EEG Evaluation of traumatic brain injury and EEG biofeedback treatment

Validity and Reliability of Quantitative Electroencephalography

“…If these measures are omitted, then the test is not valid for the same reason that a test of arithmetic is invalid if it omits addition and subtraction. Over the years there is reasonable consistency of qEEG findings in TBI Technical Corner across studies which can be summarized by (a) reduced power in the higher frequency bands (8-40 Hz), which is linearly related to the magnitude of injury to cortical gray matter; (b) increased slow waves in the delta frequency band (1-4 Hz) in the more severe cases of TBI, which is linearly related to the magnitude of cerebral white matter injury; (c) changes in EEG coherence and EEG phase delays, which are linearly related to the magnitude of injury to both the gray matter and the white matter, especially in frontal and temporal lobes (Thatcher, 2008).…”

“…nih.gov/sites/entrez?db=pubmed; use the search terms ''EEG and Reliability'' and there are 368 citations, and a quick review of the abstracts shows that the vast majority, if not all, of these studies are qEEG studies and demonstrate high test-retest reliability of the qEEG. Next is a small but representative sample of some of the studies demonstrating high reliability with sample lengths as short as 20 s (Arruda et al, 1996;Burgess & Gruzelier, 1993;Chabot, Merkin, Wood, Davenport, & Serfontein, 1996;Corsi-Cabrera, Solis-Ortiz, & Guevara, 1997;Duffy, Hughes, Miranda, Bernad, & Cook, 1994;Fernández et al, 1993;Gasser, Bacher, & Steinberg, 1985;Gasser et al, 1987;Hamilton-Bruce, Boundy, & Purdie, 1991;Harmony et al, 1993;John, Prichep, & Easton, 1987;John, Prichep, Fridman, & Easton, 1988;Lund, Sponheim, Iacono, & Clementz, 1995;McEvoy, Smith, & Gevins, 2000;Näpflin, Wildi, & Sarnthein, 2007, 2008Pollock, Schneider, & Lyness, 1991;Salinsky, Oken, & Morehead, 1991;Towers & Allen, 2009;Van Albada, Rennie, & Robinson, 2007). Gasser et al (1985) concluded that ''20 sec of activity are sufficient to reduce adequately the variability inherent in the EEG'' (p. 312).…”

Developments in Clinical Neuropsychology: Implications for School Psychological Services

“…In addition to providing an overview of clinical neuropsychology, many sites include brief case studies that highlight common misdiagnoses due to lack of neurological testing services and the resultant negative impact on the learner. Likewise, clinical neuropsychologists can help develop explanatory materials regarding their professional roles in neuropsychological assessment, remediation of LD, and cognitive rehabilitation protocols including the use of neurofeedback 19,62–66 . By carefully organizing and presenting this information, the school psychologist can advance the argument that all 3 levels of testing better informs evidence‐based interventions which can significantly improve academic progress.…”

Bio/neurofeedback

“…Entre sus principales aplicaciones prácticas se encuentran las relacionadas con los problemas de percepción y la mejora de la eficacia mental y del lenguaje asociados a distintos problemas de aprendizaje. Una curiosa asociación observada por algunos autores sobre la actividad gamma es la encontrada con los estados de meditación profunda en sujetos practicantes experimentados en estas técnicas (Basar, 1999;Buzsaky, 2006;Collura, Guan, Tarrant, Bailey y Starr, 2010;Thatcher, 2009). …”