Effect of the Theta-Beta Neurofeedback Protocol as a Function of Subtype in Children Diagnosed with Attention Deficit Hyperactivity Disorder

  1. Elimelech Duarte Hernández 1
  2. Javier González Marqués 1
  3. Jesús M. Alvarado 1
  1. 1 Universidad Complutense (Spain)
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2016

Volumen: 19

Tipo: Artículo

DOI: 10.1017/SJP.2016.31 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

Neurofeedback is a neuronal self-regulation technique that teaches people to modulate their brain frequencies using visual and auditory reinforcements presented on a computer screen. To assess the effect of neurofeedback training in children with ADHD as far as improved attention and impulse control, and analyze whether or not there are differences between the inattentive and hyperactive subtypes. Fifty children diagnosed with ADHD participated in the study: 14 comprised the control group, and 36 the experimental group (16 with the inattentive ADHD subtype, 20 with the hyperactive ADHD subtype). Attention and impulse control were assessed using the Integrated Visual Auditory CPT (IVA/CPT). Results indicated that the predominantly inattentive group showed significant differences on the Control Scale (p = .023, d = 1.31) and the Attention Scale (p < .01, d = 1.89) of the IVA/CPT; meanwhile the predominantly hyperactive group showed significant improvement on the Control Scale (p = .016, d = 1.21). The control group exhibited no significant differences on either of the two scales (p > .5). In terms of theta/beta ratio, no significant differences were detected (p = .10) between ADHD subtypes. The findings suggest that neurofeedback training using the theta/beta protocol was more effective in the predominantly inattentive subset of individuals with ADHD.

Referencias bibliográficas

  • Amer D. A., Rakhawy M. Y., & El Kholy S. H. (2010). Quantitative EEG in children with Attention Deficit Hyperactivity Disorder. The Egyptian Journal of Neurology and Neurosurgery, 47, 399–406.
  • American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th Ed., Text Rev.). Washington, DC: Author.
  • Arns M., Conners C. K., & Kraemer H. C. (2013). A decade of EEG Theta/Beta ratio research in ADHD: A meta-analysis. Journal of Attention Disorders, 17, 374–383. http://dx.doi.org/10.1177/1087054712460087
  • Arns M., de Ridder S., Strehl U., Breteler M., & Coenen A. (2009). Efficacy of neurofeedback treatment in ADHD: The effects on inattention, impulsivity and hyperactivity: A meta-analysis. Clinical EEG and Neuroscience, 40, 180–189. http://dx.doi.org/10.1177/155005940904000311
  • Barry R. J., Clarke A. R., McCarthy R., & Selikowitz M. (2002). EEG coherence in attention-deficit/hyperactivity disorder: A comparative study of two DSM-IV types. Clinical Neurophysiology, 113, 579–585. http://dx.doi. org/10.1016/S1388-2457(02)00036-6
  • Butnik S. M. (2005). Neurofeedback in adolescents and adults with attention deficit hyperactivity disorder. Journal of Clinical Psychology, 61, 621–625. http://dx.doi. org/10.1002/jclp.20124
  • Catalá-López F., Peiró S., Ridao M., Sanfélix-Gimeno G., Gènova-Maleras R., & Catalá M. A. (2012). Prevalence of attention deficit hyperactivity disorder among children and adolescents in Spain: A systematic review and meta-analysis of epidemiological studies. BMC Psychiatry, 12, 168. http://dx.doi.org/10.1186/1471-244x-12-168
  • Clarke A. R., Barry R. J., McCarthy R., & Selikowitz M. (2001a). EEG-defined subtypes of children with attention-deficit/hyperactivity disorder. Clinical Neurophysiology, 112, 2098–2105. http://dx.doi. org/10.1016/S1388-2457(01)00668-X
  • Clarke A. R., Barry R. J., McCarthy R., & Selikowitz M. (2001b). Excess beta activity in children with attention-deficit/hyperactivity disorder: An atypical electrophysiological group. Psychiatry Research, 103, 205–218. http://dx.doi.org/10.1016/S0165-1781(01)00277-3
  • Clarke A. R., Barry R. J., McCarthy R., Selikowitz M., Magee C. A., Johnstone S. J., & Croft R. J. (2006). Quantitative EEG in low-IQ children with attention-deficit/ hyperactivity disorder. Clinical Neurophysiology, 117, 1708–1714. http://dx.doi.org/10.1016/j.clinph.2006.04.015
  • Cohen J. D. (1998). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NY: Erlbaum.
  • Cornelio-Nieto J., Borbolla-Sala M. E., & Gallegos-Dimas A. (2011). Alteraciones electroencefalográficas en niños con trastorno por déficit de atención/hiperactividad [Electroencephalographic alterations in children with attention deficit hyperactivity disorder]. Revista de Neurología, 52, S97–S101.
  • Chabot R. J., & Serfontein G. (1996). Quantitative electroencephalographic profiles of children with attention deficit disorder. Biological Psychiatry, 40, 951–963. http:// dx.doi.org/10.1016/0006-3223(95)00576-5
  • Drechsler R., Straub M., Doehner M., Heinrich H., Steinhausen H. C., & Brandeis D. (2007). Controlled evaluation of a neurofeedback training of slow cortical potentials in children with Attention Deficit/Hyperactivity Disorder (ADHD). Behavioral and Brain Functions, 3, 35. http://dx.doi.org/10.1186/1744-9081-3-35
  • Dunlap W. P., Cortina J. M., Vaslow J. B., & Burke M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170–177. http://dx.doi.org/10.1037/ 1082-989X.1.2.170
  • Dupuy F. E., Clarke A. R., Barry R. J., McCarthy R., & Selikowitz M. (2014). EEG differences between the combined and inattentive types of attention-deficit/ hyperactivity disorder in girls: A further investigation. Clinical EEG and Neuroscience, 45, 231–237. http://dx.doi. org/10.1177/1550059413501162
  • Fuchs T., Birbaumer N., Lutzenberger W., Gruzelier J. H., & Kaiser J. (2003). Neurofeedback treatment for attention deficit hyperactivity disorder in children: A comparison with methylphenidate. Applied Psychophysiology and Biofeedback, 28, 1–12.
  • Gevensleben H., Holl B., Albrecht B., Schlamp D., Kratz O., Studer P., … Heinrich H. (2009). Distinct EEG effects related to neurofeedback training in children with ADHD: A randomized controlled trial. International Journal of Psychophysiology, 74, 149–157. http://dx.doi.org/10.1016/ j.ijpsycho.2009.08.005
  • González-Marqués J., Fernández-Guinea S., Pérez-Hernández E., & Santamaría P. (2004). BASC. Sistema de Evaluación de la Conducta de Niños y Adolescentes [BASC. Behavior Assessment System for Children and Adolescents]. Madrid, Spain: TEA Ediciones.
  • Hammond D. C. (2011). What is neurofeedback: An update. Journal of Neurotherapy: Investigations in Neuromodulation, Neurofeedback and Applied Neuroscience, 15, 305–336. http://dx.doi.org/10.1080/10874208.2011.623090
  • Heinrich H., Busch K., Studer P., Erbe K., Moll G. H., & Kratz O. (2014). EEG spectral analysis of attention in ADHD: Implications for neurofeedback training? Frontiers in Human Neuroscience, 8, 611. http://dx.doi. org/10.3389/fnhum.2014.00611
  • Heinrich H., Gevensleben H., Freisleder F. J., Moll G. H., & Rothenberger A. (2004). Training of slow cortical potentials in attention-deficit/hyperactivity disorder: Evidence for positive behavioral and neurophysiological effects. Biological Psychiatry, 55, 772–775. http://dx.doi.org/10.1016/ j.biopsych.2003.11.013
  • Helps S. K., Broyd S. J., James C. J., Karl A., Chen W., & Sonuga-Barke E. J. S. (2010). Altered spontaneous low frequency brain activity in Attention Deficit/Hyperactivity Disorder. Brain Research, 1322, 134–143. http://dx.doi. org/10.1016/j.brainres.2010.01.057
  • Hillard B., El-Baz A. S., Sears L., Tasman A., & Sokhadze E. M. (2013). Neurofeedback training aimed to improve focused attention and alertness in children with ADHD: A study of relative power of EEG rhythms using custom-made software application. Clinical EEG and Neuroscience, 44, 193–202. http://dx.doi. org/10.1177/1550059412458262
  • Holtmann M., Stadler C., Leins U., Strehl U., Birbaumer N., & Poustka F. (2004). Neurofeedback for the treatment of attention-deficit/hyperactivity disorder (ADHD) in childhood and adolescence. Zeitschrift für Kinder und Jugendpsychiatrie und Psychoterapie, 32, 187–200. http://dx. doi.org/10.1024/1422-4917.32.3.187
  • Koehler S., Lauer P., Schreppel T., Jacob C., Heine M., Boreatti-Hümmer A., … Herrmann M. J. (2009). Increased EEG power density in alpha and theta bands in adult ADHD patients. Journal of Neural Transmission, 116(1), 97–104. http://dx.doi.org/10.1007/s00702-008-0157-x
  • Lazzaro I., Gordon E., Li W., Lim C. L., Plahn M., Whitmont S., … Meares R. (1999). Simultaneous EEG and EDA measures in adolescent Attention Deficity Hiperactivicty Disorder. International Journal of Psychophysiology, 34, 123–134. http://dx.doi. org/10.1016/S0167-8760(99)00068-9
  • Leins U., Goth G., Hinterberger T., Klinger C., Rumpf N., & Strehl U. (2007). Neurofeedback for children with ADHD: A comparison of SCP and Theta/Beta protocols. Applied Psychophysiology and Biofeedback, 32, 73–88. http://dx.doi. org/10.1007/s10484-007-9031-0
  • Levesque J., Beauregard M., & Mensour B. (2006). Effect of neurofeedback training on the neural substrates of selective attention in children with attention-deficit/ hyperactivity disorder: A functional magnetic resonance imaging study. Neuroscience Letters, 394, 216–221. http:// dx.doi.org/10.1016/j.neulet.2005.10.100
  • Linden M., Habib T., & Radojevic V. (1996). A controlled study of the effects of EEG biofeedback on cognition and behavior of children with attention deficit disorder and learning disabilities. Biofeedback and Self-Regulation, 21, 297. http://www.dx.doi.org/10.1007/BF02214740
  • Lubar J. F. (1997). Neocortical dynamics: Implications for understanding the role of neurofeedback and related techniques for the enhancement of attention. Applied Psychophysiology and Biofeedback, 22, 111–126. http://dx. doi.org/10.1023/A:1026276228832
  • Mann C. A., Lubar J. F., Zimmerman A. W., Miller C. A., & Muenchen R. A. (1992). Quantitative analysis of EEG in boys with attention-deficit-hyperactivity disorder: Controlled study with clinical implications. Pediatric Neurology, 8(1), 30–36. http://dx.doi.org/10.1016/0887-8994(92)90049-5
  • Meisel V., Servera M., Garcia-Banda G., Cardo E., & Moreno I. (2013). Neurofeedback and standard pharmacological intervention in ADHD: A randomized controlled trial with six-month follow-up. Biological Psychology, 94(1), 12–21. http://dx.doi.org/10.1016/ j.biopsycho.2013.04.015
  • Monastra V. J., Monastra D. M., & George S. (2002). The effects of stimulant therapy, EEG biofeedback, and parenting style on the primary symptoms of AttentionDeficit/Hyperactivity Disorder. Applied Psychophysiology and Biofeedback, 27, 231–249. http://dx.doi.org/10.1023/ A:1021018700609
  • Moreno-García I., Delgado-Pardo G., Camacho-Vara de Rey C., Meneres-Sancho S., & Servera-Barceló M. (2015). Neurofeedback, pharmacological treatment and behavioral therapy in hyperactivity: Multilevel analysis of treatment effects on electroencephalography. International Journal of Clinical and Health Psychology, 15, 217–225. http://dx.doi. org/10.1016/j.ijchp.2015.04.003
  • Nazari A. M., Querne L., De Broca A., & Berquin P. (2011). Effectiveness of EEG biofeedback as compared with methylphenidate in the treatment of Attention-Deficit/ Hyperactivity Disorder: A clinical outcome study. Neuroscience & Medicine, 2, 78–86. http://dx.doi. org/10.4236/nm.2011.22012
  • Sandford J. A., Fine A. H., & Goldman L. (1995, August). Validity study of the IVA: A visual and auditory CPT. Paper presented at the annual convention of the American Psychological Association, New York, NY.
  • Sandford J. A., & Turner A. (1994). Manual for the Integrated Visual and Auditory Continuous Performance Test V. Richmond, VA: Brain Train.
  • Seckler P., Burns W., & Sandford J. A. (1995, November). A reliability study of IVA: Intermediate Visual and Auditory Continuous Performance Test. Paper presented at the 1995 annual convention of CHADD, Washington, DC.
  • Swartwood J. N., Swartwood M. O., Lubar J. F., & Timmermann D. L. (2003). EEG differences in ADHDcombined type during baseline and cognitive tasks. Pediatric Neurology, 28, 199–204. http://dx.doi. org/10.1016/S0887-8994(02)00514-3
  • Vernon D., Egner T., Cooper N., Compton T., Neilands C., Sheri A., & Gruzelier J. (2003). The effect of training distinct neurofeedback protocols on aspects of cognitive performance. International Journal of Psychophysiology, 47(1), 75–85. http://dx.doi.org/10.1016/S0167-8760(02)00091-0
  • Willcutt E. G. (2012). The prevalence of DSM-IV attentiondeficit/hyperactivity disorder: A meta-analytic review. Neurotherapeutics, 9, 490–499. http://dx.doi.org/10.1007/ s13311-012-0135-8
  • World Medical Association (2013, October). WMA Declaration of Helsinki ethical principles for medical research involving human subjects. Paper presented at the 64th WMA General Assembly, Fortaleza, Brazil.
  • Xiong Z., Shi S., & Xu H. (2005). A controlled study of the effectiveness of EEG biofeedback training on children with attention deficit hyperactivity disorder. Journal of Huazhong University of Science and Technology Medical Sciences, 25, 368–370. http://dx.doi. org/10.1007/BF02828171
  • Yordanova J., Heinrich H., Kolev V., & Rothenberger A. (2006). Increased event-related theta activity as a psychophysiological marker of comorbidity in children with tics and Attention-Deficit/Hyperactivity Disorders. NeuroImage, 32, 940–955. http://dx.doi. org/10.1016/j.neuroimage.2006.03.056
Fuente de los datos: Dialnet