JOEL LUBAR, Ph.D.

 


E-Mail:74133,1204@compuserve.com


Dr. Joel F. Lubar received his B. S. and Ph. D. from the Division of the Biological Sciences and Department of Biopsychology at the University of Chicago. He has published more than 70 papers, numerous book chapters, as well as eight books in the areas of Neuroscience and Applied Psychophysiology. He has been a Regional Editor for the Journal Physiology and Behavior, an Associate Editor for Biofeedback and Self Regulation, and is currently one of the editors of the Journal of Neurotherapy.

He has held the position of Assistant Professor at the University of Rochester. Leaving behind his Associate Professorship, he is currently Full Professor at the University of Tennessee.

Dr. Lubar has been the President of the Academy of Certified Neurotherapists, which is now offers specialty certification under the Biofeedback Certification Institute of America (BCIA). In addition, he has been chairperson of the EEG biofeedback section of the Association for Applied Psychophysiology and Biofeedback (AABP). Dr. Lubar is now the president of AABP. He has served on the BCIA Board of Directors, and as a member of the executive board of the AAPB. He was previously an officer on the board of the Biofeedback Research Society. He was the first president of the Biofeedback Society of Tennessee. Since 1979 he has been co-director of the Southeastern Biofeedback and Neurobehavioral Institute, in Knoxville, Tennessee. Dr. Lubar has presented his research at many workshops in Europe, South America, Canada, and to many State and National meetings of Biofeedback Organizations. He was an invited keynote speaker at the Third International Conference in Biobehavioral Self Regulation and Health, held in Tokyo, Japan, October, 1993.

Dr. Lubar was responsible for developing the use of EEG Biofeedback (Neurofeedback) as a treatment modality for children, adolescents, and adults with Attention Deficit Hyperactivity Disorder, starting with his controlled studies in the mid-1970's. This application of Neurofeedback is now becoming widespread in clinics and schools throughout the United States, Canada, and Mexico. Currently, more than 700 health care organizations are using the EEG biofeedback protocols that Dr. Lubar has developed. Dr. Lubar is currently developing databases for the assessment of individuals with ADD/ADHD, and is a consulting in several controlled studies evaluating the effectiveness of Neurofeedback. In a 1992 publication, in Pediatric Neurology, he and his colleagues showed, for the first time, that children with the inattentive form of ADD (without hyperactivity), differ significantly in terms of quantitative EEG patterns, from matched control non-ADD children.



WORKSHOPS PRESENTED BY JOEL LUBAR, Ph.D.

EEG Biofeedback (Neurofeedback) for: Attention Deficit/Hyperactivity Disorder, Learning Disorders, Chemical Dependency, Seizure Disorders, and other disorders having newly developed Neurotherapy Protocols.

Program Location:
Southeastern Biofeedback and Neurobehavioral Institute
6423 Deane Hill Drive, Knoxville, TN 37919.
Phone: (615) 584-8857 or Fax: (615) 584-8721

Presenters:
Joel F. Lubar, Ph.D., Judith O. Lubar, LCSW-Diplomate Social Work, and Professional Institute Staff

Workshop:

The field of Neurofeedback-Neurotherapy has developed very rapidly in the past five years. There are currently more than 450 practitioners actively involved in the treatment of: Attention Deficit/Hyperactivity Disorder, Learning Disabilities, Tourette's Syndrome, Seizure Disorders, Chemical Dependency, and Mild Closed Head Injury. There are other new applications that are being developed including the treatment of depression and possibly, treatment of dissociative disorders. The field of Neurotherapy is currently the most rapidly developing area in the entire field of biofeedback and perhaps one of the most exciting and important developments in the field of behavioral medicine during the past decade.

There are a number of controlled studies that have been completed, or are in progress, evaluating the clinical effectiveness of Neurofeedback in dealing with ADD/ADHD and Chemical Dependency. Information regarding these studies will be presented in the workshops, as will information regarding research design, for those interested in pursuing controlled studies in these and other areas.

The purpose of this workshop is to provide in-depth information about these disorders, their diagnoses, their assessment, as well as the new treatment protocols that are being developed. The workshop will involve didactic instruction, case presentation, discussion, and hands on experience with the Autogen A620 Neurofeedback System. The main emphasis of this workshop will be the clinical application and treatment of disorders for which Neurofeedback - Neurotherapy has been shown to be effective and appropriate. A certification program has been developed for individuals who are interested in becoming Certified Neurotherapists.

Workshop Outline:
1) Research and physiological underpinnings for the field of neurofeedback;
2) Reading and interpreting the EEG, including the following: a) Meaning of EEG terminology (Hz., amplitude, bandpass, frequencies, Greek letter designations - and meanings for theta, alpha, beta, lambda, and gamma); b) Recognition of the different EEG patterns (signatures) both on line and off line; c) Interpretations of patterns and their relevance to the particular syndromes including ADD/ADHD, seizures, depression, alcohol and drug dependency, LD, Tourette's Syndrome, mild head injury; d) Typical EEG patterns for different syndromes in normal awake patients; e) Typical EEG patterns for ADD/ADHD and other syndromes, age related differences; f) Atypical EEG patterns which indicate a need for further EEG studies and/or neurological evaluation; g) Basic electrical concepts necessary to good recording of data (impedance, frequency response, common mode rejection, sensitivity or gain, amplifier noise, offset potentials, detection of electrode artifacts; h) Reading a Fast Fourier Transform and Power spectral analysis; i) Elementary trouble shooting; j) Evaluation for different syndromes; k) Atypical patterns and subpatterns for different syndromes; l) Using the FFT or Fast Fourier Transform for the clinical evaluation; m) Reading Topographical Brain Maps; n) Subtypes of ADD classifications based on maps; o) Patterns for other psychiatric diagnoses.
3) Clinical Sessions will cover: a) Changing parameter settings to improve learning in the middle of successful treatment; b) Deciding if the parameter changes are needed in a treatment when learning does not seem to occur; c) Setting up the session segments; d) Deciding on which activities besides straight feedback segments are needed during the session (and ordering these within the session); e) Determining the length of each session segment initially and changing the length of the segment accross sessions; f) When and how to change burst length for training; g) Graphing the data and determining the course of treatment; h) Using graphs as guides for parameter changes; i) Electrode placement; j) Measuring for correct placement; k) Skin preparation; l) Impedance and voltage offset measuring; m) Interaction of Neurofeedback with pharmacotherapy.
4) Clinical Evaluation Process: a) ADD/ADHD, Depression, LD, Bipolar disorder, alcohol or drug withdrawal, or combination of the above; b) Learning to separate similar attentional behavior problems in all of these different syndromes; c) History taking; d) Questions to the client about "disappearing" from the task at hand; e) Questions about possible associated LD's; f) auditory, visual receptive and expressive problems; g) verbal expressive problems; h) Questions about memory (short and long term) and how it matches the strength or weakness of the patient's style; i) Does this match or mismatch with parental styles; j) presence of conduct disorder and parental limit setting; k) Genogram to determine family history including ADD, Depression, Tourette's Syndrome, Alcohol, Drug and Abuse problems; l) School Interventions and integration with treatment; m) How to deal with difficult cases, including indications of success and failure and need for Co-Therapy for parents;

Cost of Program:
$600/DAY/PERSON, or $450.00 per day per person for groups of three or more. Pre-registration deposit: $400.00, per person. Payment may be by personal check, Visa, or Mastercard.
It is suggested you call Holiday Inn West at Kirby Rd . for accomodations.

Email to the above address for registration form and more information.



PUBLICATIONS OF J. F. LUBAR AND COLLEAGUES RELATED TO NEUROFEEDBACK

Books
Lubar, J. F., & Deering, W. M. (1981). Behavioral approaches to neurology. Academic Press.

Journal Articles
Seifert, A. R., & Lubar, J. F.l (1975). Reduction of epileptic seizures through EEG biofeedback training. Biological Psychology, 3, 157-184.
Lubar, J. F. (1975). Behavioral management of epilepsy through sensorimotor rhythm EEG biofeedback conditioning. National Spokesman, 8, 6-7.
Lubar, J. F., & Bahler, W. W. (1976). Behavioral management of epileptic seizures following EEG biofeedback training of the sensorimotor rhythm. Biofeedback and Self-Regulation, 1, 77-104.
Lubar, J. F., & Shouse, M. N. (1976). EEG and behavioral changes in a hyperkinetic child concurrent with training of the sensorimotor rhythm (SMR): A preliminary report. Biofeedback and Self-Regulation, 3, 293- 306.
Lubar, J. F. (1977). Electroencephalographic biofeedback, methodology and the management of epilepsy. Pavlovian Journal of Biological Science, 12, 147-189.
Shouse, M. N. & Lubar, J. F. (9178). Physiological bases of hyperkinesis treated with methylphenidate. Pediatrics, 62, 343-351.
Shouse, M. N., & Lubar, J. F. (1979). Sensorimotor rhythm (SMR) operant conditioning and methylphenidate in the treatment of hyperkinesis. Biofeedback and Self-Regulation, 4, 299-311.
Lubar, J. F., Shabsin, H. S., Natelson, S. E., Holder, G. S., Woodson, S. F., Pamplin, W. E., & Krulikowski, D. I. (1981). EEG operant conditioning in intractable epileptics. Archives of Neurology, 38, 700-704.
Lubar, J. O., & Lubar, J. F. (1984). Electroencephalographic biofeedback of SMR and beta for treatment of attention deficit disorders in a clinical setting. Biofeedback and Self-Regulation, 9, 1-23.
Lubar, J. F. (1985). Changing EEG activity through biofeedback applications for the diagnosis and treatment of learning disabled children. Theory and Practice. Ohio State University, 24, 106-111.
Lubar, J. F., Bianchini, K. J., Calhoun, W. H., Lambert, E. W., Brody, Z. H., & Shabsin, H. S. (1985). Spectral analyses of EEG differences between children with and without learning disabilities. Journal of Learning Disabilities, 18, 403-408.
Lubar, J. F., Gross, D. M., Shively, M.S., & Mann, C.A. (1990). Differences between normal, learning disabled and gifted children based upon an auditory evoked potential task. Journal of Psychophysiology, 4, 480-481.
Lubar, J. F. (1991). Discourse on the development of EEG diagnostics and biofeedback treatment for attention deficit/hyperactivity disorders. Biofeedback and Self-Regulation, 16, 201-225.
Lubar, J. F., Mann, C. A., Gross, D. M., & Shively, M.S. (1992). Differences in semantic event related potentials in learning disabled, normal, and gifted children. Biofeedback and Self-Regulation, 17, 41-57.
Mann, C. A., Lubar, J. F., Zimmerman, A. W., Miller, B. A., & Muenchen, R. A. (1992). Quantitative analysis of EEG in boys with attention deficit/hyperactivity disorder (ADHD). A controlled study with clinical implications. Pediatric Neurology, 8, 30-36.
Lubar, J. F., Swartwood, M. O., Swartwood, J. N., & O'Donnell, P. (1995). 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. Biofeedback and Self-Regulation, 20, 83-99.
Lubar, J. F., Swartwood, M. O., Swartwood, J. N., & Timmermann, D. L. (1995). Quantitative EEG and auditory event-related potentials in the evaluation of Attention-Deficit/Hyperactivity disorder: Effects of methylphenidate and implications for neurofeedback training. Journal of Psychoeducational Assessment (Monograph Series Advances in Psychoeducational Assessment) Assessment of Attention-Deficit/Hyperactivity Disorders, 143-204.
Rasey, H. W., Lubar, J. E., McIntyre, A., Zoffuto, A. C., & Abbot, P.L. (1996). EEG Biofeedback for the enhancement of attentional processing in normal college students. Journal of Neurotherapy, 1, 15-31.
Chapters in Books
Lubar, J. F., & Shouse, M. N. (1977). Use of biofeedback in the treatment of seizure disorders and hyperactivity. Advances in Child Clinical Psychology, Plenum Publishing Company, 1, 204-251.
Lubar, J. F. (1982). EEG operant conditioning in severe epileptics: Controlled multidimensional studies. In L. White & B. Tursky (Eds.), Clinical biofeedback: Efficacy and mechanisms, Guilford Press.
Lubar, J. F. (1983). Electroencephalographic biofeedback and neurological applications. In J. V. Basmajiam (Ed.), Biofeedback: Principles and Practice. Williams and Wilkins Publishers.
Lubar, J. F. (1984). Applications of operant conditioning of the EEG for the management of epileptic seizures. In Th. Elbert, B. Rockstroh, W. Lutzenberger, & N. Birmbaumer (Eds.), Self-Regulation of the Brain and Behavior, Springer-Verlag Publishing Company, 107-125.
Lubar, J. F. (1989). Electroencephalographic biofeedback and neurological applications. In J. V. Basmajian (Ed.), Biofeedback: Principles and Practice (3rd Ed.). Williams and Wilkins Publishers, 67-90.
Lubar, J. F. (in press, 1995). Neurofeedback for the management of attention deficit-hyperactivity disorders. In Schwartz, M. S. (Ed.), Biofeedback: A Practitioner's Guide. Guilford Publications, Inc., New York, (2nd Ed.), 493-522.
Lubar, J. F. (1995). EEG biofeedback (neurofeedback) for attention deficit/hyperactivity disorders. In J. Kamiya & R. Kall (Eds.), Neurofeedback Neurotherapy (Tentative Title), Future Health Publication, Philadelphia, PA. (In Press).
Lubar, J. F. (1995). Neurofeedback Treatment of attention deficit hyperactivity disorder: Research and Clinical Implications. In Biobehavioral Self-Regulation in the East and West. Springer-Verlap Tokyo, 222-228.
References in Support of a Neurological Basis for Attention Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities (LD)
General References
(Books)
Nunez, P. L. (1995). Neocortical Dynamics and Human EEG Rhythms. Oxford University Press.
Duffy, F. N., Iyer, V. G. & Surwillo, W.W. (1989). Clinical Electroencephalography and Topographic Brain Mapping: Technology and Practice, Springer-Verlag.
Niedermeyer, E; DaSilva, E. L. (1993). Electroencephalography: Basic Principles, Chemical Applications, and Related Fields, (3rd. Ed.), Williams & Wilkins,
Baltimore, MD. Generalized and excessive slowing:
Gillberg, C., Matousek, M., Peterson, I., & Rasmussen, P. Perceptual motor and attentional deficits in seven year old children: Electrophysiologic aspects. Acta Paedopsychologica?
Hughes, J. R., & Myklebust, H. R. (1971). The EEG in a controlled study of minimal brain dysfunction. Electroencephalography and Clinical Neurophysiology, 31, 292.
Jasper, H. H., Solomon, P., & Bradley, C. (1938). Electroencephalographic analysis of behavior problems in children. American Journal of Psychiatry, 95, 641-658.
Klinkerfuss, G. H., Lange, P. H., Weinberg, W. A., & O'Leary, J. L. (1965). Electroencephalographic abnormalities of children with hyperkinetic behavior. Neurology, 15, 883-891.
Knott, J. P., Platt, E. B., Ashby, M. C., & Gottlieb, J. S. (1953). A familiar evaluation of the electroencephalograph of patients with primary behavior disorder and psychopathic personality. EEG and Clinical Neuropsychology, 5, 363-370.
Lubar, J. F., Bianchini, K. I., Calhoun, W. H., Lambert, E. W., Brody, Z. H., & Shabsin, H. S. (1985). Spectral analysis of EEG differences between children with and without learning disabilities. Journal of Learning Disabilities, 18(7), 403-408.
Matousek, M., Rasmussen, P., & Gillberg, C. (1984). EEG frequency analysis in children with so-called minimal brain dysfunction and related disorders. Advances in Biological Psychiatry, 15, 102-108.
Satterfield, D. H., Lesser, L. I., Sand, R.E., & Cantwell, D. P. (1973). EEG aspects of the diagnosis and treatment of minimal brain dysfunctions. Annals of the New York Academy of Sciences, 205, 273-282.
Werry, J. M., Delano, J. G., & Douglas, V. (1984). Studies on the hyperactive child. I. Some preliminary findings. Canadian Psychiatric Association Journal, 9, 120-130.
Winkler, A. W., Dixon, J. F., & Parker, J. B. (1970). Brain function in problem children and controls: Psychometric, neurological and electroencephalographic comparisons. American Journal of Psychiatry, 127, 634-645.
Excessive slow wave(theorizing maturational lag):
Ahn, H., Prichep, L., John, E. R., Baird, H., Treptin, M., & Kaye, H. (1980). Developmental equations reflect brain dysfunction. Science, 210, 1259-1262.
Lack of Alpha attenuation:
Fuller, P. W. (1977). Computer estimated alpha attenuation during problem solving in children with learning disabilities. EEG and Clinical Neurophysiology, 38, 149-156.
Dyslexia and LD Papers: EEG and Brain Mapping
Duffy, F. H., Denckla, M. B., Bartels, P. H., & Sandini, G. (1980). Dyslexia: Regional differences in brain electrical activity by topographic mapping. Annals of Neurology, 7, 412-420.
Duffy, F. H., Denckla, M. B., Bartels, P. H., Sandini, G., & Kiessling, L. S. (1980). Dyslexia: Automated diagnosis by computerized classification of brain electrical activity. Annals of Neurology, 7, 421-428.
Dykman, R. A., Holcomb, P. J., Oglesby, D. M., & Ackerman, P. T. (1982). Electrocortical frequencies in hyperactive, learning disabled, mixed, and normal children. Biological Psychiatry, 17, 675-684. Fein, G., Galin, D., Yingling, C., Johnstone, J., & Herron, H. EEG spectra in dyslexic and control boys during resting conditions. Report submitted to Veterans Administration Medical Center, 4150 Clement Street, San Francisco, California 94121.
Flynn, J. M., & Deering, W. M. (1989). Subtypes of Dyslexia: Investigation of border's system using quantitative neurophysiology. Developmental Medicine and Child Neurology, 31, 215-223.
Flynn, J. M. Topographic brain mapping and evaluation of dyslexic children: Clinical and research considerations. Learning disabilities Section, Gunderson Medical Foundation, 1836 South Avenue, La Crosse, Wisconsin 54601.
Spiel, G. (1987). Is there a possibility of differentiating between children with minimal cerebral dysfunction by means of computer-assisted automatic EEG analysis? Advances in Biological Psychiatry, 16, 171-177.
Torello, M. W., & Duffy, F. H. (1985). Topographic mapping of brain electrical activity: Utility in the diagnosis of learning disabilities. In M. Languis (Ed.). Brain and learning: An emerging synthesis, theory into practice. Additional Papers for ADD and/or ADHD Tansey, M. A., & Bruner, R. L. (1983). EMG and EEG biofeedback training in the treatment of a 10-year old hyperactive boy with a developmental reading disorder. Biofeedback and Self-Regulation, 8, 25-37.
Tansey, M. A. (1984). EEG sensorimotor rhythm biofeedback training: Some effects on the neurologic precursors of learning disabilities. International Journal of Psychophysiology, 1, 163-177.
Tansey, M. A. (1985a). Brainwave signatures--An index reflective of the brain's functional neuroanatomy: Further findings on the effect of EEG sensorimotor rhythm biofeedback training on the neurologic precursors of learning disabilities. International Journal of Psychophysiology, 3, 85-89. Senf, G. M. (1988). Neurometric brainmapping in the diagnosis and rehabilitation of cognitive dysfunction. Cognitive Rehabilitation, Nov./Dec., 2037.
Tansey, M. A. (1990). Righting the rhythms of reason: EEG biofeedback training as a therapeutic modality in a clinical office setting. Medical Psychotherapy, 3, 57-68.
Benson, D. Frank. (1991). The role of frontal dysfunction in attention deficit hyperactivity disorder. Journal of Child Neurology, 6(Suppl.), S9-S12.
Colby, C. L. (1991). The neuroanatomy and neurophysiology of attention. Journal of Child Neurology, 6(Suppl.), 588-S116. Heilman, K. M., Voeller, K. K., & Nadeau, S. E. (1991). A possible pathophysiologic substrate of attention deficit hyperactivity disorder. Journal of Child Neurology, 6(Suppl.), S74-S79.
Hynd, G. W., Lorys, A. R., Semrud-Clikeman, M., Nieves, N., Huettner, M. I., & Lahey, B. B. (1991). Attention deficit disorder without hyperactivity: A distinct behavioral and neurocognitive syndrome. Journal of Child Neurology, 6(Suppl.), S35-S41.
Voeller, K. K. (1991). Toward a neurobiologic nosology of attention deficit hyperactivity disorder. Journal of Child Neurology, 6(Suppl.), S2-S8.
Weinberg, W. A., & Emslie, G. J. (1991). Attention deficit hyperactivity disorder: The differential diagnosis [Supplement]. Journal of Child Neurology, 6(Suppl.), S21-S34.
Tansey, M. A. (1991a). Wechsler (WISC-R) changes following treatment of learning disabilities via EEG biofeedback training in a private practice setting. Australian Journal of Psychology, 43, 147-153.
Riccio, C. A., Hynd, G. W., Cohen, M. J., & Gonzalez, J. J. (1993). Neurological basis of attention deficit hyperactivity disorder. Exceptional Children, 60-2, 118-124.
Linden, M., Habib, T., & Radojevic, V. (1996). A controlled study of the effects of EEG biofeedback on the cognition and behavior of children with attention deficit disorders and learning disabilities. Biofeedback and Self Regulation, 21, 35-49.

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