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 3 of 4 Back : Next

Abstract / Introduction   Method Discussion   References

DISCUSSION
Figures 1 and 2 show that all TBR's and performance measures changed significantly from pre- to posttesting, and in the desired directions: TBR's declined and performance scores increased. None of the TBR means declined below the 2.0 level. The average reduction is 15%. This reduction was accompanied by a 15 point increase in BVM IQ's, a 7 point IQ increase in WRR, a 4 point IQ increase in WRS and WRA.

Figure 2. Pre- vs Post-Test Standard Score Changes for BVM, WRR, WRS, and WRA

The Ss were measured during a trial where they were rewarded for a concentration task, The primary Problem of attention deficit is the ability to concentrate when demanded. The concentration task of this evaluation was to make a fish figure advance as rapidly as possible. The production of beta and the lack of production of theta were the conditions that allowed reward and which were the factors in the measurement of the TBR's. Thus it would be assumed that they should be related to the outcome measures. During the following the neurofeedback. The fact that no relationship has been demonstrated may stem from the difference in the two tasks. Concentrating on producing significant beta amplitudes and low TBR's may not be the same task as concentrating on achievement tasks. Reading, spelling, and arithmetic are indeed different tasks than watching a fish figure advance. There is consider- ably more theta (associated with thinking) involved in the achievement tasks than required in the concentration exercise.

The same relationship would be assumed for the reading TBR. If the reading TBR improves (i.e. lowers), it would be assumed that reading ability would also improve. However, the relationship was not shown. Perhaps this is due to the difference between the two reading tasks during the two measurements: the reading during the EEG measurement was of a continuous story, the reading during the WRR is more correctly described as a word recognition and pronunciation task. Also, the two measurements are taken at different times and the time difference in itself may be a factor limiting the relationship between the two measures.

The drawing TBR is, however, different. The drawing task is the same and the EEG and drawing scores are measured simultaneously. Table 1 shows the drawing TBR and the BVM are not related during pretesting but are significantly related during posttesting. The lower the TBR becomes, the higher the score on the BVM. The concurrence of the measurements may account for the presence of the significance of this correlation while the other outcome measures show none. The correlation may demonstrate the actual influence of the brain wave changes on the visual-motor capabilities of the S's. As the relationship does not exist prior to treatment but exists following treatment, a causal relationship between the change in TBR and BVM scores possibly exists.

note: other cells were calculated, no relationships were
hypothesized nor significance found.

Table 2 shows test-retest correlations of concentration and reading TBRs, BVM and achievement standard scores. All are significant. There are no published norms of test-retest reliabilities for EEG TBR's for any age group. This is a lack in the current literature and their documentation would assist our knowledge of the stability of these measures over time. The BVM pre- and posttest correlation is less than the published test-retest reliabilities cited in the BVM manual (Beery, 1989, p. 13) as .81 (a median of several time periods from two weeks to seven months). The lower score in this study is perhaps related to the unevenness of the treatment effects of changed TBR's. The achievement WRR, WRS, and WRA pre- and posttest correlations are very similar to stability coefficients published by Wilkinson (1993, p. 173) for these measures.

During the pretest the drawing TBR is significantly related to the spelling score but not related to reading or arithmetic (table 3). But the relationships are positive, that is the higher the TBR the higher the achievement. During posttest (table 3) the relationship is reversed and while the relationships are not statistically significant, the reading and spelling correlations change a total of.43 and .50 respectively and the relationships are subsequently reversed as they would be expected. That is, a reduction of the TBR is related to an increase in the achievement score. This relationship does not exist with the other TBR's.

The fact that the significant relationships between achievement and TBR changes are limited to the drawing TBR and BVM score may be because of the place of the visual-motor process in learning. Piaget and Inhelder (1964, p. 44) assert the role of visual-motor functions as fundamental in learning: "...the role of action with its sensori-motor schematism...may constitute...the basis for the later operations of thought". Others have studied the relationship between visual-motor development and higher learning and confirmed the fundamental role of visual-motor development as crucial to thinking (Bruner, 1964), psycholinguistic variables (Bannatyne, 1969), general academic success (Duffy, Ritter, and Fedner, 1976), school achievement (Tucker, 1976; Klein, 1978), and language (Halloway, 1971).

On the basis of the present design it cannot be determined if the brain wave changes caused the visual-motor changes or vice versa, though the lack of relationship between TBR's and BVM previous to treatment and the presence of that relationship following treatment points to the former. That change in relationship suggests studying an experimental group where the visual-motor activities and achievement measures are studied in the absence of neurofeedback. Other studies have shown the efficacy of neurofeedback and the need to change brain wave patterns to effect intellectual change (Lubar, 1991). This study shows the importance of visual-motor activities in the development of intellectual skills. The relationships between brain wave TBRs and achievement tasks were shown to be present only when the EEG was taken concurrent with the test. Perhaps better relationships can be demonstrated between academic achievement and brain waves if the two are measured concurrently. This study also suggests increasing the number, kind and/or time allotted to visual-motor activities during neurofeedback as a possible means of increasing its effectiveness.