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 becoming clearer, there are currently no validated biomedical treatments targeting the core symptoms. Recent developments in non-invasive brain stimulation, however, have provided important insights into possible underlying neural mechanisms and the development of potential new treatments. Our current research, which involves repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS), indicates that non-invasive brain stimulation in ASD can lead to significant improvements in both neurophysiological indicators and clinical presentation. This research enhances our neurobiological understanding of ASD and is a promising development in the search for new therapeutic interventions for these conditions.
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.
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
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