Foundations of Neurofeedback ¢â‚¬â€œ Web view 2012/08/09 ¢  Quantitative EEG (QEEG) is a technique in which

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Foundations of Neurofeedback – Outline

PAGE

254

RUNNING HEAD: COLLURA TECH FDNS NEUROFEEDBACK

Characteristics Low Freq Training High Frequency Training

Components Alpha: reinforce

Theta: reinforce

Beta: reinforced

Smr: reinforced

Theta: inhibited

Goal Deeper awareness Balance, control, alertness

Level of effort Effortless, letting go Effort, relaxed

Speed of

response

Brain responds slow,

feedback can be slow

Brain responds quickly, rapid feedback

Use of feedback Primarily an indicator Want to “crank” thresholds & perform

Reward percent Generally 80% Generally 50-60%

Type of

feedback

Mostly “yes” some “no” Mostly “no” some “yes”

Technical Foundations of Neurofeedback

Principles and Processes for an Emerging Clinical Science of Brain and Mind

Thomas F. Collura, Ph.D., QEEG-D, BCN-A

BrainMaster Technologies, Inc.

Bedford, OH

4Introduction

7Chapter 1 - Overview

44Chapter 2 – Neurophysiological Origins of EEG Signals and Rhythms

92Chapter 3 – EEG Instrumentation and Measurement

130Chapter 5 – EEG Components and Their Properties

144Chapter 6 – Connectivity-based EEG Biofeedback

174Chapter 7 – Neurofeedback Protocols

207Chapter 8 - Use of Live Z-Scores

248Chapter 9 – LORETA Neurofeedback

249Chapter 10 - Neurofeedback in Practice

260Chapter 11 – Session Management and Control

272Chapter 12 – MINI-Q assessment and training methods

287Chapter 13 – Photic Stimulation and Nonvolitional Neurofeedback

316References

Introduction

This book provides a survey of the basic technical underpinnings of neurofeedback, also known as EEG biofeedback. Our considerations will include biology, physics, electronics, biomedical signal analysis, computers, and learning. We will investigate the origin of the brain signals and the concepts surrounding the recording, processing, and feedback of these signals. This provides an understanding of where the signals come from, and how they are used in neurofeedback instrumentation. We will also explore the basic physiological mechanisms that underly brain rhythms, as well as the changes in these rhythms that can occur in the course of neurofeedback training. These changes may be manifested in the ongoing measurements, and also in changes in the behavior and self-reported thoughts and feelings of the trainee. These changes will then be put in a clinical context that should arm the practitioner with a solid technical foundation for practice or research.

Neurofeedback is based upon sound scientific principles that have been well established and documented through more than 80 years of basic and clinical research. This book will provide an overview of these principles, as well as references for readers who desire additional detail and support. Overall, the principles are rather simple. We are able to measure and identify brain states via recorded electrical activity, and we are further able to guide a trainee’s brain to achieve and sustain desirable states, through straightforward instrumentation and computations. In the end, the brain is able to learn and adapt, and in the presence of appropriate equipment and guidance, this learning and adaptation can have profound and beneficial effects. We have only begun to explore the capabilities of this simple, elegant, yet powerful approach to individual assessment, clinical intervention, and self-improvement.

At its core, neurofeedback embodies a process of neuronal self-regulation and re-education, leading the brain to find new and beneficial states and ways of processing information and feelings. However, it is by no means a “weak” intervention, and can be as efficacious as medication in many cases, and with fewer or no negative side-effects. Applications are found with disorders as wide ranging as anxiety, depression, ADD/ADHD, PTSD, alcoholism/addiction, and also autism, Asperger’s, learning disorders, dyslexia, and epilepsy. With regard to clinical efficacy, the reader is directed toward excellent references including Arns et al. (2010, ADD), Budzynski, Budzynski, Evans, and Abarbanal (2005, ADD), Coben and Evans (2011, ADD), and Kropitov (2009, ADD). Neurofeedback is also used in nonclinical settings including sports, performing arts, and academic proficiency, where its applications are designated variously as “peak performance,” “mental fitness,” and “optimal functioning.” (Kenedy, ADD; Gruzelier, ADD).

This material has grown out of a 1-day workshop on this topic that has been taught by the author dozens of times in the past decade, often in conjunction with other established educators in the field. This workshop, which was first presented in 2001, grew from the demand of practitioners to understand the foundations of the science that lies beneath the clinical art of neurofeedback therapy. These practitioners have included, but have not been limited to, psychologists, psychiatrists, counselors, social workers, family therapists, chiropractors, nurses, and occupational therapists. This and related workshops have been presented to hundreds of practitioners under the sponsorship of the International Society for Neurofeedback and Research (ISNR), the Association for Applied Psychophysiology and Biofeedback (AAPB), and various regional biofeedback societies, as well as BrainMaster Technologies, Inc., and Stress Therapy Solutions, both of Bedford, Ohio. The result of the continual feedback and revision is that there now exists enough material to easily cover a week of instruction, while maintaining a focus on scientific and technical principles. As a solution to the problem of what to do with all the material that cannot fit into a 1 day course, this text compiles and develops this material into a cohesive treatment.

It is hoped that newcomers and seasoned veterans alike will find this material useful, relevant, and interesting. As a complete read, it can provide instruction suitable for self-education, or even as a course text. As a reference, it contains details and clarification of many key principles that can be used as needed to answer specific questions. Overall, the intent has been to place neurofeedback on an objective and scientific framework, so that it can be understood, practiced, and accepted as an evidence-based procedure.

The potential of neurofeedback as a therapeutic and as an agent for change has only begun to be realized. Much like the “barnstormers” who innovated aviation, or the “hackers” who pioneered early computing, the neurofeedback community of the last several decades has been characterized by devoted, creative, and open-minded individuals who refused to by stifled by convention. It should be noted that various matters of the art of practicing neurofeedback, the design or equipment, or the conduct of sessions, are based upon field experience, and may not have cited references in the literature. They are provided here to reflect the state of the art, not as authoritative requirements.

Chapter 1 - Overview

Definition of Neurofeedback

Neurofeedback is a form of biofeedback training that uses the EEG (Electroencephalogram), also known as the “brain wave” as the signal used to control feedback. Sensors applied to the trainee’s scalp record the brainwaves, which are converted into feedback signals by a human/machine interface using a computer and software. By using visual, sound, or tactile feedback to produce learning in the brain, its primary use has been to improve brain relaxation through increasing alpha waves or related rhythms. A variety of additional benefits, derived from the improved ability of the CNS (central nervous system) to modulate the concentration/relaxation cycle and brain connectivity, may also be obtained.

In summary, neurofeedback consists of the following key elements:

· Production of the EEG by the brain

· Recording of the EEG using suitable instrumentation

· Digitizing of the EEG into computer form

· Computation of EEG characteristics (signal processing)

· Production and presentation of feedback (visual, auditory, tactile, etc)

· Resulting learning by the brain, leading to physiological change

This book will describe each of these processes in detail, and will thus encompass the areas of neurophysiology, biomedical engineering, digital signal processing, computer technology, and clinical theraputics. In this chapter, we will provide an overview of the above concepts, and present an integrated view of the process of neurofeedback.

It is important at the outset to distinguish neurofeedback from conventional EEG, and also from quantitative EEG (QEEG). Although these areas are related, they are by no means the same. Electroencephalography (EEG) is a technique by which the brain’s electrical activity is recorded by the use of sensors placed on the scalp, and sensitive amplifiers. The EEG was first recorded by the German psychiatrist Hans Berger in 1932, and has become an accepted clinical tool for neurologists and psychiatrists. Generally, EEG is analyzed by visually inspecting the waveforms, often using a variety of montages. Neurologists are able to identify abnormalities including epilepsy, head injuries, stroke, and other disease conditions using the EEG. A clinical EEG practitioner in the medical profession must first be a neurologist or psychiatrist, and complete an additional 2 year residency and board certification in clinical neurophysiology,