通过神经反馈评估脑电波特征以量化注意力缺陷多动障碍的改善情况。
Evaluating the features of the brain waves to quantify ADHD improvement by neurofeedback.
作者信息
Dehghanpour Peyman, Einalou Zahra
机构信息
Department of Biomedical Engineering, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
Department of Biomedical Engineering, North Tehran Branch, Islamic Azad University, Tehran, Iran.
出版信息
Technol Health Care. 2017 Oct 23;25(5):877-885. doi: 10.3233/THC-170845.
BACKGROUND
Attention-deficit/hyperactivity disorder (ADHD), as one of the most common neurological disorders in children and adolescents, is characterized by decentralization, slow learning, distraction and hyperactivity. Studies have shown that in addition to medication, neurofeedback training can also be used to partially control the brain activity of these patients.
METHODS
In this study, using the brain signals processing before and after the treatment in 10 children treated by neurofeedback, the changes were evaluated by non-parametric statistical analysis and impact of neurofeedback on brain frequency bands was investigated. Finally, the results were compared with the protocols introduced in this paper and before researches.
RESULTS
The results of Kruskal-Wallis test showed an approximately significant increase in the relative power of gamma and an approximately significant reduction in the ratio of relative power of alpha/beta.
CONCLUSIONS
It represents the emotional response, elicited by the successful learning and diminished ratio of slow learning to active learning respectively.
背景
注意缺陷多动障碍（ADHD）是儿童和青少年中最常见的神经障碍之一，其特征为注意力分散、学习缓慢、注意力不集中和多动。研究表明，除药物治疗外，神经反馈训练也可用于部分控制这些患者的大脑活动。
方法
在本研究中，利用10名接受神经反馈治疗的儿童治疗前后的脑信号处理，通过非参数统计分析评估变化情况，并研究神经反馈对脑频段的影响。最后，将结果与本文及之前研究中介绍的方案进行比较。
结果
Kruskal-Wallis检验结果显示，γ相对功率有近似显著增加，α/β相对功率比有近似显著降低。
结论
它分别代表了成功学习引发的情绪反应以及缓慢学习与主动学习比例的降低。
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