  |
|
Visual-Motor Integration and its Relation to EEG
Neurofeedback Brain Wave Patterns, Reading, Spelling,
and Arithmetic Achievement in Attention Deficit Disorders
and Learning Disabled Students
T. Nick Fenger, Ph.D.
St. Louis Psychological & Educational Associates
Page 1 of 4
Next |
| Back
 ABSTRACT
Studies examining EEG neurofeedback treatment for Attention Deficit Disorders (ADD) and Learning Disabilities (LD) have shown relationships between theta/beta ratios (TBR) and enhanced attention, and measures of cognitive functioning including visual-motor integration. Thirty-eight children ages 8 to 18 received neurofeedback and demonstrated changes in TBR, measures of visual-motor integration, and academic achievement. Post-treatment measures of TBRs and academic skills are significantly enhanced. Though the changes in TBR were not correlated with all outcome measures, the intervening variable relationship of visual-motor integration to brain wave and achievement changes is discussed.
INTRODUCTION
Muehl, Knott, and Benton (1965) reported that 63% of children with LD had EEG abnormalities, as compared with 20% for controls matched on age and intelligence. Winkler, Dixon, and Parker (1970) discovered a slow brain wave pattern (theta 4-8 Hz) dominated in children exhibiting behavior and academic problems. Lubar, Bianchini, Calhoun, Lambert, Brody, and Shabsin (1985) assessed a larger number of LD children and a group of normal control children. They found that LD children exhibited slower brain wave patterns than the controls and it was possible to predict LD or normal group membership within the sample with greater than 95% accuracy using discriminant analysis on the frequency of the brain wave pattern. Other studies have confirmed the relationship of slow brain wave patterns and ADD (Satterfield and Braley, 1977; Linden, 1991).
Lubar and Shouse (1976) conducted a study employing EEG Biofeedback to modify beta and theta frequencies for ADD and LD children. Their protocol consisted of teaching children to increase beta and sensorimotor rhythm (SMR) frequencies (12-20 Hz) while concurrently decreasing their abnormally high theta frequencies. They treated S's where reading, arithmetic, and spatial tasks were employed simultaneously to feeding back the occurrence of SMR and Beta (16-20 Hz) frequencies. They showed that EEG biofeedback resulted in increased 12-15 Hz during the functional activities. Associated with the improved brain wave Patterns were increased grades and achievement test scores. The importance of visual-motor elements in learning disabilities has been documented (Tucker, 1976; Haring and Bateman, 1977).
Tansey and Bruner (1983) and Tansey again (1985) reported the successful use of EEG neurofeedback to increase SMR amplitudes in the treatment of LD. Several other studies have indicated that EEG neurofeedback assisted ADD and LD Ss speed-up their brain wave pattern while cognitive skills, academic performance and other measures of intellectual functioning improved (Lubar, & Lubar, 1984; Tansey, 1940; Lubar, 1991). Post-neurofeedback S's showed decreased theta and enhanced beta amplitudes such that the ratio between these wave frequencies is lowered. Academic and behavioral improvements were attributed to this change. Other studies have reported neurofeedback protocols used in connection with positive academic and attention or motor outcomes but do not report brain wave changes ( Othmer, Othmer, and Marks, 1991; Linden, Habib, Radojevic, 1992). Othmer et al. attributes the positive outcomes to some unspecified "cortical regulation or stabilization in individuals where that is manifestly deficient."(p. 18) Linden et al. attribute the improvement in IQ scores to the "treatment group having an increased ability to attend and concentrate" (p.23)- another reported outcome of the study. Their study also employed behavioral rewards such as baseball cards and stickers given on the basis of cooperation, effort and performance. They report a brain wave shaping protocol but cite no evidence that the EEG patterns of their S's had any particular characteristics either pre- or posttreatment. They recognize that "Attentional training through behavioral methods cannot be ruled out based on the current design."(p. 23)
The present study attempted to replicate the findings of lowered TBR's in neurofeedback ADD and LD Ss which also improve on measures of academic achievement. This study also adds a dimension to these evaluations such that brain wave patterns would be measured concurrent with the performance of an objective test of visual-motor integration to demonstrate a possible relationship of changed brain wave ratios and changes in visual-motor integration, reading, spelling, and arithmetic achievement test scores.
|
 |
