The History of Neurofeedback

    The principles behind neurofeedback are hardly new. The father of operant conditioning is B.F. Skinner, an early 20th century psychologist and scholar. The first experiments with neurofeedback were conducted in the 1960’s by Dr. Joe Kamiya of the University of Chicago and Dr. Barry Sterman of UCLA. In the 1970’s, Dr. Joel Lubar of the University of Tennessee pioneered the use of neurofeedback in children with ADHD. Since that time, advances in hardware and software have made operant conditioning using EEG much more accessible in both clinical and educational settings.

Neurofeedback Research

    Research into neurofeedback as a treatment for academic and vocational disorders continues to expand and is the researched application of neurofeedback. For example, a 2006 study by Levesque, Beauregard, & Mensor provides important new evidence to support the use of neurofeedback. First, the study randomly assigned participants to treatment vs. control groups and second, the inclusion of functional MRI scans documented actual changes in brain activity that occurred with the treatment group but not with the control group. On every statistical measure, groups receiving neurofeedback significantly out performed control groups over the course of the study.

    A 2006 clinical study by Walker and Norman (see below) reported average improvement of 3.41 grade levels in reading after 30 to 50 ten minute neurofeedback sessions in a group of 12 dyslexic students aged 7 to 15.

    While neurofeedback training for LD has not been studied as extensively as for ADHD, there is a body of research evidence going back to the 1980s. A comprehensive bibliography can be found at the International Society for Neurofeedback and Research (www.ISNR.org). An excellent introductory of research into LD and neurofeedback is Jonathan Walker, MD and Charles Norman, MD, “The Neurophysiology of Dyslexia: A Selective Review with Implications for Neurofeedback Remediation and Results of Treatment in Twelve Consecutive Patients” published in the Journal of Neurotherapy, Vol 10(1) 2006.

Not Everyone Agrees

    It is important to note that there are scholars who are not convinced of the efficacy of neurofeedback. Their criticisms, however, are primarily based upon specific research methodology. To date, there are no published studies of neurofeedback that have shown negative results. Educators trained in traditional LD interventions may be resistant but it is likely because they have not been exposed to these techniques.

Neurofeedback at Mind Games

    At Mind Games, a typical 30 minute neurofeedback session consists of a one or two channel EEG being attached to the scalp. A set of protocols which rewards brain activity associated with coding and symbolic interpretation and inhibits low range activity (“noise”) are entered into special software. The reward consists of a video game or DVD which plays normally when the person is attentive and focused and slows or stops playing when the person is distracted or inattentive.

    It typically takes 30 to 50 sessions, but over time the areas of the brain associated with reading and language processes learn to function normally or near normally. As brain function improves, academic and vocational performance improves.

Neurofeedback Technology

    Mind Games uses the latest in neurofeedback technology. Our suppliers are the EEG Institute and Cyberlearning Technologies, who are the exclusive provider of NASA-developed neurofeedback technology.