Showing posts with label Autism. Show all posts
Showing posts with label Autism. Show all posts

Sunday, May 2, 2021

Neurofeedback Training for Autism in Malaysia (Research Article)


Article 1

Ever wondering how to improve cognitive functioning of ASD?

Basic cognitive function impairment in autism spectrum disorder can be reduced through neurofeedback treatment including cognitive, social and attention domains.


Mekkawy, L. (2021). Efficacy of neurofeedback as a treatment modality for children in the autistic spectrum. Bulletin of the National Research Centre, 45(1).

Retrieved from:


Article 2

ASD children are lacking sociability, they tend to avoid eyes contact and refuse to connect with the world.

Appropriate brain responses, behaviour and emotions were linked during social interactions and thus resulted in significant symptom reduction for children with ASD.


Friedrich, E. V., Sivanathan, A., Lim, T., Suttie, N., Louchart, S., Pillen, S., & Pineda, J. A. (2015). An effective neurofeedback intervention to improve social interactions in children with Autism Spectrum Disorder. Journal of autism and developmental disorders, 45(12), 4084–4100.

Retrieved from:


Article 3

To improve social interaction in ASD children, training their mirror neurons is utmost important.

The findings of strong correlations between behavioural improvements and activation changes specifically in these brain regions (human mirror neuron system) support the use of mu-rhythm neurofeedback training to improve clinical outcomes for individuals on the autism spectrum.

** human mirror neuron system (hMNS) is a potential neurobiological substrate for many aspects of human social cognition, particularly those directly relevant to the behavioural and cognitive deficits observed in ASD.


Datko, M., Pineda, J. A., Müller, R., & Wallace, M. (2017). Positive effects of neurofeedback on autism symptoms correlate with brain activation during imitation and observation. European Journal of Neuroscience, 47(6). 

Retrieved from:


Article 4

ASD children can be trained to minimize their ASD symptoms and help them to have a better socializing skill.

Several case studies using QEEG and neurofeedback with individuals diagnosed with ASD have reported significant clinical symptomatic improvements for communication, socialization, anxiety, attention and even medication reduction or elimination.


Robert, C., Michael, L., & Thomas, E. M. (2010). Neurofeedback for Autistic Spectrum Disorder: A review of the literature. Appl Psychophysiol Biofeedback, 35, 83–105. 

Retrieved from:


Article 5                         

Training ASD children’s brain can bring more benefits to themselves in improving their functioning.

Reciprocal social interactions, communication skills, set-shifting skills improved after neurofeedback treatment. Results suggest that neurofeedback treatment has the potential to become an important and prominent intervention for children with ASD.


Kouijzer, M. E. J., van Schie, H. T., de Moor, J. M. H., Gerrits, B. J. L., & Buitelaar, J. K. (2010). Neurofeedback treatment in autism. Preliminary findings in behavioural, cognitive and neurophysiological functioning. Research in Autism Spectrum Disorders, 4, 386-399.

Retrieved from:



Article 6

One of the waves in our brain acts as a key to help ASD children initiate socialization.

Our findings showed that the implementation of neurofeedback sessions improved Theta brainwave, which leads to better social communication.


Hemmati, S., Vameghi, R., Sajedi, F., Gharib, M., Pourmohammadreza-Tajrishi, M., & Teymori, R. (2016). The effect of neurofeedback on brain waves in children with Autism spectrum disorders. Iranian Rehabilitation Journal, 14(3), 133-138.

Retrieved from:



Article 7

Tremendous improvement showed in ASD children after neurofeedback training

Improvements achieved through neurofeedback training include increases social and daily living skills, as well as communication and relationship advances.


Coben, R., & Myers, T. E. (2010). The relative efficacy of connectivity guided and symptom-based EEG biofeedback for autistic disorders. Applied Psychophysiology and Biofeedback, 35(1), 13-23. doi:10.1007/s10484-009-9102-5

Retrieved from:


Article 8

Neurofeedback training improves not only social issues in ASD children, but also other common emotional and behavioral management issues.

Neurofeedback has shown promise in improving the negative symptoms associated with autism such as repetitive behaviours, aggression, problems with communication and social ineptness.


Akhawan, R. (2018). The efficacy of neurofeedback in the treatment of Autism [Walden Dissertations and Doctoral Studies]. ScholarWorks.

Retrieved from:


Article 9

The use of mu rhythms in neurofeedback training is prominent in reducing ASD symptoms.

The results showed that symptoms in children with ASD have been reduced through the use of neurofeedback by targeting training to the mirror neuron system (MNS) via modulation of EEG mu rhythms.


Pineda, J. A., Carrasco, K., Datko, M., Pillen, S., & Schalles, M. (2014). Neurofeedback training produces normalization in behavioural and electrophysiological measures of high-functioning autism. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 369(1644), 20130183.

Retrieved from:


Article 10

ASD children are able to improve their functioning to connect better with same age peers.

The results have shown most changes in behaviour (less aggressive, more cooperation, better communication), attention span and sensory-motor skills. According to the assessment of parents, teachers, therapists and other experts all children have accomplished a certain degree of improvement in the level of daily functioning.


Zivoder, I., Martic-Biocina, S., Kosic, A. V., & Bosak, J. (2015). Neurofeedback application in the treatment of autistic spectrum disorder (ASD). In Psychiatria Danubina, 27, 55- 291

Retrieved from:


Article 11

The social cognition issues in ASD can be reduced by training their brain.

Study providing moderate evidence for improvement in social cognition deficit following neurofeedback training with theta/ beta protocol in ASD population.


Kumari, M., & Sharma, A. (2020). Neurofeedback Training for Social Cognitive Deficits: Systematic Review. International Journal of Online and Biomedical Engineering (IJOE), 16(10), 151.


Retrieved from:


Article 12

Neurofeedback improves their cognition skills that they are able to picking up communication skills.

After neurofeedback therapy, the patient began to use eight different single words, and his social responsiveness became significantly better. He demonstrated an increased ability to follow instructions, and his attention span increased.


Eroglu, G., & Ekici, B. (2020). Neurofeedback improves EEG complexity and social interaction in a boy with autism: A case report. Journal of Surgery and Medicine.

Retrieved from:


Article 13

ASD children got to improve their language domain, including understanding and communicating after neurofeedback training.

The participant showed observable improvement in language comprehension and expression according to the subscale of the Autism Treatment Evaluation Checklist (ATEC).


Mutang, J. A., Chua, B. S., Madlan, L. W., Bullare Bahari, M. I., & Soidi, T. (2018). Neurofeedback training to improve comprehension and expression of ASD child: A case study. International Journal of Pure and Applied Mathematics, 118(24), 1314-3395.


Retrieved from:


Article 14

Will all the improvement have shown in my ASD children back to square one after the neurofeedback training had been terminated? How stable and long-lasting is the effect of neurofeedback training?

The enduring effects of neurofeedback have been follow-up by researchers after the treatment period has ended one year. Analysis revealed there is a significant increase of all executive functions, including cognitive flexibility, planning skills, inhibition and attention skills. Another study also reported that there is no loss of nonverbal communication and general communication.


Coben, R. (2013). Neurofeedback for autistic disorders: emerging empirical evidence. In: Casanova, M. F., El-Baz, A. S., & Suri, J. S. (Eds.). Imaging the brain in autism. Springer, 107–134.

Retrieved from:


Article 15

The improvement is significant and prominent in ASD children after neurofeedback training.

The studies have confirmed that there is a significant improvement in sustained attention as well as in speech/language communication, sociability, health/ physical behaviour subscales.


Hurt, E., Arnold, L. E., & Lofthouse, N. (2014). Quantitative EEG neurofeedback for the treatment of paediatric Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disorders, and Epilepsy. Child and Adolescent Psychiatric Clinics of North America, 23(3), 465 486. 

Retrieved from:

Sunday, November 19, 2017

Malaysia Clinical Neurofeedback | Hand flapping Management

Experts in the field who have studied self-stimulatory behaviors have hypothesized that there are two primary reasons why individuals with autism engage in these unusual repetitive behaviors. 

The first theory involves hyposensitivity, that is, the individual’s body craves stimulation. Basically, the self-stimulatory behavior serves to arouse one’s nervous system and provides the individual with some form of internal satisfaction. This is thought to be the result of a dysfunctional system in the brain and/or the nervous system.

The second theory involves the opposite function, that is, hypersensitivity. In this theory, self-stimulatory behaviors are not engaged in to excite one’s nervous system, but to calm one self. This could be the result of an environment that is over-stimulating and the individual with autism is experiencing sensory overload, therefore engages in self-stimulatory behaviors not to arouse the nervous system, but to block out the over-stimulating environment.

It might seem logical to simply intervene and try to stop the individual from engaging in the self-stimulatory behavior; however, this strategy is not recommended. Since the individual is engaging in these behaviors for a reason, if we attempt to interrupt and stop the behavior, it is possible that another behavior, that could possibly be more stigmatizing or even harmful, could develop.
If a self-stimulatory behavior interferes with the individual’s ability to pay attention to their environment and participate in important activities, there is a basis for concern. Intervention should involve looking at the sensory channel that is being stimulated and replacing the self-stimulatory behavior with another more socially acceptable behavior that will provide the same type of reinforcement.
Here are some common examples of self-stimulatory behaviors as they relate to sensory channels.
Visual: staring at lights, repetitive blinking, moving fingers in front of the eyes, hand-flapping
Auditory: tapping ears, snapping fingers, unusual vocalizations
Tactile: rubbing the skin with one’s hands or with another object, scratching
Vestibular: rocking front to back, rocking side-to-side
Taste: placing body parts or objects in one’s mouth, licking objects
Smell: smelling objects, sniffing people

By utilizing the technology of Clinical Neurofeedback, we can help you to deal with the
hyposensitivity or hypersensitivity issue. Clinical Neurofeedback training can deal with the root cause which is the brain arousal problem.
We will use a safe, non-invasive and no side effect method to peek into your brain and understand your brain arousal level. Feel free to contact us for an initial consultation


Sunday, October 29, 2017

1st Malaysian International Integrative Healthcare Conference 2017 - Clinical Neurofeedback by Hiro Koo

Thanks the Medical University CUCMS for inviting me to share my knowledge in clinical neurofeedback training with all healers Who come from UK, Australia, India and other Asia Pacific Region countries. I am glad to be part of the experts here to provide effective intervention plans for children with special needs.

Special thanks to my psychology assistant for helping me today.

Title: Clinical Neurofeedback: Brain training for children with special needs  

Human brain can be trained at any age and new neurons are produced throughout our life. The term of neuroplasticity is well accepted nowadays. Clinical Neurofeedback is based on the concept of neuroplasticity that trains the brain like a muscle. Clinical Neurofeedback is the clinical application of EEG Biofeedback method. It can be applied to some diagnosed (mental) conditions such as (ADHD, Autism, Learning Difficulties, Tics Disorder, Mood Issues). Clinical Neurofeedback is a form of tailored to individual needs training procedure used by trained practitioners to optimize various brain functions. This is essentially a way of teaching individuals on how to self-regulate their own brainwaves. It is safe, non-invasive and painless. A case study will be discussed on how Clinical Neurofeedback helps a child who diagnosed with autism spectrum disorder to reduce his autism symptoms and improving executive functioning. Different brainwaves profile of the various disorders will be discussed as well. We will also discuss about how Clinical Neurofeedback can effectively regulate different brainwaves profile of children who diagnosed with ADHD or for those who are having similar brainwaves pattern in order to reduce the undesirable symptoms of ADHD. At last, the heart of the potential of Clinical Neurofeedback to help manage Tourette syndrome and tics disorder will be discussed too.

Keywords:   Tourette syndrome, Tics Disorder, ADHD, Autism, Clinical Neurofeedback