Clarke et al 2001 full text - EEG-feedbackeeg- .Clarke; Clarke and Clarke found between 15 and 20%

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Clarke et al 2001 full text

Clinical Neurophysiology Volume 112, Issue 11, November 2001, Pages 2098-2105

doi:10.1016/S1388-2457(01)00668-X | How to Cite or Link Using DOI Copyright 2001 Elsevier Science Ireland Ltd. All rights reserved. Cited By in Scopus (62)

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EEG-defined subtypes of children with attention-deficit/hyperactivity disorder

Adam R. Clarke, , a

, Robert J. Barrya, Rory McCarthy

b and Mark Selikowitz

b

a Brain and Behaviour Research Institute and Department of Psychology, University of Wollongong,

Wollongong 2522, Australia

b Private Paediatric Practice, Sydney, Australia

Accepted 9 August 2001

Available online 25 October 2001.

Abstract

Objectives: This study investigated the presence of EEG clusters within a sample of children with the combined type of attention-deficit/hyperactivity disorder (ADHD).

Methods: Subjects consisted of 184 boys with ADHD and 40 age-matched controls. EEG was recorded from 21 sites during an eyes-closed resting condition and Fourier transformed to provide estimates for total power, and relative power in the delta, theta, alpha and beta bands, and for the theta/beta ratio. Factor analysis was used to group sites into 3 regions, covering frontal, central and posterior regions. These data were subjected to cluster analysis.

Results: Three distinct EEG clusters of children with ADHD were found. These were characterized by (a) increased slow wave activity and deficiencies of fast wave, (b) increased high amplitude theta with deficiencies of beta activity, and (c) an excess beta group.

Conclusions: These results indicate that children with ADHD do not constitute a homogenous group in EEG profile terms. This has important implications for studies of the utility of EEG in the diagnosis of ADHD. Efforts aimed at using EEG as a tool to discriminate ADHD children from normals must recognize the variability within the ADHD population if such a tool is to be valid and reliable in clinical practice.

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Author Keywords: Attention-deficit/hyperactivity disorder; Children; EEG; Subtype; Diagnosis

Article Outline

1. Introduction

2. Method

2.1. Subjects

2.2. Procedure

2.3. Statistical analysis

3. Results

4. Discussion

Acknowledgements

References

1. Introduction

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders treated

by child and adolescent psychiatrists in America, with this group of children comprising as

much as 50% of child psychiatry clinic populations (Cantwell, 1996). Studies based on DSM-

IV criteria ( American Psychiatric Association, 1994) have found the prevalence of children

with ADHD to range from 3 to 6% ( Pelham and Lindgren et al., 1990), with the DSM-IV

estimating prevalence at approximately 35% of school-age children. A major concern with

this population is the level of subjectivity which is involved in diagnosis. At the present time,

no reliable objective measures of ADHD exist. Diagnosis is almost always based on the

observations and perceptions of the child's parents, which assumes that a parent has an

accurate knowledge of what is normal age-appropriate behaviour.

EEG research over the last 30 years has found fairly consistent group differences between

children with or without ADHD. These include increased theta activity (Satterfield; Janzen;

Clarke; Clarke and Clarke) which occurs primarily in the frontal regions ( Mann; Chabot and

Lazzaro), increased posterior delta ( Matousek; Clarke; Clarke and Clarke) and decreased

alpha and beta activity ( Dykman and Callaway), also most apparent in the posterior regions (

Mann; Clarke; Clarke; Clarke and Lazzaro). Increases in the theta/alpha ( Matousek; Ucles;

Clarke; Clarke and Clarke) and theta/beta ( Lubar; Janzen; Clarke; Clarke and Clarke) ratios

have also been found in children with ADHD compared to normal children. Although detailed

discussion is beyond the scope of this paper, these EEG differences may contribute

substantially to the auditory and visual event-related potential differences which are reported

from such children (e.g. Johnstone; Johnstone and Steger).

Following these studies, a number of researchers have investigated the utility of discriminant

function analysis of such EEG measures in the diagnosis of ADHD (Lubar; Mann; Chabot;

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