Autism Spectrum Disorder
Autism and Asperger syndrome are both part of a range of related developmental disorders known as autistic spectrum disorders (ASD). They begin in childhood and last through adulthood. ASD can cause a wide range of symptoms, which are grouped into three categories: problems and difficulties with social interaction, impaired language and communication skills, unusual patterns of thought and physical behaviour. People with autism can have different 'degrees' of learning disability, which can affect all aspects of their life, from studying in school to learning how to wash themselves or make a meal. Some people will be able to live fairly independently - although they may need a degree of support to achieve this - while others may require lifelong, specialist support. Autism has a common series of signs such as problems with social interactions (i.e. lack of eye contact), impaired verbal and nonverbal communication and patterns of repetitive behavior with narrow, restricted interests. However, autism is a condition unique to every person. With his or her own personality and characteristics, every person with autism manifests the disorder in his or her unique way. People with a diagnosis of Asperger syndrome do not usually have accompanying learning disabilities, but may still have specific learning difficulties - such as dyslexia - or other related conditions such as ADHD or epilepsy. If someone has a learning difficulty (as opposed to a learning disability), this means that they have difficulties in a specific area, for example someone with dyslexia will have difficulties recognising words, reading or writing.
Neurofeedback challenges the brain to function better than before, whatever its physical limitations may be. Neurofeedback targets regulation directly. The behavioural methods that are normally used for autism do in time achieve adaptations at the brain level, but they do so indirectly. Neurofeedback is basically a behavioural technique; however, the brain is seen as the behaving entity rather than the child. Anyone of any age can benefit from this training, meaning that if an older individual is autistic, they can also achieve results. Neurofeedback will personalise a method of training so that the individual can self-regulate and find strength and balance within their specific brain functions. As we find our way with various training techniques, we have already reached the point where brain-training might well be the quickest means toward higher functionality in the child. The results for autism are vast and very promising from the use of Neurofeedback training. Many case studies have been completed and only continue to grow as the field of Neurofeedback expands and grows more popular in today’s medical field.
Attention Deficit and Hyperactivity Disorder (ADHD)
The Attention Deficit Disorder is a biological condition that causes a persistent pattern of difficulties that result in one or more of the following behaviors: lack of attention, hyperactivity and impulsive personality. People with Attention Deficit Disorder may be easily distracted. The lack of attention or focus may also cause difficulty in organizing, keeping track of time, completing tasks and making mistakes carelessly. People with ADD show excessive nervousness and also balance their legs and wiggle in their seat, they also can be impatient when waiting in line for treatment or for their turn to speak.
Attention Deficit and Hyperactivity Disorder can affect a variety of functions. In other words, we see ADHD as a deregulation disorder, and the degree of this lack of control also influences our perception. Clinically, ADHD identifies Attention Deficit and Hyperactivity Disorder. People may be diagnosed with ADD or ADHD depending on whether or not they are hyperactive. It is possible for a person to have ADD without being hyperactive. It's not only about attention. It’s actually about behaviour, impulsive or rebel personalities, defiance, etc. Researchers’ results show that all these are linked to different aspects of the brain’s attention repertoire. Emotional regulation occurs when we pay attention to our connected and intact emotional faculties.
Neurofeedback can help the brian to regulate and improve its attention and its behaviour. For the vast majority of children with this diagnosis, complete remission of ADHD symptoms, combined with other methods, could be attained. The rest should work much after having trained their brains. With Neurofeedback almost no one in this category is not affected in their functioning. For those whose progress is slow or tiny, you should pay attention to other factors that affect their condition such as dietary factors and/or lifestyle issues. The goal of Neurofeedback is that the person with ADD or ADHD achieves calmness and mental stability. Neurofeedback is currently being used with the most difficult children in custody of the State of California. It is also being used in federal prisons, the prison system in California, and the Minnesota school systems, among other parts. Neurofeedback is likely to be helping about 100,000 children a year. Moreover, the approach is to achieve better performance and not only to stop the prescribing of medications to children.
Dyslexia is known as a ‘reading disorder’, manifesting in slow progress and difficulties with reading. It is essentially identified by reading achievements being substantially below what is expected given a child’s ages, measured in intelligence and education. Dyslexia significantly hinders (academic) activities requiring reading skills and is associated with certain characteristics such as: hesitating over words; confusing letters with similar shapes, such as ‘u’ and ‘n’, visually similar words like ‘was’ and ‘saw’ and small words such as ‘it’ and ‘is’; omitting small words such as ‘it’ and ‘is’ other words, or word endings or making errors regarding semantically related words (reading ‘cat’ for ‘dog’), polysyllabic words (‘’animal, ‘corridor’, ‘family’ and so on) or grammar (including inconsistent use of tense).
Neurofeedback is proven to help with all learning difficulties including both dyslexia and dysgraphia. Learning difficulties are associated with brain deregulation. Neurofeddback is considered in this instance an efficient tool that help to improve brain regulation. After a few sessions, Neurofeedback can dramatically improve reading memory, increase reading ability and reading comprehension. Many studies showed considerable improvement in spelling following Neurofeedback training.
Like dyslexia, dysgraphia is a neurological disorder. Dysgraphia manifests in difficulties with (hand) writing and is often identified by an inability to write properly, difficulties with fine motor skills/control and pain when writing. The effects of dysgraphia can manifest in several in many ways; poor, incorrect or distorted writing (considering language development), varying sizes of letters and spaces between letters or words and difficulties following a straight line or margin when writing. Dysgraphia is associated with certain characteristics such as: writing that is impossible to read, mixing printing and cursive writing, writing in all directions (i.e. right slant then left slant), mixing up capital letters and lower case letters, forming letters abnormal and irregular, very slow writing, copying slow, a very tight pen grip, a ‘fist grip’ holding a pen very low down so fingers almost touches the paper, watching the hand intently whilst actually writin, poor or bizarre spelling difficulties with spelling wrong words (i.e. ‘brot’ for brought and ‘stayshun’ for station) or spelling words (i.e. drink as ‘brink’)