Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vided real-time feed­back on their brain­wave activ­ity and taught to alter their typ­i­cal EEG pat­tern to one that is con­sis­tent with a focused and atten­tive state. Accord­ing to neu­ro­feed­back pro­po­nents, this often results in improved atten­tion and reduced hyperactive/impulsive behavior.

Sev­eral years ago I sum­ma­rized the sci­en­tific sup­port for neu­ro­feed­back treat­ment — see here - and noted that Read the rest of this entry »

In 2005 the Amer­i­can Acad­emy of Pedi­atrics (AAP) began an ini­tia­tive to pro­mote an approach to care among its mem­bers in which “…the pedi­atric team works in part­ner­ship with a child and a child’s fam­ily to assure that all of the med­ical and non-medical needs of the patient are met.” A crit­i­cally impor­tant focus of this approach is the role of the fam­ily and child — as devel­op­men­tally appro­pri­ate — in the devel­op­ment of an over­all plan of care.

This shared decision-making approach is espe­cially impor­tant for con­di­tions like ADHD where there is not a sin­gle treat­ment that is the most appro­pri­ate and pre­ferred option for all patients. How­ever, Read the rest of this entry »

ADHD, or atten­tion deficit hyper­ac­tiv­ity dis­or­der, affects mil­lions of chil­dren and adults (up to 5% of chil­dren in the US).  More and more evi­dence sug­gests that brain train­ing may be key to help these indi­vid­u­als. With this in mind, we put together our most recent arti­cles on the topic to  a) help you bet­ter under­stand what is going in the brain of a per­son with ADHD, and b) pro­vide you with up-to-date infor­ma­tion on what can be done to fight the dis­or­der and improve the lives of peo­ple suf­fer­ing from it. We par­tic­u­larly thank Dr. Rabiner from Duke Uni­ver­sity for writ­ing many of these arti­cles.

What is ADHD?

What kind of atten­tion is involved in ADHD? ADHD may be con­sid­ered as a prob­lem in the will­ful con­trol of atten­tion as opposed to a pure deficit in the abil­ity to pay attention.

Self-Regulation and ADHD: The fun­da­men­tal deficit in indi­vid­u­als with ADHD may be one of self-control: Read the rest of this entry »

Let us first announce an upcom­ing Vir­tual Book Club Dis­cus­sion focused on Brain Fit­ness, to take place on Mon­day March 14th in honor of Brain Aware­ness Week 2011 (March 14-20th). Let’s dis­cuss burn­ing issues together: Why care about neu­ro­plas­tic­ity and the pos­si­bil­i­ties it offers to enrich our qual­ity of life? What does cog­ni­tive reserve research mean to the way we learn, work, play, live? What is Brain Train­ing — and what is not? All the con­ver­sa­tion be vir­tual, via social media tools. You can learn more here.

This edi­tion of Sharp­Brains monthly eNewslet­ter brings many arti­cles on those top­ics. Enjoy! Read the rest of this entry »

A CDC report esti­mated that, in 2003, 4.4 mil­lion youth ages 4–17 lived with diag­nosed ADHD, and 2.5 mil­lion of them were receiv­ing med­ica­tion treat­ment. Now, which is the core deficit under­ly­ing ADHD-so that treat­ments really address it? and how are ADHD and brain devel­op­ment related? Keep reading…

ADHD & the Nature of Self-Control — Revis­it­ing Barkley’s The­ory of ADHD

— By David Rabiner, Ph.D

As implied in the title of his book, ADHD and the Nature of Self-Control, Dr. Barkley argues that the fun­da­men­tal deficit in indi­vid­u­als with ADHD is one of self-control, and that prob­lems with atten­tion are a sec­ondary char­ac­ter­is­tic of the disorder.

Dr. Barkley empha­sizes that dur­ing the course of devel­op­ment, con­trol over a child’s behav­ior grad­u­ally shifts from exter­nal sources to being increas­ingly gov­erned by inter­nal rules and stan­dards. Con­trol­ling one’s behav­ior by inter­nal rules and stan­dards is what is meant by the term “self-control”.

Read the rest of this entry »

(Editor’s Note: Neu­ro­feed­back is one of the tech­nolo­gies that peo­ple often ask us about.  It is a promis­ing inter­ven­tion in a vari­ety of areas, and has got sig­nif­i­cant trac­tion in help­ing kids with ADD/ ADHD. Now, given the sig­nif­i­cant cost it poses for par­ents, we need to ask the ques­tion: “How Strong is the Research Sup­port for Neu­ro­feed­back Treat­ment of Chil­dren with ADHD”? We are hon­ored to present the thoughts of Duke University’s Dr. David Rabiner, a lead­ing author­ity on the field, on that impor­tant issue. As a bonus, you will enjoy his detailed descrip­tion and sug­ges­tions of how to design a high-quality sci­en­tific study.)

(Update as of March 2009: Dr. David Rabiner has writ­ten an update to the arti­cle below based on a newer study. You can read it click­ing on link: New Study Sup­ports Neu­ro­feed­back Treat­ment for ADHD)
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How Strong is the Research Sup­port for Neu­ro­feed­back Treat­ment of Chil­dren with ADHD?

Nei­ther of the two promi­nent approaches to treat­ing ADHD — med­ica­tion treat­ment and behav­ior ther­apy — are expected to effect long term changes in the child. Med­ica­tion treat­ment induces short-term changes in brain activ­ity that is asso­ci­ated with a reduc­tion in symp­toms for many indi­vid­u­als. Behav­ior ther­apy attempts to cre­ate a set of envi­ron­men­tal con­tin­gen­cies that pro­mote desired behav­ior in the child, but which is unlikely to endure when those con­tin­gen­cies are removed.

In recent years, researchers have begun devot­ing greater atten­tion to the pos­si­bil­ity that chil­dren — and adults — may be pro­vided with par­tic­u­lar kinds of expe­ri­ences that may induce alter­ations in brain func­tion­ing that are asso­ci­ated with more endur­ing changes, i.e., they do not dis­si­pate as soon as treat­ment ends.

Neu­ro­feed­back — also known as EEG Biofeed­back — is reflec­tive of this approach and has a his­tory that goes back Read the rest of this entry »

Cog­ni­tive train­ing and stress man­age­ment, Mind­Fit and Freeze-Framer (or emWave): two com­ple­men­tary sides of Brain Fitness.

Research shows that adults can and should take care of their brains, both for short-term and long-term ben­e­fits. Through brain exer­cise we can improve our over­all cog­ni­tive func­tion right now—making quick deci­sions, stay­ing calm and focused under pres­sure, and mul­ti­task­ing effec­tively. Over time, we may not reduce our brain age, but we can build up a cog­ni­tive reserve to buffer against age-related cog­ni­tive decline or other pro­gres­sive dis­eases. Short term and long term, we all want to lead pro­duc­tive, suc­cess­ful lives.

Any good brain fit­ness pro­gram must pro­vide you a vari­ety of new chal­lenges over time. While recre­ational activ­i­ties like bridge, sudoku, and cross­word puz­zles can work our brain, only a com­pre­hen­sive tool based in sci­en­tific research, like Mind­Fit, can work your men­tal mus­cles sys­tem­at­i­cally through a com­pletely indi­vid­u­al­ized train­ing reg­i­men for Read the rest of this entry »