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Relevant bibliographies by topics / Biofeedback training. Electroencephalography

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Academic literature on the topic 'Biofeedback training. Electroencephalography'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Biofeedback training. Electroencephalography"

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Bhandari, Tanushree, Lynda Thompson, and Andrea Reid-Chung. "Treating Postconcussion Syndrome Using Neurofeedback: A Case Study." Biofeedback 41, no. 4 (2013): 174–82. http://dx.doi.org/10.5298/1081-5937-41.4.03.

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The present article provides a case study showing the application of neurofeedback and biofeedback training with heart rate variability (HRV) training to a 27-year-old man, Mike, who suffered a severe traumatic brain injury (TBI) in a motor vehicle accident. The study demonstrates the use of single-site neurofeedback training, metacognitive strategies, and low-resolution brain electromagnetic tomography (LORETA) z-score training along with HRV. A review of the initial assessment and subsequent progress updates included an examination of continuous performance tests such as test of variables of attention, integrated visual and auditory continuous performance test, and single-channel electroencephalography results, HRV statistics, and 19-channel quantitative electroencephalogram results. The client demonstrated significant improvements on all measures posttraining with marked improvement in five areas: memory, sleep and energy level, academics, mood and irritability, and mental sharpness. Working with clients such as Mike supports the view that one- and two-channel neurofeedback and LORETA z-score neurofeedback, combined with HRV training, are promising interventions for clients with TBIs.

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Thompson, Michael, Lynda Thompson, Andrea Reid-Chung, and James Thompson. "Managing Traumatic Brain Injury: Appropriate Assessment and a Rationale for Using Neurofeedback and Biofeedback to Enhance Recovery in Postconcussion Syndrome." Biofeedback 41, no. 4 (2013): 158–73. http://dx.doi.org/10.5298/1081-5937-41.4.07.

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Impairments that may result from a mild traumatic brain injury (TBI) or concussion can be both severe and long-lasting. This article will list some of the common persisting symptoms that may occur and give a brief description of the neuropathological processes that can be triggered by TBI, including diffuse axonal injury and its effects on the mitochondrial Kreb's cycle and the production of adenosine triphosphate, the brain's source of energy. This is followed by a summary of a comprehensive assessment process that includes quantitative electroencephalography, evoked potentials, heart rate variability (HRV) measures, neuropsychological testing, and blood and urine analysis. Details concerning a neurophysiological approach to effective treatment are given. These include conventional single-channel neurofeedback (NFB), also called brain-computer interface training, low-resolution electromagnetic tomography z-score neurofeedback, HRV training, and counseling on diet, sleep, and exercise. The authors expand the discussion on their treatment approach to include a neuroanatomical explanation of why the practitioner should consider combining the NFB training with HRV training.

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Shaw, Lindsay, Vietta Wilson, and Stephanie Nihon. "Getting off the Bench: EEG and HRV Differences Between Starters and Nonstarters." Biofeedback 40, no. 1 (2012): 34–38. http://dx.doi.org/10.5298/1081-5937-40.1.5.

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There is a strong interest in what separates top-level performers from those who have yet to achieve the same level, across all performance domains. Advances in psychophysiology give insight into where these differences may lie in the minds and bodies of athletes. The present study compared gymnasts who were selected for the competitive lineup to those who were considered part of the Division I gymnastics beam squad but did not compete. This study compared their initial baselines, their response to heart rate variability and neurofeedback training, and their posttraining levels. Baseline differences existed for self-perception of consistency and confidence. There were no pre or post differences in heart rate variability measures. Sensorimotor rhythm electroencephalography (EEG) biofeedback training was associated with a decline in busy brain waves for the competitors. The competitors also had a lower ratio of intensity (intensity/high alpha) in both the pre- and post-EEG measures.

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Kaewcum, Nattakarn, and Vorasith Siripornpanich. "An electroencephalography (EEG) study of short-term electromyography (EMG) biofeedback training in patients with myofascial pain syndrome in the upper trapezius." Journal of Physical Therapy Science 32, no. 10 (2020): 674–79. http://dx.doi.org/10.1589/jpts.32.674.

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Adikari, A. M. G. C. P., Mahenderan Appukutty, and Garry Kuan. "Effects of Daily Probiotics Supplementation on Anxiety Induced Physiological Parameters among Competitive Football Players." Nutrients 12, no. 7 (2020): 1920. http://dx.doi.org/10.3390/nu12071920.

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Competitive football players who undergo strenuous training and frequent competitions are more vulnerable to psychological disorders. Probiotics are capable of reducing these psychological disorders. The present study aimed to determine the effect of daily probiotics supplementation on anxiety induced physiological parameters among competitive football players. The randomized, double-blinded, placebo-controlled trial was conducted on 20 male footballers who received either probiotics (Lactobacillus Casei Shirota strain 3 × 1010 colony forming units (CFU) or a placebo drink over eight weeks. Portable biofeedback devices were used to measure the electroencephalography, heart rate, and electrodermal responses along with cognitive tests at the baseline, week 4, and week 8. Data were statistically analyzed using mixed factorial ANOVA and results revealed that there is no significant difference between the probiotic and placebo groups for heart rate (61.90 bpm ± 5.84 vs. 67.67 bpm ± 8.42, p = 0.09) and electrodermal responses (0.27 µS ± 0.19 vs. 0.41 µS ± 0.12, p = 0.07) after eight weeks. Similarly, brain waves showed no significant changes during the study period except for the theta wave and delta wave at week 4 (p < 0.05). The cognitive test reaction time (digit vigilance test) showed significant improvement in the probiotic group compared to the placebo (p < 0.05). In conclusion, these findings suggest that daily probiotics supplementation may have the potential to modulate the brain waves namely, theta (relaxation) and delta (attention) for better training, brain function, and psychological improvement to exercise. Further research is needed to elucidate the mechanism of current findings.

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Linden, Michael, and Benjamin Strack. "Sport Psychology Training Program." Biofeedback 39, no. 3 (2011): 129. http://dx.doi.org/10.5298/1081-5937-39.3.13.

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This brief report describes a sport psychology training program using an evaluation based on quantitative electroencephalograph (QEEG), biofeedback stress profiling, continuous performance tests, reaction time assessment, and personality tests. The training includes heart rate variability biofeedback and neurofeedback. Graduates of the program include professional and amateur athletes in a variety of sports, including some athletes with special challenges, such as attention-deficit hyperactivity disorder or Asperger's disorder.

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Sokhadze, E. M., B. Hillard, M. Eng, A. S. El-Baz, A. Tasman, and L. Sears. "ELECTROENCEPHALOGRAPHIC BIOFEEDBACK IMPROVES FOCUSED ATTENTION IN ATTENTION DEFICIT/HYPERACTIVITY DISORDER." Bulletin of Siberian Medicine 12, no. 2 (2013): 182–94. http://dx.doi.org/10.20538/1682-0363-2013-2-182-194.

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EEG biofeedback (so called neurofeedback) is considered as an efficacious treatment for ADHD. We propose that operant conditioning of EEG in neurofeedback training mode, aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands' relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol (“Focus/Alertness” by Peak Achievement Trainer, Neurotek, KY) used to train patients has focused attention training procedure, which according to specifications, represents wide band EEG amplitude suppression training. Quantitative EEG analysis was completed on each of 25 min long twelve sessions to determine the relative power of each of the EEG bands of interest throughout each session, and from the first session to the last session. Additional statistical analysis was performed to determine significant changes in relative power within sessions (from minute 1 to minute 25), and between sessions (from session 1 to session 12) for an individual patient. We performed analysis of relative power of Theta, Alpha, Low and High Beta, Theta/Alpha, Theta/Beta, and Theta/Low Beta and Theta/High Beta ratios. We performed also analysis between the “Focus”measure and changes in relative power of above EEG rhythms and their ratios. Additional secondary measures of patients’ post-neurofeedback outcomes were assessed using an audio-visual selective attention test (IVA + Plus) and behavioral evaluation scores from Aberrant Behavior Checklist. We found that, as expected, Theta/Low Beta and Theta/Alpha ratios decreased significantly from Session 1 to Session 12 and from minute 1 to minute 25 within sessions. The ‘Focus” measure of protocol showed high negative correlation with both Theta/Alpha and Theta/Beta ratios. The findings regarding EEG changes resulting from self-regulation training along with behavioral evaluations will help in elucidation of neural mechanisms of neurofeedback aimed to improve focused attention and alertness in ADHD.

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Cherapkina, L. P., V. G. Tristan, and S. P. Styopochkina. "NEURODYNAMIC AND PREDICTABILITY OF ALPHA-STIMULATING BIOFEEDBACK COURSE IN SPORTSMEN AND PERSONS OCCUPYING PHYSICAL CULTURE." Bulletin of Siberian Medicine 12, no. 2 (2013): 241–46. http://dx.doi.org/10.20538/1682-0363-2013-2-241-246.

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The 15-days neurofeedback course was conducted with the purpose of neurodynamic and predictability assessment of mastering of arbitrary regulation skill of electroencephalographic (EEG) spectral power in alpha-band in sportsmen (n=260) and persons (n=69) occupying physical culture. The electroencephalographic parameters being predictors of neurofeedback course were defined in result of research. It was showed that different neurodynamical changes in examined groups supported training successfulness.

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Sapina, Ye A., A. V. Kondratenko, Ye M. Mernaya, A. V. Nikinova, and O. M. Bazanova. "The electroencephalografic creativity characteristics dependance on age and gender." Bulletin of Siberian Medicine 9, no. 2 (2010): 101–7. http://dx.doi.org/10.20538/1682-0363-2010-2-101-107.

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It is important to define the creativity psychophysiologic traits and their modification possibility for biofeedback creativity training. It was shown earlier that creativity is connected with alpha-rhythm indices (individual alpha-peak frequency, individual alpha band width, spindle span time and variability). This study aim was to explore psychophysiologic creativity indicators modification possibility. For this purpose age and gender factors influence on creativity indicators and electroencephalographic alpha activity indices were studied. The creativity was measured with Torrance Test then encephalogram was recorded. It was shown that individual alpha activity indices and nonverbal creativity level increase simultaneously with age. Total Torrance coefficient depends on individual alpha band width in males and alpha amplitude variability in females. Fluency correlates positively with individual alpha peak frequency in males and negatively with individual alpha activity suppression in females. Flexibility and Originality depend on individual alpha band width in both gender groups and may be possibly modified with biofeedback training.

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Thompson, Michael, and Lynda Thompson. "Current Practice of Neurofeedback: Where We Are and How We Got There." Biofeedback 44, no. 4 (2016): 181–205. http://dx.doi.org/10.5298/1081-5937-44.4.02.

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This article tracks the evolution of the practice of neurofeedback over the past quarter century from the perspective of services offered at a private clinic. It describes why and how the authors changed their practices from interventions including medication, psychotherapy, and tutoring to biofeedback interventions. Their evolving practices required complex assessments including single- and two-channel quantitative electroencephalograph (QEEG) and later 19-channel QEEG combined with evoked potentials, heart rate variability, continuous performance testing, and neuropsychological assessment. The article stresses that interventions require a multimodal approach. The neuroanatomical rationale for combining neurofeedback and heart rate variability (HRV) training is provided as well as a discussion of how a systems theory of neural synergy helps explain how neurofeedback influences brain networks. Assessment procedures are described in some detail because that information is used to develop effective interventions that typically combine neurofeedback (single-channel or LORETA Z-score neurofeedback, as indicated) with HRV training. The authors stress using evidence-based approaches, basing intervention on assessment, and keeping current with new developments in applied neuroscience.

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Dissertations / Theses on the topic "Biofeedback training. Electroencephalography"

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Ramezani, Amir Bodenhamer-Davis Eugenia. "The effects of sequential versus referential montage neurofeedback amplitude training on QEEG measures of phase and coherence." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9048.

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2

Dempster, T. "An investigation into the optimum training paradigm for alpha electroencephalographic biofeedback." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11358/.

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Alpha neurofeedback training has been put forward for use in the optimal performance field as a way to enhance cognitive abilities and musical performance amongst others. The literature to date, however, has been characterised by methodological limitations and disagreement on procedural and analytic matters which makes drawing conclusions and comparing results problematic. To provide clarity to the field, and to enable effective investigation of the usefulness of alpha neurofeedback training in the realm of optimal performance, it would be useful if a standardised way of conducting alpha neurofeedback was established. It is unclear, for instance, what influence the current variations have on participants’ ability to train their alpha and to the outcome (e.g. on cognition) of their performance. This thesis therefore sets out to investigate whether there is an optimum methodology for alpha neurofeedback training. The first experiment was designed to establish an index of learning to use in the successive experiments; that is, to establish how alpha should be measured and how participants’ performance should be analysed. Fifty-two participants were given 10 sessions of once weekly alpha (8-12Hz) enhancement and alpha suppression training at Pz. From the results of this first experiment it was decided that amplitude and per cent time would be the measures used to investigate participants’ performance and that analyses of participants’ performance both within and across sessions would be examined. Further, it was decided that baseline measures needed to be incorporated in to the analyses in order to establish a clearer picture of participants’ ability to learn. Experiment 2 involved training 33 participants to both enhance and suppress their alpha (8-12Hz) at Pz. Over the course of 10 once weekly sessions, 17 participants trained with their eyes open and 16 were trained with their eyes closed. The results suggested that eyes open alpha neurofeedback training is a more optimal training paradigm than eyes closed. The third experiment therefore set out to examine whether the type of eyes open training has an influence on participants’ performance. Specifically, 15 participants were given audio feedback, 15 were given audio-visual feedback, and 17 were given visual feedback over the course of 10 once weekly alpha (8-12Hz) enhancement and alpha suppression sessions. The results showed that of the 3 types of feedback, audio feedback produced the more optimal results. Although there are further aspects of methodology and analysis to be investigated, the results from this thesis suggest that these fundamental design decisions do make a difference to the participants’ ability to exert a conscious control over their own EEG alpha activity suggesting that there is, in fact, an optimum methodology for alpha (8-12Hz) neurofeedback training.

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Ramezani, Amir. "The Effects of Sequential Versus Referential Montage Neurofeedback Amplitude Training on Qeeg Measures of Phase and Coherence." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9048/.

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An important clinical research question to be answered in the field of neurofeedback (NF) is whether amplitude training affects connectivity between cortical sites. This study hypothesizes that, following NF amplitude training, there will be a difference in QEEG coherence and phase measures between NF training done using referential montages and using sequential montages. The study examined case files of 16 adult clients from the University of North Texas Neurotherapy Lab who had received NF training that consisted of either referential or sequential placement amplitude training (no coherence training) and who received both pre- and post- treatment QEEGs. Sixty-eight percent of the cases consisted of referential placements, while 34% of the cases consisted of sequential placements. All frontal site phase and coherence abnormal z-scores at pre-treatment were converted to deviation scores and compared by general linear model analysis of variance to post-treatment deviation scores. Effect size r-values and eta square values indicate that differences between referential and sequential electrode placements after NF amplitude training are moderately high. This study shows that referential placements tend to increase phase scores and decrease coherence scores, while sequential placements tend to decrease phase scores and increase coherence scores.

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Fisher, Christopher Alan. "Anxiety, Depression, and Sleep Disorders: Their Relationship and Reduction with Neurotherapy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31533/.

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This study investigated the relationship among anxiety, depression, and sleep disturbances and the treatment of these three disorders through neurotherapy. Research suggests that these conditions commonly co-occur in the general population and that central nervous system (CNS) arousal may play a primary role in the development and maintenance of these disorders. Several recent studies suggested that neurotherapy, a biofeedback-based treatment for CNS dysregulation, might be an effective treatment for comorbid conditions, particularly the ones of interest here, depression, anxiety, and sleep disturbances. This investigation used a clinical case-series design to assess pre/post neurotherapy changes on objective measures of anxiety, depression, and sleep and to determine whether changes in anxiety and depression then predict improvements in sleep quality. Data for 23 participants (10 males) were obtained from files of adults (Mage = 40.22 years, SD = 16.20) who received at least 15 neurotherapy sessions (M = 47.83 sessions, SD = 22.23) the University of North Texas Neurotherapy Lab. Matched pair t-tests revealed that symptoms of sleep disturbance, depression, and anxiety showed significant improvements following neurotherapy. Neurotherapy treatment effect sizes generally ranged from moderate to large (d = .414 - .849). Multiple regression analysis found that changes in self-reported anxiety symptoms, but not depressive symptoms, predicted observed improvements in sleep quality (adjusted R2 = .26). Last, the implications and limitations were discussed in relation to neurotherapy practice and the associated research.

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Dvořák, Jiří. "Biofeedback a jeho použití." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2009. http://www.nusl.cz/ntk/nusl-217977.

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The aim of this work is describe common methods of biological feedback therapy that is used to treat some psychosomatic diseases. Subsequently, the description is focused on minimal brain dysfunction treatment by the help of EEG biofeedback. Properties and technical requirements for this therapy are concretized. The last part of this thesis is dedicated to the design and realization of practical software tool for EEG biofeedback therapy which is made in LabView 7.1. The M535 acquisition unit and NI USB-6221 measuring device are used for hardware solution.

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Mosse, Leah Kathryn. "Electroencephalographic (EEG) biofeedback treatment for children with attention deficit disorders in a school setting." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3005/.

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The purpose of this study was to explore the use of EEG biofeedback in a school setting to assist students who had attentional challenges. The equipment for implementing biofeedback was relatively inexpensive and was easily integrated into the school setting. Twenty students ranging in age from 7 to 17 were recruited for this study. Data was used from 14 subjects, 12 males (2 Hispanic, 1 African American, and 10 Caucasian) and 2 females (1 Hispanic, 1 Caucasian.) The subject pool was reduced due to non-compliance or the students. moving from the school district. Significant effect size was obtained in the treatment group in areas pertaining to visual perception and motor coordination. However, significant effect sizes in other areas were obtained when the control group scores worsened. The inclusion of student subjects who, perhaps, did not meet stringent criterion of attention deficit may have skewed the results. The small number of students in the study may have hindered accurate measures of statistical significance. Conversely, the information obtained from this study may offer insight to school districts in providing their students an alternate/adjunct to psychopharmacological medication and a non- invasive method of helping students with psycho-social challenges.

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Klette, Brett Alan. "The effect of spontaneous versus paced breathing on EEG, HRV, skin conductance and skin temperature." Thesis, 2017. http://hdl.handle.net/10539/22994.

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A dissertation submitted in fulfilment of the requirements for the degree Master of Science in Engineering, in the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg. January 2017 Johannesburg<br>It is well known that emotional stress has a negative impact on people’s health and physical, emotional and mental performance. Previous research has investigated the effects of stress on various aspects of physiology such as respiration, heart rate, heart rate variability (HRV), skin conductance, skin temperature and electrical activity in the brain. Essentially, HRV, Electroencephalography (EEG), skin conductance and skin temperature appear to reflect a stress response or state of arousal. Whilst the relationship between respiration rate, respiration rhythm and HRV is well documented, less is known about the relationship between respiration rate, EEG, skin conductance and skin temperature, whilst HRV is maximum (when there is resonance between HRV and respiration i.e. in phase with one another). This research project aims to investigate the impact that one session of slow paced breathing has on EEG, heart rate variability (HRV), skin conductance and skin temperature. Twenty male participants were randomly assigned to either a control or intervention group. Physiological data were recorded for the intervention and control group during one breathing session, over a short initial baseline (B1), a main session of 12 minutes, and a final baseline (B2). The only difference between the control and intervention groups was that during the main session, the intervention group practiced slow paced breathing (at 6 breaths per minute), while the control group breathed spontaneously. Wavelet transformation was used to analyse EEG data while Fourier transformation was used to analyse HRV. The study shows that slow-paced breathing significantly increases the low frequency and total power of the HRV but does not change the high frequency power of HRV. Furthermore, skin temperature significantly increased for the control group from B1 to Main, and was significantly higher for the control group when compared to the intervention group during the main session. There were no significant skin temperature changes between sessions for the intervention group. Skin conductance increased significantly from Main to B2 for the control group. No significant changes were found between sessions for the intervention group and between groups. EEG theta power at Cz decreased significantly from Main to B2 for the control group only, while theta power decreased at F4 from Main to B2 for both groups. Lastly, beta power at Cz decreased from B1 to B2 for the control group only. This significant effect that slow-paced breathing has on HRV suggests the hypothesis that with frequent practice, basal HRV would increase, and with it, potential benefits such as a reduction in anxiety and improved performance in specific tasks. Slow-paced breathing biofeedback thus shows promise as a simple, cheap, measurable and effective method to reduce the impact of stress on some physiological signals, suggesting a direction for future research.<br>MT2017

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Books on the topic "Biofeedback training. Electroencephalography"

1

Robbins, Jim. A symphony in the brain: The evolution of the new brain wave biofeedback. Grove Press, 2000.

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Introduction to quantitative EEG and neurofeedback: Advanced theory and applications. 2nd ed. Academic Press/Elsevier, 2009.

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1946-, Castro Eduardo, ed. Healing young brains: The neurofeedback solution. Hampton Roads Pub. Co., 2009.

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Benefits, Virginia Special Advisory Commission on Mandated Health Insurance. Mandated coverage for training and education in the use of EEG biofeedback equipment and techniques: Report of the Special Advisory Commission on Mandated Health Insurance Benefits to the Governor and the General Assembly of Virginia. Commonwealth of Virginia, 2001.

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Hammond, Corydon D. Lens: The Low Energy Neurofeedback System. Taylor & Francis Group, 2016.

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Introduction to quantitative EEG and neurofeedback. Academic Press, 1999.

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Elbert, Thomas. Self-Regulation of the Brain and Behavior. Springer, 2011.

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Robbins, Jim. A Symphony in the Brain: The Evolution of the New Brain Wave Biofeedback. Grove Press, 2001.

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A Symphony in the Brain: The Evolution of the New Brain Wave Biofeedback. Atlantic Monthly Press, 2000.

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Neurofeedback in the treatment of developmental trauma: Calming the fear-driven brain. 2014.

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