Research › Practitioner Perspectives
Is ADD Really ADD?
STS Instructor Authored by Jeffrey P. Reich
Share
Article at a glance
Practitioner perspective. This article describes a clinician's own experience, cases or methods. It was not peer reviewed or controlled, so it can be subjective. Read it as practical insight, not as evidence that a treatment works.
- Area
- Practitioner Perspectives
- Authors
- Reich J
- Journal
- NeuroConnections (Winter 2012)
- Year
- 2012
- Participants
- 1
- Population
- Children
- Protocol
- sLORETA region-of-interest training (left Brodmann area 22, theta down) with 19-channel live z-score training
- Sessions
- 12 (after a few introductory sessions)
- Equipment
- BrainMaster Avatar; ANI NeuroGuide
Key findings
- QEEG and LORETA pointed to left Brodmann area 22 (language comprehension) rather than a typical ADD pattern
- Training combined theta reduction in that region with 19-channel PZOK and PZMO z-score training
- After 12 sessions the boy's attention, reading comprehension and self-esteem improved
- He also received Lindamood-Bell reading tutoring, so the gains cannot be credited to neurofeedback alone
A case report arguing that a diagnosis of inattentive ADD can hide a different problem that QEEG and LORETA imaging bring to light. A 10-year-old boy diagnosed with inattentive ADD read at grade level but understood almost nothing he read. His QEEG did not show the usual ADD pattern; LORETA pointed instead to excess theta in left Brodmann area 22, a language-comprehension region. After a few introductory sessions, he had 12 sessions combining training of that region with 19-channel live z-score training, alongside reading tutoring. The author reports clear gains in attention, reading comprehension and confidence, while noting that the tutoring also contributed.
Read it in NeuroConnections, Winter 2012 (ISNR archive), p. 37 →