info for parade magazine readers on neurofeedback

ADD/HD & Attention
A8U4 Lynda & Michael Thompson Effective Interventions For ADD Description: In the past we used short term interventions including medications and behaviour modification to help both our child and adult clients with ADD. Today we are able to offer more lasting solutions. The ADD Centre program has as its foundation, neurofeedback. But neurofeedback training, though necessary for a lasting change, is not necessarily sufficient to effect maximum improvement. In addition the ADD Centre program offers a balanced diet of metacog- nitive strategies for learning, biofeedback to decrease tension and increase alertness, advice on a healthy diet and supplements and a potpourri of simple to use techniques to help families with organization, communication, and a positive approach to each others idiosyn- crasies (behaviour problems). Occasionally there is certainly a role for the short term use of medication. This multimodal approach forms the basis for a new public- ation, The ADD Book, New Understandings, New Approaches from Little Brown, N.Y. by Dr. William Sears and Dr. Lynda Thompson. In this workshop we will describe these interventions and how they are combined for different presentations of ADD. This workshop will outline: (1) a feedback program using EEG, EDR and peripheral temperature for ADD clients; (2) teach learning strategies to improve reading, listening, organizing and remembering and, (3) show how neurofeed- back and metacognitive strategies are combined in the ADD Centres program, (4) provide an opportunity for discussing strategies for helping parents reorganize household time and job management in a manner that models both an efficient and a positive approach to accomplishing tasks, (5) discuss strategies for increasing the ADD childs self esteem through study-time techniques which reinforce the strategies being taught with neurofeedback in the centre. More detailed workshop description Metacognition Combined with Neurofeedback: an Effective Educational Approach to ADD 1. For Child Clients 2. For Adult Clients Target Audience: Participants may be at any stage of experience: however, the objectives are worded to apply to participants who have had some experience with the use of neurofeed- back with children and / or adults who have ADD or ADHD. Terminal Objective: To enable the participants to be able to apply the combined approach of Metacognitive strategies and NF to ameliorate the symptoms (short attention span, distractibility, impulsive approach to work) of ADD and the associated academic difficulties, including under- acheivement due to a disorganized approach to work. Enabling Objectives: Neurofeedback: At the completion of the seminar the participants should be able: 1. to distinguish sub-groups of ADD children and apply the correct use of SMR vs beta training to each group. � impulsive (may be either under or over aroused) � non-impulsive 2. to select appropriate electrode placement which may vary with arousal, impulsivity and presence or absence of language difficulties. � to recognize and distinguish two groups of children with ADD according to their level of alertness and apply the appropriate EDR feedback to each group. � under-aroused � over-aroused 3. To recognize three groups of ADD Adults and apply appropriate training strategies for each group. Metacognitive Strategies: At the completion of the seminar the participants should be able: 1. to define metacognition 2. to apply a 4 step metacognitive strategy for junior high, high school and college students � to reading new material � to listening to lectures 3. to apply a 3-3-3 step metacognitive strategy � to organizing a written or verbal presentation 4. to apply cognitive strategies to elementary school math and reading 5. to improve a clients setting of goals and management of time (high school and adult clients) Metacognition combined with Neurofeedback: At the completion of the seminar the participants should be able: 1. to develop a training protocol for an ADD client that combines appropriate neurofeedback, EDR and peripheral temperature feedback, and training in metacognitive strategies. Description of Seminar: Summary: This seminar will be hands-on: First the participants will partake in a reading assignment and, second, they will do a quick written assignment. After discussion of strategies used, one volunteer will be hooked up for neurofeedback and others will assist to train her combining learning strategies with brain-wave feedback. Discussion will include methods to be used at home. Steps: To get the seminar started, a short didactic lecture at the beginning will cover the sub-types of ADD and appropriate Neurofeedback approaches to each and introduce the concept of metacognition. This will be followed by the participants being challenged with a brief reading assignment that is given to students at the ADD Centres who are in grade 7 and above. When the participants have completed this task there will be a discussion of the techniques they used and these will be compared with the approach of children and even college level students with ADD. The leaders present a 4 step strategic approach to reading, preparing for exams or presentations, and listening to boring lecture materials. The participants will then be invited to spend a few minutes reading a passage using the metacognitive approaches just discussed and discussing the differences they experienced when using these techniques. They will repeat this procedure revamping the lecture outline they had previously worked on. Participants will then be given a short, fun, challenging written assignment to organize. However, like often happens to busy students, they only have a few minutes to organize how they are going to present their material. The 3-3-3 writing strategy will then be discussed. Organizing thinking processes, using strategies for efficient reading, and practicing various visual and auditory/verbal memory techniques will be emphasized. Throughout the presentation the rationale for combining neurofeedback with training and learning skills will be underscored. This combination effectively improves performance and leads to high levels of customer satisfaction. Clients have immediate benefits from applying meta- cognitive strategies and long term benefits from the combination of strategies and NF.	A8S4 Joel F. Lubar: Choosing the Optimal EEG Patterns for the Enhancement of Attention & Peak Academic Performance: Assessment, Treatment Protocols, & Demonstrations. During the past twenty years we have developed protocols for the treatment of attention deficit\Hyperactivity disorder. These protocols involved basically increasing beta activity and decreasing theta activity over central cerebral cortex for the innattentive component of ADD\HD. In individuals that have the hyperactive form of attention deficit/ hyperactivity disorder the SMR protocol is used initially. This involves training patients first to increase SMR (12 to 15 Hz over sensorimotor cortex) and then the using the beta paradigm to increase cognitive processing. In this workshop I will demonstrate specifically how an assessment is made in order to determine whether an individual has an EEG pattern consistent with the diagnosis of attention deficit/hyperactivity disorder and also whether to train referentially or bipolar and and which frequencies to reward and which frequencies to inhibit. We have published research that showing that it is possible to enhance attentive processes in non-ADD/HD individuals. This often involves working with other portions of the beta band and inhibiting partions of the theta-alpha(thalpha) region. I will demonstrate how to assess where to set the parameters for training in order to enhance reading and listening performance for specific locations associated with Broca's and Wernicke's areas. Next I will demonstrate how this methodology can lead to procedures for enhancing other types of activities often designated as "peak performance" including certain types of athletic activities where visualization is important before a specific movement is performed. These more complex protocols involve being able to identify rather specific EEG patterns and reinforcing these patterns. The way in which this is done will be demonstrated specifically using EEG BF instrumentation.
	A8B4: Judith Lubar Patterns of EEG Changes In Patients With ADD/HD and Co-Morbidities Including Anxiety, Depression, Passive Aggressive Behavior, Chemical Dependancy, and Learning Disabilities.. Families with addiction and genetics associated with ADD/HD present a special challenge in neurofeedback and psychotherapy because of the cluster of comorbidities which seemed to increase in intensity from one generation to the next. These comorbidities have to be sorted out in the evaluation process and dealt with in both psychotherapy and neurotherapy treatment. The workshop demonstrates how to recognize, based upon EEG criteria, when the patient needs psychotherapeutic intervention or intervention for learning disabilities in addition to neurofeedback training in order for the entire treatment program to be successful. Case histories and concomitant EEG feedback changes in reactivity in individuals who were depressed,anxious,passive aggressive and/or experiencing addictions illuminate the description of the appropriate EEG therapeutic changes which make the treatment outcome successful. EEG based termination criteria will also be described.
	A8PP2 Mike Linden The Complete ADD Testing & Treatment Workshop This workshop reviews the symptoms and etiology of ADD. I will discuss in detail using testing (behavior rating scales, CPT tests & Q-EEG evaluations) to accurately diagnos ADD & develop individualized treatment plans. Selection of ADD candidates for NF training and monitoring the NF process to ensure the most success will be presented.