Biofeedback and Self Regulation (1991 Sep) 16(3) :201-25
Discourse on the development of EEG diagnostics and biofeedback for
attention-deficit/ hyperactivity disorders.
This article presents a review of work done by Dr. Lubar and colleagues
have been doing during the past 15 years developing a rationale for the
diagnosis of attention-deficit/hyperactivity disorder (ADHD) and treatment
of ADHD employing EEG biofeedback technique.
Biofeedback and Self Regulation (1995 Mar) 20(1) :83-99
Lubar J.F., Swartwood M.O., O'Donnel P.H.
Evaluation of the effectiveness of EEG neurofeedback training for ADHD in a
clinical setting as measured by changes in T.O.V.A. scores, behavioral
ratings, and WISC-R performance.
A study of 23 ADHD children and adolescents which received 2-3 months
intensive neurofeedback training. Part 1 indicated that subjects who
successfully decreased theta activity showed significant improvement in
T.O.V.A. performance; Part 2 revealed significant improvement in parent
ratings following neurofeedback training; and Part 3 indicated significant
increases in WISC-R scores following neurofeedback training.
Medical Psychotherapy (1990), Vol. 3, pp. 57-68
Tansey, M. A.
Righting the Rhythms of Reason: EEG Biofeedback training as a therapeutic
modality in a clinical office setting.
This study presents a clinical, office setting based, treatment regimens
for learning disabilities utilizing EEG biofeedback training. 24 youngster
with brainwave signature patterns reflective of a brain-based learning
disability were given EEG 14hz biofeedback training. It is noteworthy that
the brainwave signatures and WISC-R profiles "normalized" as a result of
the training with significant remediation of the learning disorders. There
was significant (>15 pt.) growth in WISC-R full scale, verbal and
performance IQ scores reflecting improved brain function and resultant test
performance with a normalization of verbal performance IQ anomalies.
Biofeedback and Self-Regulation, 1993, Vol 18, 33-44
Tansey, M. A. PH.D.
Ten year stability of EEG biofeedback results for a ten year old
hyperactive boy who failed fourth grade in a class for the perceptually
A follow up study ten years after treatment was terminated. This ten year
follow-up confirms the long term stability of the results of the EEG 14hz
Journal of Neurotherapy, Summer (1995) p 48-59
Thomas R. Rossiter, Ph.D and Theodore J. LaVaque, Ph.D.
A comparison of EEG biofeedback and psychostimulants in treating attention
deficit hyperactivity disorders.
This study compared the effects of EEG biofeedback and stimulant medication
in reducing AD/HD symptoms. The results indicate that the EEG biofeedback
program is an effective alternative to stimulants and may be the treatment
of choice when medication is ineffective. has side effects., or compliance
is a problem.
Australian Journal of Psychology, 1991, Vol 43, 147-153
Tansey, M. A. PH.D.
Wechsler (WISC-R) changes following treatment of learning disabilities via
EEG biofeedback training in a private practice setting.
This study presents WISC-R profiles and changes following the application a
an EEG biofeedback treatment regimens for brain-based learning
disabilities. 22 of 24 subjects manifested increased in their full scale
IQ scores of a least one standard deviation (15 IQ points); with the
remaining 2 cases showing an increase 14 IQ points and 13 IQ points
respectively for all subject. As a group, their post-EEG biofeedback
training scores, substantially exceeded their pre-EEG biofeedback training
scores over and above expected gains due to a retest factor.
Journal of Neurotherapy, vol 1, number 2 Fall, 1995, pp.15-38
Andrew Abarbanel, PH.D., M.D.
Gates, states, rhythms, and resonances: The scientific basis of
This paper presents a set of electrophysiological and neurophysiological
processes as bases for the efficacy of neurofeedback training for attention
deficit/hyperactivity disorder, depression, obsessive compulsive disorder,
Biofeedback and Self-Regulation
Vol, 20. No 1, 1995
Janzen T., Graap K., Stephanson S., Marshall W., Fritzsimmons G.
Differences in baseline EEG measures for ADD and normally achieving
This study was designed as a replication of previous studies describing
dynamic EEG differences between behaviorally dissimilar groups. This study
is intended as a reference point from which other researchers can continue
to establish the EEG correlate of "on-task" behavior. Eight ADD children
and eight normally achieving controls were assessed using dynamic EEG
measures. Results are reported for the task of baseline for reading,
drawing, and eye open. Significant amplitude differences between the
groups were demonstrated in the theta . These results are discussed in
relation to EEG neuro-feedback training paradigms and the importance of
establishing normative "on task " value.