which is then followed by the learning of the passive volitional state, which is the final exponential increase.

In some cases, the individuals may need more peripheral forms of biofeedback-based intervention, such as muscle relaxation or training of temperature or the electrodermal responses. These will depend upon whether their individual response profile shows their stress in these areas as well. The peripheral training often requires less training time, though the source of the difficulty is universally central, as these modalities are all under the control of the central nervous system. Training peripherally may be all that is required in more mild cases, but in many individuals, the central training is the only method that will have a persistent result. In our clinical experience with these more severe cases there may be symptom substitution without the central intervention. In cases with mild stress, the peripheral intervention is often a complete intervention, though when additional complaints such as attentional problems, depression, or hyperactivity are noted, the central intervention is usually the first choice, to minimize the total number of sessions, by getting directly to the common source
of the problem.

Prior to starting work with an individual, and in order to design an appropriate operant conditioning intervention, their existent brain function must be known. Optimally, this would entail a full recording of their EEG, with quantitative analysis and comparison of the individual’s brain activity to an age matched database. These databases are commercially available from a number of sources, and are described in a recent Journal of Neurotherapy special edition (Vol. 7, No. 3 and 4, 2003). Following such a comparison, areas that deviate from normal may be identified, as well as the direction of the deviation from normal. This shows whether an excess or a deficit of any frequency pattern exists, as well as the location of the deviation. Specific individualized patterns of results are used to guide intervention with neurotherapy.

Following this evaluation, an appropriately customized operant training may be designed which optimizes the training time by focusing on the areas of deviation. The training will take time, with 30 to 40 sessions being quite common before a permanent result is established, and even more are required for more severe or complex cases such as Asperger’s/Autism (Thompson & Thompson, 2003). There are commonly reported behavioral changes long before this end point of training is reached, with the early signs of change showing themselves at 5–10 sessions for most individuals, though some have strong changes even after their initial session. It is also common for an individual to not notice the change, as they are occasionally not self-aware, though the changes are easily seen in objective testing and reported by those observing the individual’s behavior.

Commonly reported success rates of 60 to 80% are seen in the scientific literature, with up to 90% reported in qEEG based intervention (Wright and Gunkelman, 1998). Using strict criteria (total remission of complaint) the percentage range from 50 to 60%, with those reporting positive results, though with less stringent measurements of success, such as “feeling like you got a positive benefit,” ranging in the 80 to 90% rate.

Many therapists are not aware of neurofeedback as an application of operant conditioning, being familiar with more easily observable behavioral operant training than the operant training of “internal states.” The neurofeedback literature is most well accepted in the area of operant training of EEG in epilepsy. Well-controlled studies show that the technique can assist in cases where medication alone was shown to be inadequate at controlling the electrical discharges associated with the epilepsy. A review of this application is published in a special edition of Clinical EEG, in the January 2000 issue (Sterman, 2000). Neurotherapy using slow cortical potentials also shows promise in the treatment of epilepsy (see, Kotchoubey et al., 2001; Birbaumer et al.,1981).

Since the EEG in epileptics can be taught to stop the abnormal discharges, leading to the elimination of the behavioral manifestations of the epilepsy, the neurotherapy technique has also been applied in less severe neurological disorders such as ADD/ADHD (Monastra et al., 2002) depression (Rosenfeld, 1997), anxiety (Vanathy et al., 1998), and fibromyalgia (Donaldson, 2002). Budzynski (2000) used neurofeedback to reverse cognitive decline in an elderly population (see also the work of Klimesch et al. for studies of EEG related to memory performance). For recent reviews of neurobehavioral disorders noted to respond to this emerging technologically based operant training technique see Yucha and Gilbert (2004), and Nelson, (2003).

There are two international professional organizations dedicated to the study of this technology and these applications: the Association of Applied Psychophysiology and Biofeedback (AAPB), and the International Society for Neuronal Regulation (ISNR). Both of these societies have annual conferences and often sponsor additional regional workshops. There are also many state and regional organizations, often affiliated with one of these international organizations. ISNR also has international chapters in other countries. Both organizations have web sites (www.aapb.org and www.isnr.org), and both sponsor a professionally published journal with material focused on Neurofeedback: The Journal of Neurotherapy (ISNR), and Applied Psychophysiology and Biofeedback (AAPB).

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1Q-Metrx, Inc., Burbank, CA.
2Department of Psychology, University of California, Los
Angeles, CA.
3To whom correspondence should be addressed at Q-Metrx, Inc.,Burbank, CA