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Подход Джонатана Уокера к тренировке когерентности

Jonathan Walker описывает участки мозга, соответствующие сайтам по 10–20, как модули, выполняющие определённые функции по отдельности и в коммуникации друг с другом.

4 основные дисфункции

Он выделяет 4 категории дисфункций, определяемые с помощью Z-Scores QEEG [1]:

  1. Hypofunction — избыток медленной активности (тренируется понижением амплитуды медленных волн, включая альфу)
  2. Hyperfynction — избыток быстрой активности (тренируется понижением амплитуды беты и повышением альфы)
  3. Disconnection — снижение связи между парой сайтов в определённых частотных диапазонах (тренируется повышением когерентности)
  4. Hyperconnection — повышенная связь между парой сайтов (тренируется понижением когерентности)

6 категорий дисфункций (расширенный список)

В другой статье он приводит более расширенный список дисфункций [2]:

Underlying assumptions

A. The QEEG data bases (using the 10/20 system) represent a reasonable estimate of the optimal (normal) modular activity (amplitude) and connectivity (coherence).

B. The brain can learn to normalize the abnormalities with the use of neurofeedback.

C. Resolution of the abnormalities will result in remediation of the symptoms and normalization of brain functions.

D. Modules and connections not evaluated with available data bases are not likely to be detectedonQEEG,nor to be improved by QEEG-based neurofeedback.

Patterns of abnormalities on QEEG

The six patterns so far delineated include:

  1. Modular insufficiencies – Excessive slow activity or diminished fast activity in a module.Theclassicalexampleis reduced verbal expression (fluency) with increased amplitudes of slow frequencies (delta, theta, alpha) in module F7 (Broca’s area). Training to decrease slow frequencies at F7 would be associated with improvement in speech fluency. A second example:an increase in the amplitude of slow frequencies at FP1 is a common finding in attention deficit disorder (inattentive type). Training to decrease the amplitude of slow frequencies usually results in improved attention (Othmer & Othmer, 2005).
  2. Diffuse insufficiencies – Excessive slow activity or diminished fast activity diffusely. This is seen with toxic encephalopathies, mental retardation, and severe (diffuse) head injuries. Normalizing these abnormalities results in improved cognitive functions.
  3. Modular excesses – Excessive beta activity. For example, if there is an excess of beta activity at FP1, this is also likely to produce attentional difficulty, but of the hyper-focused or anxiety associated type rather than the inattentive type.Asecond exampleis tics, which are associated with excessive beta at C3 and C4. Training the beta down improves these problems.
  4. Diffuse amplitude excesses – Excessive beta activity diffusely. This is seen in alcoholism and various anxiety disorders, including obsessive compulsive disorders. Training the beta down reduces anxiety, obsessive compulsive behavior, and craving for alcohol.
  5. Disconnections – Decreased connectivity between two brain areas (modules). An examplewould be conduction aphasia, as elucidated by Geschwind (1965). The QEEG would show hypocoherence between F7 (Broca’s area) and T5 (Wernicke’s area). Training to increase coherence between those two modules would be expected to resolve the conduction aphasia. This kind of abnormality is commonly responsible for dyslexia, which is associated with one or more disconnections between left hemisphere language locations. Reading ability usually improves markedly with neurofeedback training to normalize coherence between these areas (Walker & Norman, 2006).
  6. Hyperconnections – Increased connectivity between two brain areas (modules). The idea that hyperconnection between different areas could result in brain dysfunction is relatively new (Catani & ffythe, 2005). Rather than difficulty using two areas simultaneously, there is difficulty in getting and giving information from other brain areas. As a result, there is a decrease in flexibility and creativity secondary to less connection with other brain areas required to make varied approaches or responses. An example would be hyperconnection between FP1 (logical attention module) and F3 (motor planning module for the right upper extremity). This would result in inflexible or stereotyped responses to attentional stimuli (see Patient 3 below).

Модули и их функции

Уокер предлагает таблицы с описанием функций модулей и функций, возникающих при совместной работе двух модулей [2]: Пример функций модулей. См. полный текст

Примеры аномалий и протоколов нейрофидбека

Приводит в пример несколько аномалий в КЭЭГ и связанных с ними расстройств, а также некоторые протоколы, не основанные на КЭЭГ [2]:

Источники

  1. Jonathan Walker — Recent Advances in Quantitative EEG as an Aid to Diagnosis and as a Guide to Neurofeedback Training for Cortical Hypofunctions, Hyperfunctions, Disconnections, and Hyperconnections
  2. Jonathan Walker, Gerald Kozlowski, Robert Lawson — A Modular Activation Coherence Approach to Evaluating Clinical QEEG Correlations and for Guiding Neurofeedback Training
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