Effects of Neurofeedback Training on Attention in Children with Intellectual Disability

Hong, Chang-Hee; Lee, In‐Kyoung

doi:10.1080/10874208.2012.677666

Cited by 6 publications

(15 citation statements)

References 40 publications

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“…By further analysis, this BTR enhancement across sessions was mainly due to beta-1 enhancement across sessions. Interestingly, Hong and Lee (2012) performed NF training to decrease frontal theta/beta ratio in children with intellectual disability, and they found the decline of theta/beta ratio after NF training on account of theta decrease. Thus, ratio training seems complicated and the training results may differ between different subject populations.…”

Section: Discussionmentioning

confidence: 99%

Resting and Initial Beta Amplitudes Predict Learning Ability in Beta/Theta Ratio Neurofeedback Training in Healthy Young Adults

Nan

Wan

Vai

et al. 2015

Front. Hum. Neurosci.

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Neurofeedback (NF) training has been proved beneficial in cognitive and behavioral performance improvement in healthy individuals. Unfortunately, the NF learning ability shows large individual difference and in a number of NF studies there are even some non-learners who cannot successfully self-regulate their brain activity by NF. This study aimed to find out the neurophysiological predictor of the learning ability in up-regulating beta-1 (15–18 Hz)/theta (4–7 Hz) ratio (BTR) training in healthy young adults. Eighteen volunteers finished five training sessions in successive 5 days. We found that low beta (12–15 Hz) amplitude in a 1-min eyes-open resting baseline measured before training and the beta-1 amplitude in the first training block with 4.5-min duration could predict the BTR learning ability across sessions. The results provide a low cost, convenient and easy way to predict the learning ability in up-regulating BTR training, and would be helpful in avoiding potential frustration and adjusting training protocol for the participants with poor learning ability.

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Section: Discussionmentioning

confidence: 99%

Resting and Initial Beta Amplitudes Predict Learning Ability in Beta/Theta Ratio Neurofeedback Training in Healthy Young Adults

Nan

Wan

Vai

et al. 2015

Front. Hum. Neurosci.

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“…We evaluated whether children would readily use this system at a one-day local children’s event. We further explored whether there were any age-dependent EEG signal differences that would reproduce findings of previous reports [ 7 , 17 , 19 , 28 ].…”

Section: Discussionmentioning

confidence: 80%

“…We developed a visual NFT game prototype in which the local mascot of Hagi city in Yamaguchi prefecture, Japan, called “Haginyan”, changes size in the PC display depending on the user’s beta/theta wave ratios. These ratios were chosen based on their potential as biomarkers of development (healthy children [ 15 ], young adults [ 16 ]), developmental disorders (e.g., autism spectrum disorders (ASD) [ 17 ], attention-deficit/hyperactivity disorders (ADHD) [ 18 ]), and intellectual disabilities [ 19 ]. To verify the applicability of the device and to visualize any unique NFT function, we looked for age-dependent changes in EEG signals in visitors at a local children’s play event, the “Wakuwaku Kid’s Festa”, where children were invited to experience the game.…”

Section: Introductionmentioning

confidence: 99%

Simplified Attachable EEG Revealed Child Development Dependent Neurofeedback Brain Acute Activities in Comparison with Visual Numerical Discrimination Task and Resting

Oda

Colman

Koshiba

2022

Sensors

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The development of an easy-to-attach electroencephalograph (EEG) would enable its frequent use for the assessment of neurodevelopment and clinical monitoring. In this study, we designed a two-channel EEG headband measurement device that could be used safely and was easily attachable and removable without the need for restraint or electrode paste or gel. Next, we explored the use of this device for neurofeedback applications relevant to education or neurocognitive development. We developed a prototype visual neurofeedback game in which the size of a familiar local mascot changes in the PC display depending on the user’s brain wave activity. We tested this application at a local children’s play event. Children at the event were invited to experience the game and, upon agreement, were provided with an explanation of the game and support in attaching the EEG device. The game began with a consecutive number visual discrimination task which was followed by an open-eye resting condition and then a neurofeedback task. Preliminary linear regression analyses by the least-squares method of the acquired EEG and age data in 30 participants from 5 to 20 years old suggested an age-dependent left brain lateralization of beta waves at the neurofeedback stage (p = 0.052) and of alpha waves at the open-eye resting stage (p = 0.044) with potential involvement of other wave bands. These results require further validation.

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“…Just under half of the studies (12/27) included only primary/elementary‐school aged participants from 5 to 11 years (Agbaria, 2020; Bagattoni et al, 2020; Bennett & Buckley, 2013; Burgoyne et al, 2012; Dessemontet et al, 2021; Drysdale & Porter‐Armstrong, 2008; Hong, 2012; Jacques & Townsend, 1998; Kantner & Clark, 1982; Litrownik et al, 1978; Saint‐Georges et al, 2020; Tanet et al, 2020; Wuang & Su, 2013), or children of various age ranges across 5–18 years (12/27) (Dessemontet et al, 2021; Grindle et al, 2021; Hessl et al, 2019; Janeslätt & Granlund, 2019; Kostulski et al, 2021; Lanfranchi et al, 2015; Lee et al, 2017; Lee et al, 2020; McDuffie et al, 2018; McPherson et al, 2017; Roberts‐Tyler et al, 2020; Sepúlveda & Heinze, 2013). Few studies (2/27) included only secondary‐school‐aged, adolescent participants aged 12–18 years (Baran et al, 2013; Maïano & Erraïs, 2001), and a single study described participants only as ‘children’ without specifying age (Balthazar & Sindberg, 1971).…”

Section: Resultsmentioning

confidence: 99%

“…Few (4/27) studies specified diagnosis by reporting: the presence of Down Syndrome (Bennett & Buckley, 2013;Burgoyne et al, 2012;Lanfranchi et al, 2015) or Fragile X Syndrome (Hessl et al, 2019). Two studies identified participants with intellectual disability from educational records: an Education and Health Care Plan in place (Grindle et al, 2021), or input from an educational psychologist (Drysdale & Porter-Armstrong, 2008) (Agbaria, 2020;Bagattoni et al, 2020;Baran et al, 2013;Dessemontet et al, 2021;Drysdale & Porter-Armstrong, 2008;Hessl et al, 2019;Hong, 2012;Jacques & Townsend, 1998;Janeslätt & Granlund, 2019;Kantner & Clark, 1982;Kostulski et al, 2021;Lee et al, 2017;Lee et al, 2020;Maïano & Erraïs, 2001;McDuffie et al, 2018;Roberts-Tyler et al, 2020;Wuang & Su, 2013). Seven studies included participants with moderate-severe or severe intellectual disability (Balthazar & Sindberg, 1971;Grindle et al, 2021;Lanfranchi et al, 2015;Litrownik et al, 1978;Sepúlveda & Heinze, 2013), two of which were published from the same cohort with an average DQ of 30 (Saint-Georges et al, 2020;Tanet et al, 2020).…”

Section: Age Gender and Diagnosesmentioning

confidence: 99%

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Windsor

Zhang

Wilson

et al. 2023

Research Intellect Disabil

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Background: Evidence-based interventions are essential for school-aged children with intellectual disabilities to facilitate development and promote future independence. Methods: Using a PRISMA approach, systematic screening of five databases was undertaken. Original randomised controlled studies with psychosocial-behavioural interventions were included where participants were school aged (5-18 yrs) with documented intellectual disability. Study methodology was assessed using the Cochrane RoB 2 tool.Results: Two thousand three hundred and three records were screened with 27 studies included. Studies mainly included primary school participants with mild intellectual disabilities. Most interventions focused on intellectual skills (e.g., memory, attention, literacy and mathematics) followed by adaptive skills (e.g., daily living, communication, social and education/vocation) and some focused on a combination of these. Conclusion:This review highlights the gap in evidence-base for social, communication and education/vocation interventions with school-aged children with moderate and severe intellectual disability. Future RCTs that bridge this knowledge gap across ages and ability are required for best practice.

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Effects of Neurofeedback Training on Attention in Children with Intellectual Disability

Cited by 6 publications

References 40 publications

Resting and Initial Beta Amplitudes Predict Learning Ability in Beta/Theta Ratio Neurofeedback Training in Healthy Young Adults

Resting and Initial Beta Amplitudes Predict Learning Ability in Beta/Theta Ratio Neurofeedback Training in Healthy Young Adults

Simplified Attachable EEG Revealed Child Development Dependent Neurofeedback Brain Acute Activities in Comparison with Visual Numerical Discrimination Task and Resting

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

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