Parietal Foci for Attention Deficit/Hyperactivity Disorder: Targets for LORETA Neurofeedback with Outcomes

Abstract

Attention Deficit/Hyperactivity Disorder (ADHD) continues to present challenges to researchers and clinicians across disciplines. Many of the arguments and disagreements at hand may originate from the box, or polemic camps, we have created, rather than the disorder itself. With this in mind, this article presents a novel approach for neurofeedback training, neuropsychometric evaluation, and outcome reporting specific to ADHD. In short, for ADHD to be treated effectively and empirically, outcomes must show learning (acquisition) has taken place, the electroencephalogram (EEG) or EEG current source density has changed, and psychometric data correspondingly has improved. It is time for novel approaches to take form as the toll ADHD exacts on the individual across the lifespan continues to progress. The author proposes a protocol for assessment, using a LORETA-based quantitative EEG to identify a network of brain structures on the cortical surface and below, with abnormal activation and LOR-ETA-guided neurofeedback training to normalize activity in this network.

EEG Source Localization and Attention Differences Between Children Exposed to Drugs in Utero and Those with Attention-Deficit/Hyperactivity Disorder: A Pilot Study

“…Mazaheri and colleagues (2010) found a functional disconnection between frontal and occipital regions in children with ADHD as contrasted with normal controls and suggested a deficit in top-down regulated attentional processes. Cannon (2014) showed specific inverse correlations between posterior alpha and frontal theta in children with ADHD.…”

“…The significant difference between IUDE and ADHD groups in lower alpha CSD is found at BA 19 (precuneus and associated posterior areas). Interestingly, alpha and theta power showed elevations in the same area with differing effects in a hypothesized self-regulation network (SRN) ipsilateral and contralaterally (Cannon, 2014;Cannon, Strunk, Carroll, & Carroll, 2018), although not reaching significance.…”

“…For example, LORETA investigation has documented learning of improved regulation of the current source density in a specific frequency range at a specific region of training within Talairach space. The effects of LORETA neurofeedback have also been replicated (Cannon, Congedo, Lubar, & Hutchens, 2009;Cannon et al, 2007;Cannon, Lubar, Sokhadze, & Baldwin, 2008), and seen increasing use clinically (Cannon, 2014;Cannon, Strunk, Carroll, & Carroll, 2018). In recent years LORETA and the standardized version have been shown to localize medial default network regions with complementary accuracy, as well as detecting anomalies in network connectivity (Cannon, Kerson, Hampshire & Coleman, 2012).…”

LORETA Neurofeedback at Precuneus in 3-year-old Female with Intrauterine Drug Exposure

“…When the children's video was used for feedback, the visual image remained clear and the sound remained on when criteria were met; otherwise the picture blurred, and sound was interrupted when criteria were not. The regions within a theorized self-regulation network (SRN; Cannon, 2014) were identified as a focus of study based on their association with the precuneus and studies showing activation across attention, cognitive, and self-regulatory tasks. The center voxels for the regions of interest (ROIs) for this case study data are shown in Table 1.…”

“…The EEG current source density (CSD) in ventromedial prefrontal cortex (PFC) and posterior cingulate were therefore targets for monitoring in this study with intent to understand behaviors as correlated with brain activity. In prior data with ADHD, a network associated with self-regulation (SRN) was put forth which demonstrated shifts in both amplitude and connectivity between these specific nodes relative to training one region and one frequency within it (Cannon, 2014). The client described in the present study completed a standard operant conditioning LNFB procedure with the aim of decreasing emotional reactivity to environmental cues (e.g., tantrums when not getting her way), and improving self-care, self-direction, social-executive and focused awareness (e.g., attention).…”