Advanced Pain Management Techniques: Behind the Science

Advanced Pain Management Techniques

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Pain is a complex and universal experience that affects individuals in different ways. Understanding what is pain, its causes, and how it can be managed is essential for improving quality of life. While traditional treatments often focus on short-term solutions, advanced pain management offers innovative methods to address the underlying causes of discomfort. By exploring modern techniques of pain management, individuals can achieve effective and sustainable relief, even from chronic conditions. Integrating science and technology has led to the development of pain management techniques that target specific pain mechanisms and address the pathology of pain. Moreover, these advancements have made pain management at home a reality, empowering individuals to take control of their health with cutting-edge pain management devices.

What is Pain?

Pain is the body’s natural alarm system, alerting us to potential harm or injury. But what is pain exactly? It is a complex sensory and emotional experience caused by the activation of specific nerve pathways. These pathways send signals from the site of injury or inflammation to the brain, where the pain sensation is processed and interpreted.

Pain can be classified into two primary types:

1. Acute Pain: This is short-term pain that arises from an injury, surgery, or temporary condition. It typically subsides once the underlying cause is treated.
2. Chronic Pain: This is persistent or recurring pain that lasts for months or even years. Chronic pain is often associated with deeper issues related to the pathology of pain, such as nerve damage or long-term conditions like arthritis.

The complexity of pain lies in its pain mechanisms, which include both physical and psychological factors. These mechanisms involve the activation of nociceptors (pain receptors), which detect harmful stimuli like heat, pressure, or inflammation. Once activated, these receptors send signals through the spinal cord to the brain.

Understanding pain mechanisms is crucial for effective treatment. For example, chronic pain may involve overactive nerve pathways, making the body more sensitive to pain even without injury. This knowledge forms the foundation for developing advanced pain management strategies.

With advancements in science and technology, modern pain management techniques focus on addressing both the sensory and emotional aspects of pain. These include targeting the pathology of pain at its source and offering natural solutions that reduce reliance on medication. Whether acute or chronic, understanding what is pain is the first step toward finding effective relief.

Pain Mechanisms: Understanding the Pathology of Pain

To effectively treat pain, it is crucial to understand the pain mechanisms that underlie this complex experience. Pain arises from the interaction of sensory signals and the nervous system, which processes and interprets these signals in the brain. At the core of this process lies the pathology of pain, which explains how pain develops and why it persists in certain conditions.

Pain begins when nociceptors, the body’s specialized pain receptors, detect harmful stimuli such as injury, inflammation, or intense pressure. These nociceptors generate electrical signals that travel through the peripheral nerves to the spinal cord and, ultimately, the brain. The brain then processes these signals, leading to the perception of pain.

There are two primary categories of pain mechanisms:

  1. Nociceptive Pain: This occurs when physical injuries, burns, or inflammation activate nociceptors. It is typically acute and resolves once the injury heals.
  2. Neuropathic Pain: This type of pain results from damage or dysfunction in the nervous system. It is often chronic and can arise from conditions like diabetes, multiple sclerosis, or spinal cord injuries.

The pathology of pain also includes changes in the nervous system over time. For example, chronic pain can cause the nervous system to become hypersensitive, amplifying pain signals even in the absence of an injury. This phenomenon, known as central sensitization, highlights the need for advanced pain management solutions.

Modern pain management techniques aim to address these underlying mechanisms, focusing on reducing inflammation, calming overactive nerves, and interrupting chronic pain cycles. By understanding the pathology of pain, healthcare providers can develop personalized strategies for effective pain management at home or in clinical settings, offering hope to those living with persistent discomfort.

Why Do We Need Advanced Pain Management?

Pain, especially when it becomes chronic, can severely impact a person’s physical, emotional, and social well-being. Traditional approaches often rely on medications, which may provide temporary relief but rarely address the root cause of discomfort. This is where advanced pain management plays a critical role.

Modern pain management techniques go beyond masking symptoms; they target the underlying pathology of pain and the intricate pain mechanisms that contribute to chronic conditions. These innovative methods integrate technology, science, and holistic care, offering sustainable solutions that reduce pharmaceutical dependency.

One of the main reasons we need advanced pain management is the prevalence of chronic pain conditions such as arthritis, fibromyalgia, and nerve-related pain. Traditional treatments are often insufficient for these complex conditions. Advanced methods, such as biofeedback and neurofeedback, address the deeper pain mechanisms, helping patients regain control over their bodies.

Additionally, the need for non-invasive and natural pain relief has grown significantly. Many individuals seek pain management techniques that are safe, drug-free, and effective in the long term. These include biofeedback devices, mindfulness-based therapies, and wearable technologies that allow for pain management at home.

Another compelling reason is the impact of pain on mental health. Chronic pain often leads to stress, anxiety, and depression, creating a vicious cycle that exacerbates discomfort. Advanced pain management techniques focus on breaking this cycle by addressing both physical and emotional pain.

In summary, the need for advanced pain management stems from the limitations of traditional approaches and the growing demand for personalized, effective, and sustainable solutions. With advancements in science and technology, individuals can now access innovative tools and therapies that empower them to manage pain more effectively.

Key Techniques of Pain Management

Managing pain effectively requires a combination of approaches tailored to an individual’s specific needs. Modern techniques of pain management incorporate both traditional and advanced strategies to address the underlying pain mechanisms and provide long-lasting relief. Below are some of the most effective methods:

Non-Invasive Techniques

Non-invasive methods focus on reducing pain without surgical interventions. These include physical therapies such as

  • heat and cold application,
  • transcutaneous electrical nerve stimulation (TENS),
  • and massage therapy.

These pain management techniques are ideal for individuals seeking natural pain relief and avoiding medication dependency.

Hot and Cold Pain Management Technique

Biofeedback Therapy

Biofeedback therapy is a cornerstone of advanced pain management. This innovative technique uses sensors to monitor physiological responses, such as muscle tension, heart rate, and skin temperature. By learning to control these responses consciously, patients can manage the pathology of pain more effectively. Biofeedback is particularly beneficial for conditions like migraines, muscle pain, and stress-related disorders, making it an invaluable tool for pain management at home. In our upcoming articles, we will explore each biofeedback modality in greater detail, including their specific indications, techniques, and how they can be used to manage pain in various conditions.

Medication-Based Pain Relief

Medication remains a widely used method for addressing acute and chronic pain. Pain-relief medications, such as nonsteroidal anti-inflammatory drugs (NSAIDs), opioids, and antidepressants, target specific pain mechanisms. However, reliance on medication often comes with side effects, which is why it is usually combined with other techniques of pain management.

Physical and Psychological Therapies

Physical therapies, such as physiotherapy and exercise, help to strengthen muscles, improve mobility, and alleviate pain. Psychological therapies, including cognitive behavioral therapy (CBT) and mindfulness, address the emotional and mental components of pain. These therapies help patients break the cycle of chronic pain by reducing stress and improving coping mechanisms.

By combining these pain management techniques, individuals can achieve comprehensive and effective relief tailored to their unique needs.

Pain Management Pysical Therapy

The Future of Advanced Pain Management

The future of advanced pain management is promising, driven by rapid advancements in technology, neuroscience, and personalized medicine. Emerging innovations are revolutionizing pain management techniques, offering more effective and targeted solutions to address the underlying pain mechanisms and the pathology of pain.

One of the most exciting developments is the integration of artificial intelligence (AI) into pain management devices. AI-powered tools can analyze real-time data to predict pain patterns, allowing for highly personalized treatment plans. This ensures that individuals receive interventions tailored to their specific needs, improving outcomes significantly.

Another promising trend is the rise of wearable and portable technologies, enabling pain management at home. Devices such as biofeedback and neurofeedback systems are becoming more accessible, allowing users to monitor and manage pain in real-time. These tools empower patients to take control of their health while reducing reliance on medications.

Non-invasive approaches are also evolving, with advancements in therapies such as transcranial magnetic stimulation (TMS) and low-level laser therapy. These natural pain relief methods target specific pain mechanisms, such as nerve hyperactivity, without the need for surgery or drugs.

Regenerative medicine, including stem cell therapy and gene editing, offers hope for addressing the root causes of chronic pain. These therapies aim to repair damaged tissues and nerves, addressing the pathology of pain at its core.

Lastly, there is growing recognition of the importance of holistic care. Future techniques of pain management will likely incorporate physical, psychological, and emotional therapies in a more integrated manner. This comprehensive approach will further enhance the effectiveness of advanced pain management strategies.

As research continues to uncover new insights, the future holds immense potential for transforming how pain is understood and treated, improving the lives of millions worldwide.

Conclusion

Pain is a complex experience, deeply rooted in the intricate pain mechanisms of the body and the pathology of pain. Understanding what is pain and how it manifests is the first step toward effective relief. Modern advancements have redefined the field of advanced pain management, offering innovative tools and therapies that go beyond traditional methods to address pain at its source.

Through a combination of non-invasive approaches, pain management techniques, and therapies such as biofeedback, individuals now have access to more personalized and effective care. These innovations empower patients to manage discomfort proactively, whether through natural pain relief strategies or advanced pain management devices designed for home use.

The integration of technology with holistic practices has revolutionized the way we approach pain. From wearable devices to regenerative medicine, modern solutions target the underlying pathology of pain with precision. At the same time, physical and psychological therapies help address the emotional toll of chronic pain, creating a well-rounded approach to recovery.

As science continues to evolve, the future of pain management at home looks brighter than ever. The combination of accessible tools and cutting-edge therapies ensures that pain can be managed effectively without heavy reliance on medications.

In conclusion, understanding what is pain and utilizing advanced techniques of pain management paves the way for sustainable relief. By addressing the root causes and empowering individuals with knowledge and tools, modern pain management offers hope and improved quality of life for those struggling with both acute and chronic conditions. Whether through biofeedback therapy, innovative technologies, or holistic practices, the path to effective pain control has never been more achievable

ADHD in boys

Neurofeedback for ADHD Management

by with 2 Comments NeurofeedbackOptimal Performance

Attention Deficit Hyperactivity Disorder (ADHD) has become one of the most common neurodevelopmental and psychiatric disorders of childhood (3% to 7% of school-age children) that persists to adolescence and adulthood in 40-60% of cases. ADHD treatment’s main strategies are the use of pharmacological therapy, omega 3, multivitamins, and multi-minerals. Neurofeedback for ADHD management is a non-pharmacological intervention based on neuroplasticity characteristics of the brain and utilizes cognitive behavioral therapeutic elements to gain access to and practice brain activity. 

In fact, several organizations worldwide are looking into claims that neurofeedback is as effective as pharmacological therapy but significantly longer-lasting and free of side effects. This becomes more true if we consider the current friendly use of neurofeedback devices for ADHD management at home, school, university, and workplace.

ADHD in boy
ADHD in girl
ADHD in preschool
ADHD in school children
ADHD in girls at teenage
ADHD in adults
Neurofeedback in ADHD

Understanding ADHD in Children

Attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed behavioral disorder in children, but it is also often misunderstood and the subject of controversy. As a result, confusion surrounding the disorder has led to both under- and overtreatment of children. Currently, doctors primarily diagnose ADHD by referring to the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition Text Revision (DSM-IV, 1994) or the International Statistical Classification of Mental Disorders (ICD-10, World Health Organization, 1992).

ADHD is a childhood-onset disorder characterized by inattention, hyperactivity, and impulsivity. Notably, the impact of ADHD on society is enormous. It imposes significant financial costs, causes stress for families, and leads to adverse academic and vocational outcomes. Moreover, it negatively affects children’s self-esteem. Children with ADHD are easily recognized in clinics, schools, and at home due to their noticeable behaviors.

Challenges and Controversies in ADHD Across the Lifespan

Children with ADHD often struggle with daydreaming and distraction, finding it hard to stay focused for long periods. Additionally, their impulsive actions can result in accidents, difficulties with peers, and classroom disruptions. Hyperactivity, demonstrated through fidgeting and excessive talking, frustrates both teachers and parents. Consequently, schools typically have a low tolerance for such behavior, and parents struggle to manage their children in crowds or enforce reasonable sleep schedules. As these children enter their teenage years, hyperactivity and impulsivity may decrease, but ADHD symptoms persist. Unfortunately, teens with ADHD often experience low self-esteem, strained relationships, and an increased risk of delinquency, smoking, and substance abuse.

The diagnosis of ADHD in adults has generated much debate. Some researchers argue that most cases of ADHD are resolved by adulthood, questioning the validity of adult ADHD diagnoses. However, others believe that diagnosing ADHD in adults is both reliable and valid. Longitudinal studies have shown that as many as two-thirds of children with ADHD continue to have impaired symptoms into adulthood. In adults, restlessness often replaces hyperactivity. Throughout the life cycle, individuals with ADHD frequently experience comorbid conditions such as conduct, depression, bipolar, and anxiety disorders.

ADHD Symptoms in Children and Teenagers

ADHD is divided into three subtypes:

  • predominantly inattentive (ADHD-PI or ADHD-I),
  • predominantly hyperactive-impulsive (ADHD-PH or ADHD-HI), and
  • combined type (ADHD-C).

The symptoms of ADHD in children and teenagers are well-defined, and they’re usually noticeable before the age of 6. They occur in multiple situations, such as at home and school.

Inattentiveness

The main signs of inattentiveness are:

  • having a short attention span and being easily distracted
  • making careless mistakes – for example, in schoolwork
  • appearing forgetful or losing things
  • being unable to stick to tasks that are tedious or time-consuming
  • appearing to be unable to listen to or carry out instructions
  • constantly changing activity or task
  • having difficulty organizing tasks.

Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

  • being unable to sit still, especially in calm or quiet surroundings
  • constantly fidgeting
  • being unable to concentrate on tasks
  • excessive physical movement
  • excessive talking
  • being unable to wait their turn
  • acting without thinking
  • interrupting conversations
  • little or no sense of danger

These symptoms can cause significant problems in a child’s life, such as underachievement at school, poor social interaction with other children and adults, and problems with discipline.

Challenges Faced by Children with ADHD

Children with ADHD often face significant challenges in their daily lives. These challenges can include underachievement at school, poor social interactions with peers and adults, and issues with discipline. One common symptom of ADHD, both in children and adults, is the inability to focus for extended periods on tasks. People with ADHD tend to get easily distracted, which makes it difficult for them to maintain focus on an activity, assignment, or chore. However, there is a lesser-known and more controversial symptom called hyperfocus. While other conditions can include hyperfocus as a symptom, here we will focus on how it relates to ADHD.

Understanding Hyperfocus in ADHD

Hyperfocus refers to the intense concentration that some individuals with ADHD experience. ADHD isn’t just a deficit of attention but rather a difficulty in regulating attention on desired tasks. Mundane tasks may feel impossible to focus on, while more engaging activities can be entirely absorbing. For instance, a person with ADHD may struggle with homework or work projects but can spend hours fully engrossed in video games, sports, or reading. During hyperfocus, they become so immersed in what they enjoy that they lose track of time, neglect other responsibilities, and ignore their surroundings. Although this intense concentration sometimes leads to productive work, it can also cause people to have less constructive activities.

Harnessing and Managing Hyperfocus in ADHD

Managing hyperfocus, especially in children, is crucial for their growth and development. It’s important to find interests that steer them away from isolated activities and promote social interaction, such as music or sports. For adults with ADHD, hyperfocus can also be a challenge at work and home. Rather than forbidding certain activities, the key is to harness their focus by making work or school more stimulating. Although difficult for children, this strategy can become advantageous for adults, particularly in the workplace. Finding a job aligned with their interests allows individuals with ADHD to thrive, using hyperfocus to their benefit.

Video – More screen tine leads to ADHD

Related conditions in children and teenagers with ADHD

Although not always the case, some children may also have signs of other problems or conditions alongside ADHD, such as:

  • Anxiety disorder – which causes your child to worry and be nervous much of the time; it may also cause physical symptoms, such as a rapid heartbeat, sweating, and dizziness
  • Oppositional defiant disorder (ODD) – this is harmful and disruptive behavior, particularly towards authority figures, such as parents and teachers.
  • Conduct disorder – this often involves a tendency towards highly antisocial behavior, such as stealing, fighting, vandalism, and harming people or animals.
  • Depression
  • Sleep problems – finding it difficult to get to sleep at night and having irregular sleeping patterns
  • Autistic spectrum disorder (ASD) – this affects social interaction, communication, interests, and behavior.
  • Epilepsy – a condition that affects the brain and causes repeated fits or seizures
  • Tourette’s syndrome – a condition of the nervous system characterized by a combination of involuntary noises and movements (tics)
  • Learning difficulties – such as dyslexia or dyscalculia.

ADHD Symptoms in Adults

In adults, the symptoms of ADHD are more difficult to define. This is mainly due to a lack of research into adults with ADHD.
As ADHD is a developmental disorder, it cannot develop in adults without it first appearing during childhood. However, the symptoms of ADHD often persist from childhood into a person’s teenage years and then adulthood.
Any additional problems or conditions experienced by children with ADHD, such as depression or dyslexia, may also continue into adulthood. By the age of 25, an estimated 15% of people diagnosed with ADHD as children still have a full range of symptoms, and 65% still have some symptoms that affect their daily lives. Hyperactivity tends to decrease in adults, while inattentiveness tends to worsen as adult life pressures increase. Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms.
Some specialists have suggested the following as a list of symptoms associated with ADHD in adults:

  • Impulsiveness
  • Excessive activity or restlessness and edginess
  • Carelessness and lack of attention to detail
  • Continually starting new tasks before finishing old ones
  • Poor organizational skills and problems prioritizing
  • Poor time management skills
  • Problems focusing on a task
  • Poor planning
  • Trouble multitasking
  • Continually losing or misplacing things
  • Forgetfulness
  • Difficulty keeping quiet and speaking out of turn
  • Blurting out responses and often interrupting others
  • Frequent mood swings, irritability, and a quick temper
  • Low frustration tolerance
  • Trouble coping with stress
  • Extreme impatience
  • Taking risks in activities, often with little or no regard for personal safety or the safety of others – for example, driving dangerously.

Related conditions in adults with ADHD

Although ADHD doesn’t cause other psychological or developmental problems, as with ADHD in children and teenagers, ADHD in adults can occur alongside several related problems or conditions and make treatment more challenging.

  • Mood disorders. Many adults with ADHD also have depression, bipolar disorder, or another mood disorder. While mood problems aren’t necessarily due directly to ADHD, a repeated pattern of failures and frustrations due to ADHD can worsen depression.
  • Anxiety disorders. Anxiety disorders occur pretty often in adults with ADHD. Anxiety disorders may cause overwhelming worry, nervousness, and other symptoms. Anxiety is getting worse because of the challenges and setbacks caused by ADHD.
  • Learning disabilities. Adults with ADHD may score lower on academic testing than adults of their age, intelligence, and education without ADHD. Learning disabilities can include problems with understanding and communicating.
  • Other psychiatric disorders. Adults with ADHD are at increased risk of other psychiatric disorders, such as personality disorders, intermittent explosive disorder, and substance abuse.
    – personality disorders – conditions in which an individual differs significantly from the average person in terms of how they think, perceive, feel, or relate to others
    – bipolar disorder – a condition affecting your mood, which can swing from one extreme to another
    – obsessive-compulsive disorder (OCD) – a condition that causes obsessive thoughts and compulsive behavior.

The behavioral problems associated with ADHD can also cause problems such as difficulties with relationships and social interaction.

Genetic Factors in ADHD Development

The exact cause of ADHD remains unclear, though researchers believe a combination of factors may contribute to it. One key area of focus involves genetics, particularly a gene linked to dopamine production. Dopamine is a chemical that helps the brain regulate consistent attention. Researchers suspect that ADHD may be connected to this gene, as dopamine plays a crucial role in attention control. ADHD often runs in families, and in many cases, the genes inherited from parents are considered a significant factor in developing the condition. Studies have shown that parents and siblings of a child with ADHD are more likely to have the condition as well. However, the inheritance of ADHD is complex and does not appear to be caused by a single genetic issue.

Additional Contributing Factors to ADHD

While genetics play a significant role, other factors may also contribute to the development of ADHD. Some researchers point to brain injuries or infections as potential contributors. Additionally, exposure to certain conditions before birth, such as a lack of oxygen or exposure to substances like alcohol or nicotine, could increase the risk of ADHD. Premature birth is another factor linked to the condition. Moreover, difficult experiences during early childhood may influence the likelihood of developing ADHD. These factors, in combination with genetics, create a multifaceted picture of what may lead to ADHD.

ADHD SYMPTOM CHECKLISTS

Does My Child Have Attention Deficit Hyperactivity Disorder (ADHD or ADD)?

Only a mental health professional can tell for sure whether symptoms of distractibility, impulsivity, and hyperactivity are severe enough to suggest a positive ADHD diagnosis. ADHD Checklist for Boys and Girls tests may provide behavior clues and suggestions about the next steps. This questionnaire is designed to determine whether your child demonstrates symptoms similar to those of attention deficit disorder (ADHD). Download and print out the NICHQ Vanderbilt Assessment Scale.  If you answer yes to a significant number of these questions, consult a licensed mental health practitioner. An accurate diagnosis can only be made through clinical evaluation.

ADHD Checklist for Boys
ADHD Checklist for Girls
NICHQ Vanderbilt Assessment Scales

Scoring Instructions for the NICHQ Vanderbilt Assessment Scales

These scales should NOT be used alone to make any diagnosis. You must take into consideration information from multiple sources. Scores of 2 or 3 on a single Symptom question reflect often-occurring behaviors. Scores of 4 or 5 on Performance questions reflect problems in performance.

The initial assessment scales, parent and teacher, have two components: symptom assessment and impairment in performance. On both the parent and teacher initial scales, the symptom assessment screens for symptoms that meet the criteria for both inattentive (items 1–9) and hyperactive ADHD (items 10–18).
To meet DSM-IV criteria for the diagnosis, one must have at least six positive responses to either the inattentive nine or hyperactive nine core symptoms or both. A positive response is a 2 or 3 (often, very often) (you could draw a line straight down the page and count the positive answers in each subsegment). There is a place to record the number of positives in each subsegment and a place for a total score for the first 18 symptoms (add them up).

Screening for Comorbidities and Performance Impairment

The initial scales also have symptom screens for three other comorbidities: oppositional-defiant, conduct, and anxiety/ depression. These are screened by the number of positive responses in each of the segments separated by the “squares.” The specific item sets and number of positives required for each co-morbid symptom screen set are detailed in the PDF file.
The second section of the scale has a set of performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem.
To meet the criteria for ADHD, there must be at least one item of the Performance set in which the child scores a 4 or 5; i.e., there must be impairment, not just symptoms, to meet diagnostic criteria. The sheet has a place to record the number of positives (4s, 5s) and an Average Performance Score—add them up and divide by the number of Performance criteria answered.

Adult ADHD Self-Report Scale (ASRS) Symptom Checklist

Many adults have been living with Adult Attention-Deficit/Hyperactivity Disorder (Adult ADHD) and don’t recognize it. Why? Because its symptoms are often mistaken for a stressful life. If you’ve felt this type of frustration most of your life, you may have Adult ADHD.

The following 6-question Adult Self-Report Scale-Version1.1 (ASRS-V1.1) Screener questionnaire can be used as a starting point to help you recognize the signs/symptoms of Adult ADHD but is not meant to replace consultation with a trained healthcare professional. An accurate diagnosis can only be made through a clinical evaluation. Regardless of the questionnaire results, if you have concerns about the diagnosis and treatment of Adult ADHD, please discuss your concerns with your physician.

The Adult Self-Report Scale Symptom Checklist is intended for people 18 or older.

Download The 6-question Adult Self-Report Scale-Version1.1 (ASRS-V1.1) Screener
Download Adult ADHD Self-Report Scale Symptom Checklist

WHAT PARTS OF THE BRAIN ARE AFFECTED BY ADHD?

In children with ADHD, several brain regions and structures (pre-frontal cortex, striatum, basal ganglia, and cerebellum) tend to be smaller by roughly 5%.
ADHD brains have low levels of a neurotransmitter called norepinephrine, which is linked arm-in-arm with dopamine. The ADHD brain has impaired neurotransmitter activity in four functional regions.

1. Frontal Cortex
This region controls high-level functions:

  • Attention
  • Executive Function
  • Organization
    This region orchestrates our high-level functioning: maintaining attention, organization, and executive function. A dopamine deficiency within this brain region might cause inattention, problems with organization, and impaired executive functioning.

2. Limbic System
This region is located deeper in the brain and regulates emotions and attention. A dopamine deficiency in this region might result in restlessness, inattention, or emotional volatility.

3. Basal Ganglia
These neural circuits regulate communication within the brain. Information from all brain regions enters the basal ganglia and is relayed to the correct sites in the brain. A dopamine deficiency in the basal ganglia can cause inter-brain communication and information to “short-circuit,” resulting in inattention or impulsivity.

4. Reticular Activating System
This is the major relay system among the many pathways that enter and leave the brain. A dopamine deficiency here can cause inattention, impulsivity, or hyperactivity.
These four regions interact, so a deficiency in one area may cause a problem in one or more of the others. ADHD results from problems in one or more of these regions.

NEUROPATHOPYSIOLOGY OF ADHD

The Role of Dopamine in Brain Function

The human brain contains millions of neurons that secrete dopamine. These cells are distributed across different regions, each responsible for various functions. These include movement, cognitive functions, memory, and essential management skills like decision-making and planning, which enable attention and learning. Dopamine is also released when we experience pleasure or success as part of the brain’s positive feedback regulation system. This system allows us to strengthen desired behaviors and progress toward our goals. It operates through neural pathways that generate feelings of pleasure, motivation, and concentration. Dopamine secretion increases when we feel motivated or interested in completing a task. This, in turn, boosts motivation, attention, and the sensation of success.

ADHD and Brain Dysfunction

ADHD is linked to multiple neurophysiological deficits. Recent theories combine clinical symptoms and neuropsychological challenges within the framework of specific brain dysfunctions. Cognitive deficits in ADHD may arise from dysfunctions in the frontostriatal or mesocortical brain networks, both of which involve the dopaminergic system. Additionally, difficulties with reward processing are likely connected to problems in the mesolimbic dopaminergic system (Sagvolden et al., 2005; Sonuga-Barke, 2005). 

Research suggests that these deficits can be present even in the resting brain. A more fundamental neuronal network approach points to Default Mode-Network (DMN) activity as a significant issue. DMN activity, typically prominent during rest, may interfere with the brain’s task-related networks, leading to challenges in state regulation and periodic attention lapses (Sonuga-Barke and Castellanos, 2007; Castellanos and Proal, 2012). This interference explains why neurofeedback is particularly effective in managing ADHD, offering long-lasting results.

Pharmacological and Non-Pharmacological ADHD Treatments

Pharmacological treatments, especially stimulants like methylphenidate and amphetamine sulfate and non-stimulants like Atomoxetine, have proven to be highly effective in alleviating ADHD symptoms (Banaschewski et al., 2006; King et al., 2006). These medications work by increasing norepinephrine levels in the brain. Stimulants achieve this by promoting norepinephrine synthesis, while non-stimulants slow the breakdown of norepinephrine. Once the brain’s norepinephrine levels are balanced, the individual’s hyperactivity, inattentiveness, and impulsivity diminish. 

However, these effects only last as long as the medication is active. The problem with stimulant drugs like Adderall and Ritalin is the potential for addiction, as individuals need more of the drug to continue feeling in control and focused. Researchers have questioned the long-term effectiveness of these medications (Molina et al., 2009; van de Loo-Neus et al., 2011). Side effects, non-responsiveness, and social stigma have increased interest in non-pharmacological treatments (Sonuga-Barke et al., 2013; Daley et al., 2014).

BRAIN WAVES IN ADHD

Brainwaves in ADHD - QEEG

ADHD has been associated with specific clinical behavioral symptoms for many years. Recently, interest has been focused on ADHD to determine whether specific abnormal EEG patterns correlate with clinical manifestations of ADHD.
Multiple studies have determined that children with ADHD have more significant theta activity compared to gender and age-matched controls. Other studies showed increased delta activity coupled with decreased alpha and beta activities.

Additionally, abnormalities in the theta/beta ratio are one of the most significant measures of EEG alterations in ADHD.
Some researchers describe significantly increased theta/low beta and theta/alpha ratios in patients with ADHD.
Brain scans show that ADHD brains produce more low-frequency delta or theta brain waves than do neurotypical brains and often show a shortage of high-frequency beta brain waves linked to focus and impulse control.

NEUROFEEDBACK FOR ADHD MANAGEMENT

Neurofeedback as an Alternative to Medications for ADHD

EEG Biofeedback or Neurofeedback (NFB) is a non-pharmacological intervention for ADHD management that incorporates cognitive behavioral therapy elements to train and regulate brain activity. Many organizations worldwide are exploring the claims that neurofeedback can be as effective as pharmaceutical treatments in helping children with ADHD. For example, a course of neurofeedback sessions may have the same effect as regularly taking psychostimulant medications like Ritalin. However, unlike medication, neurofeedback often eliminates the need for ongoing treatment after the course completion, reducing reliance on drugs altogether.

The brain’s functioning and a person’s behavior are interconnected. Changes in behavior can alter the brain and vice versa. Neurofeedback focuses on changing behavior by training the brain in a positive, natural manner. The primary goal is to increase the brain’s capacity for beta waves while reducing the occurrence of delta and theta waves, helping to improve attention and focus.

How Neurofeedback Works and Its Proven Efficacy

Recent clinical trials have produced intriguing findings, showing that ADHD brains exhibit distinct EEG patterns. The results also confirm the effectiveness of neurofeedback protocols focusing on theta suppression/beta enhancement and theta suppression/alpha enhancement in reducing ADHD symptoms. 

Theta/beta training aims to reduce theta band activity (4–8 Hz) and increase beta band activity (13–20 Hz) in the electroencephalogram (EEG). This corresponds to an alert, focused, yet relaxed state, addressing the cortical arousal aspects of ADHD. The alpha enhancement protocol, in particular, has proven more effective at reducing omission errors, enhancing attention, and improving cognitive performance in ADHD patients.

The Role of Home Neurofeedback Devices and Dopamine Reinforcement

Neurofeedback training allows individuals to self-regulate their brainwave frequency. Numerous home-use neurofeedback headset devices are now available, allowing users to practice brain training from their homes. These devices measure brain frequencies in real time while the user plays a video game that responds to brainwaves. The trainee can score points in the game only when their brainwave frequency aligns with the desired state for attention or relaxation.

When the trainee reaches the correct brainwave frequency, they experience success, activating the brain’s reinforcement system and naturally increasing dopamine secretion. This dopamine release enhances attention and motivates the trainee to maintain the correct brainwave state. Over time, the brain learns to remember how to reach the desired frequency, allowing the individual to maintain improved focus and behavior in daily life, even without the neurofeedback device. This process leads to long-lasting reductions in ADHD symptoms, making neurofeedback a powerful tool for ADHD management.

Key Electrode Sites for ADHD Neurofeedback

1. Fz (Frontal Midline):

  • Location: Frontal lobe, on the midline, 20% of the distance from the nasion (bridge of the nose).
  • Relevance: Associated with attention, impulse control, and executive function. Targeting Fz can help improve these areas.

2. Cz (Central Midline):

  • Location: The scalp vertex, halfway between the nasion and inion and equally spaced between the left and right preauricular points (just above the ears).
  • Relevance: Central region involved in motor control and general arousal regulation. Often used as a reference site.
Electrode Application Sites for ADHD Neurofeedback Management

3. C3 (Left Sensorimotor Cortex):

  • Location: Left hemisphere, 20% of the distance from the midline along the central line.
  • Relevance: Involved in motor control and coordination, relevant for reducing hyperactivity.

4. C4 (Right Sensorimotor Cortex):

  • Location: Right hemisphere, analogous to C3 on the right side.
  • Relevance: Also involved in motor control, balancing neural activity related to motor functions.

Neurofeedback Protocols for ADHD Management

The protocol involves training individuals to increase or decrease specific brainwave activity at the targeted locations to improve attention, impulse control, and executive function.

Theta/Beta Ratio Training

This protocol aims to balance theta (4-8 Hz) and beta (15-20 Hz) wave activity to improve attention and reduce impulsivity.

  • Target Brainwaves: Theta (4-8 Hz) and Beta (15-20 Hz)
  • Goal: Decrease theta activity and increase beta activity to improve cognitive control and reduce symptoms of ADHD.

Procedure:

1. Electrode Placement: Place electrodes at Fz and Cz (reference).
2. Baseline Recording: Record baseline theta and beta activity for 5-10 minutes.
3. Feedback Mechanism: Provide real-time feedback using visual (e.g., a game or moving bar) or auditory (e.g., tone) cues. Positive feedback occurs when theta decreases and beta increases.
4. Training Sessions: Conduct 20-30 minutes of training sessions, 2-3 times per week, for 20-40 sessions.
5. Progress Monitoring: Utilize attention and impulse control scales and follow-up qEEG to track progress.

SMR Training Protocol

This protocol focuses on increasing sensorimotor rhythm (SMR, 12-15 Hz) activity to enhance motor inhibition and reduce hyperactivity.

  • Target Brainwaves: SMR (12-15 Hz)
  • Goal: Increase SMR activity to enhance motor inhibition and promote calmness.

Procedure:

1. Electrode Placement: Place electrodes at C3 (left sensorimotor cortex) and Cz (reference).
2. Baseline Recording: Record baseline SMR activity for 5-10 minutes.
3. Feedback Mechanism: Provide real-time feedback using visual or auditory cues. Positive feedback is given when SMR activity increases.
4. Training Sessions: Conduct 20-30 minutes of training sessions, 2-3 times per week, for 20-40 sessions.
5. Progress Monitoring: Use attention and hyperactivity rating scales and follow-up qEEG to monitor changes.

Alpha/Theta Training

This protocol balances alpha (8-12 Hz) and theta (4-8 Hz) waves to promote relaxation and improve cognitive control.

  • Target Brainwaves: Alpha waves (8-12 Hz) and Theta waves (4-8 Hz)
  • Goal: Increase alpha activity and decrease theta activity to enhance relaxation and attention.

Procedure:

1. Electrode Placement: Place electrodes at Fz and Cz (reference).
2. Baseline Recording: Record baseline alpha and theta activity for 5-10 minutes.
3. Feedback Mechanism: Use calming visual or auditory feedback. Positive feedback is provided when alpha increases, and theta decreases.
4. Training Sessions: Conduct 20-30 minutes of training sessions, 2-3 times per week, for 20-40 sessions.
5. Progress Monitoring: Use attention and relaxation scales and follow-up qEEG to monitor changes.

Effectiveness of Neurofeedback for ADHD management

DECREASE OF ADHD SYMPTOMS AFTER NFB TRAINING
After 2 sessions of NFB 37%
After 10 sessions of NFB 60%
After 20 sessions of NFB 78%

Moreover, long-term follow-up studies with children successfully treated with neurofeedback have shown that the improved attention ability and memory improvement of these children remain stable long after treatment has ended. These children also learn to manage their emotional status in different stressful situations. In other words, abnormal brainwave patterns are permanently normalized without the use of toxic drugs. It is also important to note that drugs do not improve the child’s ability to learn, but neurofeedback does.
Research shows neurofeedback works best for children over six with average or high intelligence. Usually, 30-50 treatment sessions (30-45 minutes each) are required for successful treatment at a rate of 2-3 sessions per week.

After 1-5 sessions 

ATTENTION
16%
MEMORY
10%
STRESS MANAGEMENT
34%

6 -10 sessions 

31%
24%
66%

11 – 20 sessions  

60%
56%
86%

20+ sessions 

67%
73%
91%

HOME USE DEVICE FOR NEUROFEEDBACK FOR ADHD MANAGEMENT

Neurofeedback Devices for Personal and Medical Use

Neurofeedback devices serve medical and non-medical purposes, with a fine line between the two. The non-medical use of neurofeedback often focuses on personal improvement, helping users enhance relaxation, attention, focus, concentration, and self-awareness. It can also support activities like meditation, counseling, or hypnosis and even aid in achieving altered states of consciousness. These applications can be done without professional intervention. However, when neurofeedback is used to address a medical condition, such as relieving disorder symptoms, professional help becomes necessary.

Although neurofeedback systems are designed to let users control a computer for recreational, educational, or entertainment purposes, they are not considered medical instruments. Detailed information about various neurofeedback devices for home use, including methods and indications, is available online. A device claiming to aid in relaxation or alleviate disorder-related symptoms is classified as medical. The primary difference lies in how the device is marketed and used—whether for self-improvement or medical treatment.

Distinctions Between Medical and Non-Medical Neurofeedback

While both medical and non-medical neurofeedback systems share similar functions, their use depends on user intent and labeling. The benefits of neurofeedback may differ in either context, but the expectations and applications set them apart. For example, using neurofeedback to improve attention and concentration could be considered a personal improvement tool. However, if it’s employed to address conditions like Attention Deficit Hyperactivity Disorder (ADHD), it may fall under medical treatment.

Neurofeedback intended to reduce ADHD symptoms, especially if it is used to avoid stimulant medications like Ritalin, is generally considered medical. On the other hand, when parents, teachers, or counselors use neurofeedback in an educational setting to help a child achieve focused relaxation and academic improvement, the procedure is viewed as educational rather than medical treatment. The distinction relies on the purpose of the neurofeedback intervention.

Neurofeedback and the Brain’s Neuroplasticity

Neurofeedback takes advantage of neuroplasticity, the brain’s ability to change and adapt by forming connections between nerve cells. This process occurs naturally whenever we learn a new skill, as the brain strengthens pathways that link different areas. The more these pathways are activated, the better the brain performs the associated tasks.

Neurofeedback is a type of learning where responses are shaped by their consequences. It provides ideal conditions for learning because it helps the brain recognize when it’s producing healthier brainwave patterns. This positive change is reinforced, and the user is given multiple opportunities to practice during a session. As the brain strengthens these healthier pathways, neurofeedback supports long-term focus, attention, and self-regulation improvement.

Best Neurofeedback Device for ADHD

Mendi Headband

ADHD Management with Mendi Headband

Neuro VIZR for Mental Clarity and Focus

Get Academic Success with NeuroVIZR

Other Neurofeedback Devices for ADHD management at Home

Forbrain for child education
Forbrain - structure
Forbrain

Forbrain Bone Conduction Audio Neurofeedback home- use device

Excellent Brain ADHD Neurofeedback Home Training Kit
excellent-brain-adhd-neurofeedback-home-training-kit_2

Excellent Brain ADHD Neurofeedback Home Training Kit

Neurosky Puzzlebox Orbit Bundle EEG Headset
Neurosky Puzzlebox Orbit Bundle EEG Headset
Puzzlebox Orbit EEG Controlled Helicopter
Neurosky’s Mindwave Mobile 2 Headset

Neurosky Puzzlebox Orbit Bundle EEG Headset

Biofeedback Home Use Device

Various modalities of biofeedback, including Electromyography (EMG), Heart Rate Variability (HRV), Temperature, and Galvanic Skin Response (GSR), can also be utilized in the management of Attention-Deficit/Hyperactivity Disorder (ADHD). EMG biofeedback helps individuals gain awareness and control over muscle tension, which can reduce physical restlessness and hyperactivity often associated with ADHD. HRV biofeedback trains individuals to regulate their heart rate variability, promoting autonomic balance and improving emotional regulation and stress resilience. Temperature biofeedback involves monitoring peripheral skin temperature to enhance relaxation and decrease physiological arousal, thereby aiding concentration and impulse control. GSR biofeedback measures the skin’s electrical conductance, which varies with sweat gland activity and can provide insights into stress and arousal levels. By learning to modulate these physiological responses, individuals with ADHD can improve their focus, reduce impulsivity, and manage stress more effectively, complementing traditional neurofeedback approaches.

EMG Biofeedback home-use device

NeuroTrac Simplex EMG Biofeedback

EMG Biofeedback home-use device

NeuroTrack MyoPlus 2 Pro

Temperature Biofeedback home-use device

esense temperature biofeedback home-use device

Breathing Biofeedback home-use device

eSense Respiration Biofeedback home-use device

Heart Rate Variability Biofeedback home-use device

eSense Pulse HRV Biofeedback home-use device

Electrodermal Skin Activity Biofeedback home-use device

Galvanic skin response biofeedback - eSense Skin Response Biofeedback home-use device

ADHD OTHER MANAGEMENT MEANS

DIET AND NATURAL SUPPLEMENT IN ADHD

  • Proteins
  • Balanced Meals
  • B Vitamins
  • Zinc, Iron, and Magnesium
  • Multivitamins/ Multimineral
  • Picamilon

     

  • Proteins

Foods rich in protein, such as lean beef, pork, poultry, fish, eggs, beans, nuts, soy, and low-fat dairy products, can help with ADHD symptoms. The body uses Protein-rich foods to make neurotransmitters, the chemicals released by brain cells to communicate with each other. Protein can also prevent surges in blood sugar, which increases hyperactivity.

  • Balanced Meals

A well-balanced diet, including vegetables, complex carbohydrates, fruits, and plenty of protein, leads to behavior that tends to be more consistently under control.

  • B Vitamins

Studies suggest that B vitamin supplements may improve IQ scores and reduce aggression and antisocial behavior in children who are B-vitamin deficient. Vitamin B-6 may also increase the brains’
levels of dopamine, a neurotransmitter that improves alertness.

  • Zinc, Iron, and Magnesium

Zinc synthesizes dopamine and boosts the effects of some ADHD stimulant medications, such as Ritalin and Concerta; low levels of zinc correlate with inattention. Iron is also necessary for making dopamine; low levels of iron may cause cognitive deficits and severe ADHD. Adequate magnesium levels keep the brain calm.

  •   Multivitamins/Multiminerals

Daily recommended a value of vitamins and minerals are important for any child, especially one with ADHD. A daily multivitamin/multimineral will ensure that he gets what he needs.

  • Picamilon

Combining the B-vitamin niacin and gamma-aminobutyric acid, picamilon improves blood flow to the brain. It’s been shown to improve alertness and attention and reduce aggressive behavior.

OMEGA 3 IN ADHD MANAGEMENT

Omega-3 Fatty Acids and Brain Health Throughout Life

It is now widely recognized that omega-3 fatty acids play a crucial role in brain health. Our needs for EPA (Eicosapentaenoic Acid) and DHA (Docosahexaenoic Acid) shift throughout life, meaning the optimal balance of these fatty acids in our diet also changes. For children, DHA is essential for growth and development. The brain, central nervous system (CNS), and retina rely heavily on DHA during fetal development, and this need continues into early childhood.

Children under five, in particular, require DHA to support their brain and CNS development. If they take omega-3 supplements, they must ensure they contain DHA to meet their developmental needs.

Changing Omega-3 Needs and the Role of EPA

As children grow older, particularly after age five, their brain and CNS development slows down. At this stage, their need for DHA decreases, and increasing the intake of EPA becomes essential. Studies have shown that EPA is beneficial for improving children’s behavior, academic performance, focus, and attention. Additionally, it can help reduce aggression.

For adolescents and adults, EPA continues to be in high demand. Research strongly correlates low EPA levels with a higher risk of mental health issues such as depression, dyslexia, and dyspraxia. Low levels of EPA are also linked to physical health problems, including heart disease, joint and bone conditions, and neurodegenerative diseases like multiple sclerosis (MS) and Parkinson’s disease. Fortunately, most of the body’s EPA needs can be met by consuming EPA-rich oils, fish, marine products, organic greens, and pastured animal products.

Omega-3 for ADHD and Recommended Supplementation

Recent studies suggest that children with ADHD may have omega-3 deficiencies, and taking a daily omega-3 supplement could help reduce symptoms while improving focus and cognitive function. Although researchers have not yet determined the optimal omega-3 dosage for ADHD, it is generally recommended that children between the ages of four and six start with a 500 mg daily supplement of omega-3. For children aged seven and older, a 1000 mg dosage is advised.

The most effective omega-3 supplements for managing ADHD symptoms contain an EPA-to-DHA ratio of 2:1 and Vitamin E. One highly effective supplement is eVitamins Ultra Omega 3, which provides 750 mg of omega-3, 500 mg of EPA, and 250 mg of DHA. This combination has shown an 85% effectiveness rate in reducing ADHD symptoms, with effects lasting up to six months.

SPORT IN ADHD MANAGEMENT

The Impact of Physical Activity on Children with ADHD

Regular physical activity, even just 30 minutes to an hour a day, can make a huge difference in a child’s mental and physical health, particularly for those with ADHD. Active children with ADHD often sleep better and experience fewer emotional outbursts at home and school. Being part of a team or learning the rules of a new activity provides structure, organization, and a sense of accomplishment. Involvement in sports also helps children develop communication and social skills, improve coordination, and build self-esteem. Additionally, exercise lowers the risk of depression, which is a common concern for people with ADHD.

Social and Emotional Benefits of Sports for Children with ADHD

Sports provide both physical fitness and social interaction, which can be especially helpful for kids with ADHD. These activities help them bond with peers, come out of their shells, and build friendships. Finding an activity that helps them gain confidence and self-esteem is essential. Sports offer a healthy alternative to isolating behaviors, like sitting alone or spending too much time in front of the television. By engaging in physical activities, children with ADHD can benefit from improved self-confidence and social skills, positively impacting their overall well-being.

Choosing the Right Sport for Your Child

When deciding which sport is best for your child with ADHD, involve them. Ask what interests them, and support their choices. If they enjoy their work, they’re more likely to excel and have a great time. Many kids are exposed to different athletic activities at school, camp, or after-school programs, allowing them to discover what they like most.

The best after-school activities for kids with ADHD often include swimming, track, cross-country, horseback riding, tennis, baseball, basketball, gymnastics, martial arts, soccer, wrestling, and archery. Your child might take a few tries to find the right fit, so try different activities in various seasons. Be patient, and let them explore their interests at their own pace. Never underestimate your child’s potential just because they have ADHD.

Many successful individuals, including athletes like Michael Phelps, Simone Biles, Michael Jordan, and Terry Bradshaw, have thrived despite having ADHD. Artists like Jim Carrey, Adam Levine, and writer Jenny Lawson have shared their inspiring journeys of living and succeeding with ADHD.

Dyscalculia learning disability

Dyscalculia Treatment – Neurofeedback

by with One Comment NeurofeedbackOptimal Performance

While there are a few general learning difficulties/disabilities that can impact mathematical performance, there is only one identified math-specific learning disability. This disability is called dyscalculia and refers to several areas of difficulty with specific mathematical concepts and calculations. However, today, there is a lot of scientific evidence on the effectiveness of Neurofeedback in dyscalculia treatment.

Dyscalculia learning disability is a lifelong condition that makes it hard for kids to perform math-related tasks. It’s not as well known or understood as dyslexia, but some experts believe it’s just as common. Approximately 15% of the population has reading and/or spelling learning disabilities, and 10% have math learning disabilities.

Getting through math classes and homework assignments is a daily struggle for many children. No matter how hard the child tries to study, the math still does not come quickly. Many adults deal with the same issue. Despite years of math classes and exams in the past, many adults still have difficulty doing fundamental math problems, which can affect day-to-day life and create feelings of embarrassment.

Possible Causes of Dyscalculia

Researchers don’t know precisely what causes dyscalculia. These are the possible causes of dyscalculia:
Genes: Research shows that genes can explain part of the difference in kids’ math scores. In other words, differences in genetics may impact whether a child has dyscalculia. Dyscalculia tends to run in families, suggesting that genes play a role.
Brain development: Brain-imaging studies have shown differences in brain function and structure in people with dyscalculia. The differences are in certain brain parts’ surface area, thickness, and volume. There are also differences in the activation of regions of the brain associated with numerical and mathematical processing. These areas are linked to essential learning skills, such as memory and planning.
Environment: Dyscalculia has been linked to fetal alcohol syndrome. Prematurity and low birth weight may also play a role in dyscalculia.
Brain injury: Studies show that injury to certain parts of the brain can result in what researchers call acquired dyscalculia.

Dyscalculia in Grade School
Dyscalculia in grade school
Dyscalculia in high school
Dyscalculia symptoms

SYMPTOMS OF DYSCALCULIA LEARNING DISABILITY

Preschool

  • Has trouble learning to count and skips over numbers long after kids the same age can remember numbers in the correct order;
  • Struggles to recognize patterns, such as smallest to largest or tallest to shortest;
  • Has trouble recognizing number symbols (knowing that “5” means five);
  • He doesn’t seem to understand the meaning of counting. For example, when asked for five blocks, they hand you an armful instead of counting them.

Grade School

  • Has difficulty learning and recalling basic math facts, such as 2 + 4 = 6;
  • Struggles to identify +, ‒, and other signs and to use them correctly;
  • May still use fingers to count instead of using more advanced strategies, like mental math;
  • Struggles to understand words related to math, such as greater than and less than;
  • Has trouble with visual-spatial representations of numbers, such as number lines.

Middle School

  • Has difficulty understanding place value;
  • Has trouble writing numerals clearly or putting them in the correct column;
  • Has trouble with fractions and with measuring things, like ingredients in a simple recipe;
  • Struggles to keep score in sports games.

High School

  • Struggles to apply math concepts to money, including estimating the total cost, making the exact change, and figuring out a tip;
  • Has a hard time grasping information shown on graphs or charts;
  • Has difficulty measuring things like ingredients in a simple recipe or liquids in a bottle;
  • She has trouble finding different approaches to the same math problem.
Dyscalculia is...and is not...

Challenges Beyond Learning: Dyscalculia’s Impact

Dyscalculia can create challenges in more areas than just learning. These include social interactions and time management. Sometimes, these challenges can make kids with dyscalculia anxious about doing math-related tasks. However, dyscalculia is not the same as math anxiety.

Math anxiety can make kids question their abilities in math, even if they have strong skills. And although it’s not a learning issue, it can undoubtedly get in the way of learning math.

When kids feel pressure to show what they know or worry they’ll fail, they can become so anxious that they do poorly. This is particularly true on tests because performance translates into grades. In some cases, their anxiety can build and spill over into other areas of life.
Dyscalculia and math anxiety are different, but the signs and struggles can overlap. And a child can have both. This chart may help you better understand what you’re seeing in your child.

Distinguishing Between Dyscalculia and Math Anxiety

Distinguishing Between Dyscalculia and Math Anxiety

It can be easy to think of dyscalculia and math anxiety as the same, mainly because the signs can look similar. Knowing what’s behind your child’s difficulty with math lets you respond effectively.

  • Dyscalculia is a learning issue that affects math skills like counting, recalling math facts, and understanding math concepts.
  • Math anxiety is an emotional issue involving self-doubt and fear of failing.
  • Both can create test anxiety and lead kids to avoid math classes.

Neurofunctional Aspects of Learning Disabilities

Learning disorders are believed to result from changes in brain function. These problems can impact auditory function and memory processing. Additionally, they may lead to challenges in understanding and remembering words. Furthermore, they can affect the expression and comprehension of verbal and written language, as well as complicate the formation of letters or mathematical concepts. Research suggests that individuals with attention deficits have lots of slow brain wave activity.

Learning disabilities in children with brain mapping show one or several cues: sharp and focal slow waves in one or more brain regions such as the occipital lobe, Wernicke area, Broca’s area, and sensory-motor area. EEG Neuroimaging research has consistently found dysfunction in the left posterior temporal lobe (behind the left ear) and the occipital lobe (visual cortex) in the back of the brain. We see letters in the visual cortex and attach sounds in the left posterior temporal lobe. If these areas are dysfunctional or disconnected or the timing is off, then reading/spelling is likely to be impaired.

Neurofunctional Implications of Dyscalculia

Dyscalculia learning disability is related to the parietal lobe (the upper back of the head).


EEG neuroimaging can effectively indicate the types and severity of dysfunction within specific brain regions. For instance, the frontal lobes must cooperate with both hemispheres of the brain to manage working memory and develop concepts—skills essential for mathematical problem-solving. Moreover, EEG neurofeedback can help remediate issues such as abnormal blood flow, metabolism, timing, and connectivity in these affected areas.

Dyscalculia, a specific learning disorder related to mathematical abilities, is associated with neuronal dysfunction in the intraparietal sulcus of the brain. The region impacted by dyscalculia is depicted in the image below.

Dyscalculia impaired brain

Impact on Cognitive Skills

Dyscalculia learning disability develops a pattern of cognitive deterioration that usually manifests itself with skills deficits such as:

  • Focus (concentration)

Skill related to the pattern of cognitive deterioration linked to dyslexia. The structural deficit in these connections of neural networks is also associated with inhibition, which affects the mind’s sharpness, making it more difficult for the child to learn math.

  • Divided attention

This skill is crucial as it allows for multitasking. Children with math disabilities present problems when responding to a stimulus because they cannot focus, get distracted by irrelevant stimuli, and tire quickly.

  • Working memory

This cognitive skill refers to temporary storage and the ability to manipulate information to complete complex assignments. Some difficulties associated with this may include trouble following directions, forgetting instructions and tasks, low motivation, incomplete memories, being easily distracted, not remembering numbers, and delayed mental arithmetic.

  • Short-term memory

The capacity to retain a small amount of information during a short period. This mental deficit explains the inability to carry out math assignments. Problems present themselves when students calculate or attempt math problems. This is also related to the inability to remember numbers or multiplication tables.

Dyscalculia - brain impairment and symptoms
  • Naming

It implies the ability to recall and use a word or number later. Children with dyscalculia have difficulties remembering numbers because their ability to process information is deficient.

Impact on Functional Skills

  • Planning

Low levels of this cognitive skill lead to challenges in planning and understanding numerical concepts and exercises. Consequently, students may struggle to anticipate outcomes or events, making it difficult to complete exercises accurately. This limitation hampers their ability to process and solve mathematical problems effectively.

  • Processing speed

This corresponds to the time it takes for our brain to receive information (a number, a mathematical equation, a problem…, etc.), understand it, and respond to it. Children who do not have any learning difficulties complete this process quickly and automatically, while children who have dyscalculia need more time and energy to process the information.

Brain Mapping - Neurofeedback in Discalculia Learning Disability

Triple-Code Model: Mapping Results on Children and Adults

Children’s Meta-Analyses and the Triple-Code Model

Mapping results on children meta-analyses (in red), on the triple-code model (green), and on adult meta-analyses (orange). In green are illustrated the schematized cortical locations of the triple-code model proposed by Dehaene and Cohen, 1995, Dehaene and Cohen, 1997:
(1) Inferior parietal cortex: quantity representation,
(2) Temporal cortex: visual-computational number symbols,
(3) Articulatory loop,
(4) Verbal system,
(5) Basal ganglia: arithmetic facts,
(6) Thalamus: arithmetic facts, and
(7) Prefrontal cortex: strategy choice and planning.

Adults’ Meta-Analyses and Additional Schematic Locations

In orange are additional schematic locations of areas concordant among adult studies, as demonstrated by meta-analyses (Arsalidou and Taylor, 2011):
(a) Superior frontal BA 10: formulates complex goals, sub-goal creation,
(b) Middle frontal BA 46: in more or less misleading situations, it monitors more than a few items,
(c) Inferior frontal BA 9: monitor simple rules or a few items,
(d) Precentral gyrus: eye movements,
(e) Insula: interoceptive motivation of goal-directed and default-mode processes,
(f) Cingulate gyrus: converts affective goals into cognitive goals to be implemented,
(g) Right angular gyrus: visual-spatial fact retrieval (i.e., spatial-temporal schemes with non-verbalizable configurable relations) and
(h) Cerebellum: goal-directed, visual motor sequencing.
(i) Right basal ganglia: coordination of top-down and bottom-up operative/motor processes. (j) Claustrum: integration of motivated top-down and bottom-up processes.
Children implicate the right insula (BA 13) more extensively than adults in calculation tasks, whereas adults implicate more prefrontal areas.

Dyscalculia test for parents and teachers

Dyscalculia is not easy to diagnose, and most schools do not have any early detection system to identify this disorder in the classroom and help children get the necessary tools. For this reason, it is often up to parents and families to be alert and identify the early symptoms. If you think your child has dyscalculia, a cognitive assessment may also be helpful. Deficits in cognitive skills such as focus, divided attention, working memory, short-term memory, naming skills, planning, or processing speed may be indicators of dyscalculia. 

Print this test out. It is the first step in improving your child’s future.

Dyscalculia Screening Test for parents and teachers
Dyscalculia Test Answers and Explanations

Dyscalculia treatment with Neurofeedback

Overview of Neurofeedback in Learning Disabilities

The most effective treatment for learning disabilities, such as dyscalculia and dyslexia, is early diagnosis. By identifying the problem early, children can receive the necessary tools to adapt to a new learning process. As a result, they are more likely to avoid learning delays, self-esteem issues, and the development of more severe disorders.

Dyscalculia treatment - solving games
Ways to help children with dyscalculia dyscalculia treatment

Studies on the effects of Neurofeedback training on learning disabilities, especially mathematics disorders, are not as large as on dyslexia. Still, confirmation of Neurofeedback’s effective use for ADHD by the FDA has been approved.

Neurofeedback training for dyscalculia can be used as both a stand-alone and complementary therapy. Continuous training has been shown to sustainably reduce dyscalculia symptoms, as highlighted in a comprehensive 2018 meta-study. Additionally, it can enhance working memory, leading to improved concentration.

Neurofeedback training for Concentration Improvement

Thanks to neuroplasticity, neurofeedback can be used in dyscalculia treatment to rebuild deteriorated brain functions and help these children develop new brain strategies to improve the difficulties associated with dyscalculia efficiently.

Mechanisms and Applications of Neurofeedback in Dyscalculia Treatment

Dyscalculia treatment with Neurofeedback (NFB) involves a brain-computer interface that, through continuous training, allows users to learn to control their cortical oscillations. By providing real-time feedback, NFB helps individuals recognize and adjust brainwave patterns, promoting improved cognitive functioning and better management of dyscalculia symptoms. Ultimately, this process can enhance the brain’s ability to process mathematical information more effectively.

Neurofeedback is a noninvasive tool for treating brain disorders and affecting brain function. Recent research provides evidence that Neurofeedback training helps treat patients suffering from attention deficit hyperactivity disorder, learning difficulties, etc. Still, it is also used to enhance cognitive function and improve the brain operating efficiency of healthy people.

Neurofeedback brain training exercises for children with dyscalculia learning disability evaluate the level of cognitive deterioration and automatically create an intervention strategy that is personalized for each profile. This allows for stimulation of the parts of the brain that show deficits through fun clinical games and exercises. Some of the deteriorated brain modules that these exercises work to improve are associated with the ability to concentrate or focus, divided attention, working memory, visual memory, short-term memory, naming, and processing or planning speed. It is proven and well-known that neurofeedback helps improve executive functioning, including short and long-term memory, focus, concentration, and task management, which undoubtedly impact dyscalculia treatment.

Effectiveness of Specific Neurofeedback Protocols

Beta waves are essential for attention. Beta-reduced activity in these patients can lead to learning problems. Enhancing beta waves can solve this problem. Several studies have indicated the high effectiveness of dyscalculia treatment with Neurofeedback. The neurofeedback BTR protocol, which enhances the beta/theta ratio, describes the best results.

Chronic stress and math anxiety, which can make the brain pattern irregularities even greater, can make dyscalculia worse. Decreasing this stress pattern in patients with dyscalculia learning disability can significantly improve symptoms. In the case of math anxiety, good results were obtained with neurofeedback alpha/theta protocol with the enhancement of the alpha/theta ratio.

Neurofeedback Protocols for Dyscalculia

When designing a neurofeedback protocol for dyscalculia, the primary goal is typically to encourage brainwave patterns associated with improved attention, focus, and cognitive processing, especially in brain regions involved in numerical processing and mathematical reasoning.

While no specific neurofeedback protocol is universally established for dyscalculia, researchers and clinicians have explored various electrode application sites and protocols targeting brain regions associated with numerical processing, attention, and cognitive functions. Here are some research findings regarding electrode application sites for dyscalculia neurofeedback.

1. Frontal Cortex (Fp1, Fp2, F3, F4, F7, F8):

  • The frontal cortex is involved in executive functions, including attention, working memory, and cognitive control, which are crucial for mathematical reasoning.
  • Research suggests that training frontal brain regions through neurofeedback may improve attentional control and cognitive processing, potentially benefiting individuals with dyscalculia.

Protocol: Beta/SMR Training

1. Beta (13-30 Hz) training aims to enhance focused attention, cognitive processing, and executive functions associated with the frontal cortex.
2. Sensorimotor rhythm (SMR) (12-15 Hz) training promotes calm focus and inhibits hyperactivity, which can support attentional control and cognitive performance.

Dyscalculia NFB - electrode location-1

2. Parietal Cortex (P3, P4, Pz):

  • The parietal cortex plays a crucial role in numerical processing, spatial awareness, and visuospatial processing, which are essential for mathematical tasks.
  • Studies have shown that dyscalculic individuals may exhibit differences in parietal cortex activation compared to typically developing individuals, indicating a potential target for neurofeedback training.

Protocol: Alpha/Theta Training

1. Alpha (8-12 Hz) training aims to promote relaxed alertness and inhibit excessive mind wandering, which can enhance attentional focus and cognitive stability.
2. Theta (4-8 Hz) training targets deep relaxation and introspection, which may facilitate access to subconscious processes and creative problem-solving abilities.

Dyscalculia NFB - electrode location-2

3. Central Cortex (C3, C4, Cz):

  • The central cortex is associated with sensorimotor processing and motor planning, contributing to fine motor skills and numerical manipulation.
  • Neurofeedback targeting central brain regions may help improve motor coordination and processing speed, which can be beneficial for tasks requiring numerical computation.

Protocol: SMR/Theta Training

1. As mentioned earlier, SMR (12-15 Hz) training promotes calm focus and sensorimotor integration, which can support motor coordination and cognitive processing related to numerical manipulation.
2. Theta (4-8 Hz) training may also facilitate relaxation and introspection, depending on the individual’s specific needs and treatment goals.

Dyscalculia NFB - electrode location-3

4. Temporo-Parietal Junction (TP7, TP8):

  • The temporoparietal junction is implicated in various cognitive functions, including attentional allocation, social cognition, and numerical processing.
  • Research suggests that dyscalculic individuals may show differences in temporoparietal junction activation during numerical tasks, indicating its potential relevance for neurofeedback training.

Protocol: Alpha/Theta or Beta/SMR Training

1. Similar to the protocols targeting parietal and frontal regions, training at the temporoparietal junction may involve alpha/theta or beta/SMR protocols, depending on the desired outcomes and individual response to treatment.

5. Midline Sites (Fz, Cz, Pz):

  • Midline electrode sites encompass regions such as the anterior cingulate cortex (ACC) and midline parietal areas, which are involved in attentional control, error monitoring, and cognitive processing.
  • Training midline brain regions through neurofeedback may enhance attentional focus, cognitive flexibility, and error detection, which is essential for mathematical problem-solving.

Protocol: Alpha/Theta or Beta/SMR Training

1. Training at midline electrode sites typically involves alpha/theta or beta/SMR protocols to enhance attentional control, cognitive flexibility, and error monitoring functions associated with the anterior cingulate cortex (ACC) and midline parietal areas.

Dyscalculia NFB - electrode location-4

6. Individualized Approaches:

  • Some studies advocate for individualized approaches to electrode application, where electrode sites are selected based on each individual’s unique neurophysiological profile, as determined by quantitative EEG (QEEG) assessments.
  • By tailoring neurofeedback protocols to target specific areas of dysregulation in each individual, greater efficacy and personalized treatment outcomes may be achieved.

Protocol: Tailored to Individual Needs

1. Individualized neurofeedback protocols may incorporate a combination of frequency bands (e.g., beta, alpha, theta, SMR) and training strategies based on each individual’s unique neurophysiological profile, as determined by quantitative EEG (QEEG) assessments.
2. The specific protocol used for each individual may vary based on their presenting symptoms, cognitive strengths and weaknesses, and treatment goals.

Before initiating neurofeedback training, a quantitative EEG (QEEG) assessment is often conducted to identify the individual’s baseline brainwave patterns and areas of dysregulation. The QEEG analysis can help determine which specific brainwave frequencies (e.g., theta, alpha, beta) and brain regions may be contributing to the symptoms of dyscalculia.
A personalized neurofeedback protocol is developed based on the QEEG results and the individual’s specific needs.

Dyscalculia Treatment with Neurofeedback Home Use Device

Mendi Headband

Mendi NIRS Neurofeedback Headband with App - Therapy for Dyslexia

Neuro VIZR for Mental Clarity and Focus

NEUROVIZR FLASHING LIGHT NEUROFEEDBACK DEVICE

Forbrain Bone Conduction Audio Neurofeedback home- use device

Forbrain for child education
Forbrain - structure
Forbrain

Improve your speech, fluency, memory, focus, coordination, and many other sensory functions, resulting in several adjustments in the psychological (cognitive skills) /emotional domain in just a few uses with Forbrain.

The audio-feedback headset with bone audio transmission improves your pronunciation, speech flow, and rhythm while speaking, enabling clearer and more effective communication through specially developed mental and sound therapy.

Forbrain helps children and adults improve their language and learning skills with audio-vocal workouts using the TOMATIS method.
Forbrain is the first evidence-based technology that individuals at home can use. It has become the solid “bridge” in the gaps between sessions in practice and life at home.

Effective Learner & Study Trainer with MindWave Mobile 2

Double your learning speed by knowing your learning effectiveness! When you are effective, you can absorb more and retain more. If you are not effective, try changing your learning method, switching to a different task, or taking a rest. The Effective Learner app uses NeuroSky’s brainwave sensing headset to detect your learning effectiveness and show it as six different color-coded levels so you can gauge your effectiveness with a glance. MindWave Mobile headset required. Buy your headset, then download the Effective Learner App with the optional Study Trainer add-on. Read more…

Neurosky Mindwave Mobile 2 effective learner set 2
Neurosky Mindwave Mobile 2 effective learner set 2
Neurosky Mindwave Mobile 2 effective learner set 3
Neurosky Mindwave Mobile 2 effective learner set 4

Neurosky with Effective Learner 

The Excellent Brain Home Kit

The Excellent Brain Home Kit will enable you to train your attention and focus abilities using a cutting-edge Neurofeedback kit in the convenience of your own home. Excellent Brain software is a revolutionary program that helps children and teens with attention deficit problems overcome learning and behavioral difficulties and significantly improve their self-esteem.

This software is friendly, easy to use, and challenging. It helps the children understand when they lose focus and when they are present, so they can take responsibility and stay focused while doing homework alone or with friends.

Our brain operates at varying frequencies (electrical brain waves), some are higher and others less. Functioning requires a specific frequency. For example, we need a higher frequency for thinking, attention, and motivation. It was noted that when people suffer from ADHD symptoms and are required for one of these activities, the brain wave frequency does not rise to the necessary height or does not maintain long. Neurofeedback training is a non-invasive way to practice and improve focus and attention by changing your brain waves to the good regardless of medications.

Read more….

Excellent Brain ADHD Neurofeedback Home Training Kit
excellent-brain-adhd-neurofeedback-home-training-kit_2

Excellent Brain ADHD Neurofeedback Home Training Kit

References:

Antonia Plerou, Panagiotis Vlamos. 2016, Neurofeedback Training Effect in Cognition and Mathematical Perception: IORE Journal of Bioinformatics & Computational Biology IJBCB Vol1.1 (2016), DOI: 10.21770/0907-3004.004

Peyman Hashemian, Pezhman Hashemian. Effectiveness of Neuro-feedback on Mathematics Disorder; Hashemian and Hashemian, J Psychiatry 2015, 18:2

Marie Arsalidouab, Matthew Pawliw-Levaca, Mahsa Sadeghia, Juan Pascual-Leonea. 2018. Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies. Developmental Cognitive Neuroscience, Volume 30, April 2018, Pages 239-250, https://doi.org/10.1016/j.dcn.2017.08.002