Attention Deficity Disorder (ADD)

Adult Attention Deficit Disorder

Neurofeedback has been shown to be very effective in eliminating most, if not all, of the symptoms associated with adult and childhood attention deficit disorder.

Adult attention deficit disorder (ADD) affects approximately 2-5% of the adult population. ADD is a neurological impairment that causes a variety of problems. The prominent features include inability to stop and think before acting. Those who have this disorder have difficulty resisting distractions while concentrating or working. They tend to be restless and feel a need to always be busy or doing something. They often become easily bored doing things that they are not interested in.  They often report being forgetful and lose track of their goal. They often cannot sense or use time as well as others. They are less creative in overcoming roadblocks to their goals. They show wide swings in the quality and speed of their work. Some days they can be accurate and other days perform poorly. They tend to change jobs more often than others. They are more prone to relationship difficulties and have a greater turnover of friendships. They are more likely to get speeding tickets and have more accidents. 

The diagnosis of ADD/ADHD is made from using a checklist of symptoms and taking a history. The causation of the symptoms can be from a variety of reasons. These include genetic factors, head trauma to the prefrontal lobes, viral infection, difficulties in pregnancy, prenatal exposure to alcohol and tobacco, premature delivery; excessive levels of lead, and birth trauma. 

Childhood Attention Deficit Disorder

Here is a basic questionnaire to determine if your child has ADD or ADHD.  These questions are modified from the DSM-IV Manual. 

Inattentive  (6 of the following 9)

Does your child often fail to give close attention to details or make careless mistakes in schoolwork or other activities?
Does your child often have difficulty sustaining attention in tasks or play activity?
Does your child often not seem to listen when spoken to directly?
Does your child often not follow through on instructions and fail to finish schoolwork, chores or duties?
Does your child often have difficulty organizing tasks and activities?
Does your child often avoid, show dislike, or become reluctant to engage n tasks that require sustained mental effort (such as schoolwork or homework)?
Does your child often lose things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)?
Is your child often easily distracted by extraneous stimuli?
Is your child often forgetful in daily activities?

Hyperactivity/impulsivity (6 of the following 9)

Does your child often fidget with hands or feet or squirm in his or her in seat?
Does your child often leave his or seat in the classroom or in other situations in which remaining seated is expected?
Does your child run about or climb excessively in situations in which it is inappropriate?
Does your child have difficulty playing or engaging in leisure activities quietly?
Is your child often “on the go” or often acts as if  “driven by a motor”?
Does your child often talk excessively?
Does your child often blurt out answers before questions have been completed?
Does your child often have difficulty awaiting his or her turn?
Does your child interrupt or intrude on others?
Duration
Has your child shown some of these hyperactive-impulsive or inattentive symptoms before age 7 years?

Scoring: 

If your child scored 6 or more on the inattentive list, and the symptoms began before age 7, chances are very high that your child has ADD inattentive type.

If your child scored 6 or more on the hyperactive-impulsive list, and the symptoms began before age 7, chances are very high that your child has ADD hyperactive-impulsive type (ADHD).

If your child scored 6 or more on the inattentive list and the hyperactive-impulsive list, and the symptoms began before age 7, chances are very high that your child has both ADD hyperactive-impulsive type (ADHD) and inattentive type.

Publications on Attention Deficit Disorder and Neurofeedback

Daniel Amens, MD, in his 1998 book, Change Your Brain Change Your Life, wrote, "In my experience with EEG biofeedback and ADD, many people are able to improve their reading skills and decrease their need for medication. Also, EEG biofeedback has helped to decrease impulsivity and aggressiveness. It is powerful tool, in part because the patient becomes part of the treatment process by taking more control over his own physiological processes." (page 144)

Attention Deficit Hyperactivity, Disorder: neurological basis and treatment alternatives,  Arreed Barabasz and Marianne Barabasz, Journal of Neurotherapy, summer 1995.

Recent research indicates a neurological basis for attention deficit disorder, specifically, right frontal lobe dysfunction. Traditional treatments for ADD/ADHD, such as stimulant drugs, behavior modification, and cognitive-behavior therapy have had limited, short-term success and many drawbacks. Neurotherapy (or EEG feedback) which addresses the frontal lobe dysfunction, has shown significant, long-term results, by teaching patients to normalize their brainwave responses to stimuli. 

EEG Biofeedback: a new treatment option for ADD/ADHD, Marabella A. Alhambra, M.D., Timothy P. Fowler, and Antonio A. Alhambra, M.D., Journal of Neurotherapy, Fall 1995.

Attention Deficit Disorder is commonly treated with stimulant medications such as Ritalin (methylphenidate). However, this medication has short-term effects and numerous undesirable side effects including insomnia and loss of appetite. This study explores using EEG biofeedback, with its minimal side effects and long-term results, as an alternative to pharmacological treatments for ADD.  Subjective observations from parents showed 86% improvement. 

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, a pioneer in the new field of neurotherapy, has found that by training individuals to reduce excessive slow wave theta activity and increase the more intense beta activity in the frontal lobe, they are able to reduce symptoms of hyperactivity, and increase their levels of focus and concentration. Lubar reports that after 30-40 sessions of neurotherapy individuals with ADHD show significant academic improvement and score significantly higher on intelligence testing.

Rossiter, T. R., & LaVaque, T. J. (1995). A comparison of EEG biofeedback and psychostimulants in treating attention deficit hyperactivity disorders, Journal of Neurotherapy, 3, 48-59. 

They found that 20 EEG biofeedback sessions were sufficient to  significantly reduce the number of cognitive and behavioral symptoms of attention deficit/hyperactivity disorder. They concluded that EEG biofeedback can lead to "normalization" of behavior, "and can enhance the long-term academic performance, social functioning, and overall life adjustment of the AD/HD patient." 

A Comparison of EEG Biofeedback and Psychostimulants in Treating Attention Deficit/Hyperactivity Disorders, Thomas R. Rossiter and Theodore J. La Vaque, Journal of Neurotherapy, Summer 1995

The study demonstrated that a treatment program with EEG biofeedback as the major component led to significant reduction in both cognitive and behavioral symptoms of AD/HD after 20 treatment sessions completed over a period of four to seven weeks. The EEG group manifested significant improvement in attention, impulse control, speed of information processing and consistency of attention on the TOVA. The EEG program is an effective treatment for AD/HD and a viable alternative to the use of psychostimulant medication. 

Nash, J.K. (2000). Treatment of attention-deficit disorder with neurotherapy. Clinical Electroencephalography, 31 (1), 30-37.