Learning theory principles that contribute to details of application for the most effective neurofeedback training program will be presented. It has been established that many learning theory principles (classical conditioning, shaping, generalization, etc) are involved in the application known as neurofeedback. This talk is aimed to elaborate on the learning theory principles involved in the effective application of neurofeedback. Additionally, this talk provides the current evidence supporting the use of neurofeedback in the treatment of ADHD and recommendations on the implementation of neurofeedback in clinical practice.
The talk is based upon the recent Position Paper on Neurofeedback for the Treatment of ADHD (Sherlin, Arns, Lubar & Sokhadze, 2010) adopted by the ISNR and also provides basic information regarding the diagnosis and psychophysiological etiology of ADHD. The purpose is to demonstrate the rationale and to reference the necessary support for neurofeedback in order to be recognized as a legitimate, scientific, and evidence-based intervention for the treatment of ADHD.
Sherlin, L, Arns, M, Lubar, J and Sokhadze, E. (2010). ‘A Position Paper on Neurofeedback for the Treatment of ADHD’, Journal of Neurotherapy, 14: 2, 66 — 78
AD/HD is one of the most common psychiatric disorders of childhood, affecting approximately 5% of primary school children. Almost all models of the disorder accept that the behavioural cluster which
Autism spectrum disorders (ASD) are a group of neurodevelopmental conditions that are characterized by social, communicative, and behavioural impairments. Although the neurobiological basis of ASD is
This presentation address will relate research findings from various disciplines to help understand and identify the many possible causal factors for ADHD, Depression and Anxiety, hopefully leading