Name: using brain activation (nir-heg/q-eeg) and execution measures (cpts) in a adhd assessment protocol
Uploaded: 2018-04-01T14:00:00.000+00:00
Duration: 13 min 9 s
Description: Watch this Scientific Journal Video about Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol at JoVE.com

这项工作得到了阿斯图里亚斯公国 (FC-15-GRUPIN14-053) 的一个项目的支持, 并得到了 Severo 奥乔亚计划 (BP14-030) 的 predoctoral 赠款。我们要感谢安娜 Bujnowska 为她的贡献和希瑟沼泽和奈杰尔沼泽为他们的帮助。

本研究是根据《赫尔辛基宣言》进行的, 它确立了涉及人的研究的伦理原则。该研究的目标、范围和程序也得到了奥维耶大大学和阿斯图里亚斯大学医院伦理委员会的批准。
1. 家长报告
<ol><li>在开始评估议定书之前, 请取得签署的父母同意, 以便对该儿童进行评估。</li>
	<li>与参加者的家人进行有条理的访谈。 注: 结构化访谈已作为附录提供。</li>
	<li>有参加者的家庭和/或教师完成对 ADHD13的评估的规模。这一比例包括20个项目, 提供信息, 说明存在的症状与注意缺陷和多动/冲动, 在诊断和统计手册中提到的精神疾病。<ol>
<li>在本节中, 让治疗师给出以下说明: "现在, 为了获得关于你孩子的重要信息, 你必须完成这份问卷, 指的是可能代表你孩子行为的症状。你必须对你观察这20症状的频率进行分类。</li>
	</ol>
</li>
</ol>2. 认知措施
<ol><li>测量注意力变量, 管理认知量表。<ol>
<li>管理认知尺度14 (按照手册中的《议定书》) 评估儿童和青少年在6岁至16岁11月之间的个人智力。</li>
		<li>深入分析由尺度获得的认知轮廓。 注: 考虑到认知量表手册中所包含的信息, 韦克斯勒的结果可能受多动症的影响, 在处理速度和工作记忆方面, 与感性推理和言语相比得分较低。理解.</li>
	</ol>
</li>
</ol>3. 采用连续性能测试的执行措施
<ol><li>使用两个 CPTs 分析儿童的性能: 一个基于虚拟现实的 cpt15 , 另一个由传统的 cpt16组成。</li>
	<li>管理基于虚拟现实的 CPT15。这是一个基于虚拟现实环境的 CPT, 它再现了正规教室的条件。它评估6岁至16岁儿童和青少年的注意力、冲动、处理速度和运动活动。构成测试的活动是预设的, 无法更改任务的任何特定特性。<ol>
<li>双击虚拟现实的 CPT 应用程序启动程序。</li>
		<li>输入程序许可证提供的用户名和密码。</li>
		<li>输入参与者信息 (姓名、姓氏和出生日期), 然后点击 "进入虚拟教室" 窗口。</li>
		<li>请参加者佩戴头部安装显示器 (头盔) 眼镜和耳机, 并告知他们在整个测试中佩戴它的重要性。有治疗师说: "现在你需要戴这些特殊的眼镜在虚拟现实的任务, 如果你看不太好或有任何问题, 请告诉我, 我帮助你解决它"。 注: 这些眼镜连接到 PC, 因此治疗师可以看到参与者正在查看的图像, 以确保他们理解测试 (图 2)。</li>
		<li>在开始虚拟注意力任务之前, 请参与者用其主导的手握住按钮。让治疗师说: "你需要按住并按下你写的同一只手的按钮。</li>
		<li>让参与者探索虚拟环境 (一个典型的教室), 并从一个学生坐在黑板上看十五年代的一张桌子 (图 3) 的角度。由虚拟教师执行此部分虽然这些说明: "你好, 你戴的眼镜, 你可以看到整个教室: 向左, 向右, 向上, 向下。你可以看到一切。注意房间里的所有东西, 看看墙壁和其他人, 看看你想要什么。</li>
		<li>让参与者跟随虚拟教师, 指导他们完成任务。参与者执行的第一部分是训练, 它由视觉定位气球和按下按钮弹出。让虚拟教师在本部中指示以下内容: "既然你已经检查了一切, 你就开始做一些有趣的事情。我们在你周围放了一些闪亮的红色气球。你需要通过移动你的头来找到气球。当你找到一个, 仔细看它, 并按下按钮, 使它弹出。你必须找到4气球。我们走吧！挑战现在开始!</li>
		<li>让参与者继续下一步, 这是第一个练习。这是基于 "x 不" 范式 (传统上称为 "不去"), 当参与者在没有看到或听到刺激 "苹果" 时, 必须按下按钮。让虚拟老师说: "现在, 你会看到黑板上的一些图画。我还要跟你说几句话。你必须注意, 并点击按钮, 尽可能快, 当你看到或听到任何东西不是苹果。但要小心!你需要在每次看到或听到其他事情时按下按钮。例如, 如果您听到 "云" 或在黑板上出现云的绘图, 则必须按下该按钮。记住: 当你看到或听到苹果时, 千万不要按按钮!挑战开始了..。现在! 注意: 由于活动是由程序预设的, 因此不可能改变目标刺激 (在这种情况下, 苹果)。</li>
		<li>让参与者完成最后一个练习, 按照指示按下按钮, 每当他/她看到或听到数字 "七"。这一部分由一个 "X" 范式 (或 "去" 任务) 组成。说这些说明: "现在你要处理数字。你会看到黑板上的数字, 你也会听到数字。每次听到或看到数字 "七" 时, 都必须按下该按钮。不要按任何其他号码的按钮。例如, 如果您听到或看到数字 "三", 请不要按按钮。记住: 当你看到或听到 "七" 时, 总是按下按钮!测试现在开始! 注意: 由于活动是由程序预设的, 因此不可能改变目标刺激 (在本例中为七)。</li>
		<li>通过测试网站打印测试结果报告, 添加所评估的孩子的姓名和姓氏。此报告为下列变量编译结果: 遗漏、佣金、响应时间和变异性, 并通过区分这些感官方式 (视觉与听觉)、存在/没有干扰物的方法来补充这些信息,和任务类型 (去 vs, 不去), 从而导致不同的执行配置文件。</li>
	</ol></li>
	<li>管理传统的 CPT16。这是一个可用于视觉或听觉版本的 CPT, 但在本协议中只使用视觉版本。此测试包含预设任务。根据年龄和性别, CPT 的视觉规范从4年到80岁。<ol>
<li>确保参与者放松, 注意他们的呼吸, 并确保它被控制。如果看起来参与者没有控制他们的呼吸。说明如下: "你应该专注于腹部收缩和控制呼吸"。</li>
		<li>打开 CPT 应用程序, 输入子项的名称和出生日期, 然后按 "好" 按钮。</li>
		<li>单击 "可视任务" 窗口, 然后单击启动按钮, 计算机将开始加载可视任务。</li>
		<li>确保参与者用他/她的主导手握住按钮 (连接到 PC)。重复虚拟现实的步骤5中的指令: "你需要按住并按下你写的同一只手的按钮"。</li>
		<li>通知参与者以下测试说明: "你必须按下按钮, 当你看到一个黑色方块的上部部分, 这是目标刺激。但是, 当黑色方块位于底部时, 请勿按下该按钮 (图 4)。</li>
		<li>让参加者执行训练部分 (持续大约3分钟), 直到它是清楚的参加者了解任务。在 CPT 的训练部分, 目标 (参与者必须响应的刺激) 和非目标 (参与者必须避免反应的刺激) 在屏幕上随机出现;治疗师应观察参与者是否正确按下按钮。如果参与者不按指示按按钮, 请让治疗师再次解释说明, 然后参与者将需要重复培训部分。</li>
		<li>告诉参与者任务很长, 她/他必须保持静止, 集中精力完成任务。</li>
		<li>让参与者完成 CPT 的活动。它分为两部分。测试的第一部分 ("罕见" 或警戒模式) 的特点是目标: 非目标比率为 1:3. 5。这是由不按下按钮的倾向来证明的。在第二部分 ("频繁" 或高响应需求模式) 提出一个目标: 非目标比率为 3.5: 1, 所以孩子必须抑制反应的倾向。</li>
		<li>在 CPT 完成后, 生成编写以下变量的报告: 遗漏、RT (目标刺激和主题响应的表示之间的响应时间)、佣金、可变性、D 素数 (测试中的浓度质量)根据测试中的错误数) 和多动症指数, 可归因于存在或没有注意缺陷与过度活跃。计算此多动症指数的总和: 前半 + D 素数第二半 + 总变异性, 并解释为由于 ADHD 时, 分数低于-1.80。</li>
	</ol></li>
</ol>4. Fp1 和 Fpz/Cz 地区的皮质活化措施 (Hemoencephalography 和量化脑电图) 17
<ol><li>打开 Bioexplorer 软件, 然后选择设计POCKET_HEG_video_1ch_AI_HEGRatio bxd。<ol>
<li>按时间按钮以查看评估期间的时间 (三十五年代)。</li>
		<li>通知参加者, 他/她不能移动, 必须仍然。治疗师告诉参与者在评估血液氧合过程中仍然保持静止的重要性: "现在, 你仍然是非常重要的血液氧合评估, 因为如果你移动, 系统将失败, 这将是需要再次测量。你准备好了吗？</li>
		<li>单击红色按钮, 输入要测量的主题和皮质点的名称 (Fp1 区域以评估抑制能力和 Fpz 评估注意能力)。</li>
		<li>将乐队放在参与者前额的特定区域: Fp1 (用于评估抑制能力) 和 Fpz (用于评估注意能力), 如图 5所示。</li>
		<li>确保没有外接光进入波段。适当地调整乐队到参与者的头, 在这样的方式, 它是不松散的, 并没有脱落在评估期间。</li>
		<li>把 Hemoencephalography-nirHEG (这是连接到头带) 周围的参与者的脖子, 像一条项链。</li>
		<li>打开硬件将频带连接到 PC。</li>
		<li>在大约三十五年代, 通过近红外 HEG 计划测量特定区域的血液氧合. 按绿色按钮开始测量血液的氧合, 三十五年代以后按白色按钮结束评估。</li>
		<li>打印程序提供的输出, 并分析程序提供的参与者的近红外 HEG 比。该工具的平均值为 100 (SD = 20), 用于校准光度计。此外, 还通过近红外 HEG 的方法得到了一个注意指标 (AI), 显示了参与者提高比例和大脑活化的无能。这对于确定注意力问题和测量浓度的能力是有用的。</li>
	</ol>
</li>
	<li>使用量化脑电图 (Q 脑电图) 测量参与者的皮质活动水平, 这是一种电脑脑电图系统, 通过β/θ比值提供皮质活化水平。它用于测量一般的注意级别, 而不是执行任务。 注: 对 beta/θ比率的分析是根据以前的研究12进行的。<ol>
<li>在测试过程中, 告知参与者正确的腹部呼吸。</li>
		<li>打开 Bioexplorer 软件, 然后选择设计combined_Theta_Beta bxd。屏幕将出现分为两个窗口 (左侧显示的皮质活动 FP1 和右侧显示的皮质活动的 CZ)</li>
		<li>单击红色按钮, 输入要测量的主题和皮质点的名称 (Fp1 区域以评估抑制能力和 Cz 区域以评估注意能力)。</li>
		<li>将红色电极放在 Fp1 区域和蓝电极中, 应用电极凝胶 (使用 "http://neurologiclabs.com/neuromonitoring/eeg/" 中找到的信息, 以确保电极正确放置) (参见图6).</li>
		<li>将两个控制电极 (黑白电极) 放在 participant´s 左右耳垂上, 应用电极凝胶。</li>
		<li>确保参加者在评估过程中睁开眼睛。治疗师必须在整个评估中观察参与者。如果参与者在任何时间闭上眼睛, 结束评估过程, 并在参与者休息后重复它。</li>
		<li>在右前臂放置一个肌电图 (肌电信号) 传感器, 以确定运动的程度。</li>
		<li>通知参与者, 他/她必须保持放松, 尽量不要在任务中移动缓慢的呼吸。参与者必须集中在计算机屏幕上, 而θ和β波正在发射。治疗师说: "你必须仍然和放松, 在三十五年代, 你唯一需要做的是观看的θ/beta 波将出现在计算机屏幕上"。</li>
		<li>按绿色按钮开始测量皮层活动, 三十五年代后按白色按钮结束评估。</li>
		<li>打印从程序生成的结果并对其进行分析。如果 beta/θ比率低于50% 在 Cz, 这证明了持续关注的赤字。另一方面, 如果 Fp1 的比例也较低, 这一结果与执行控制的损害有关, 这是由于多动症所致。</li>
	</ol>
</li>
</ol>

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以上列出的作者证明, 本研究没有任何金融利益或其他利益冲突。

在这里, 我们提出一个有效的协议, 以评估多动症从6-16 岁。鉴于 ADHD 的症状复杂性及其高患病率, 专业人员必须有可靠和有效的仪器来诊断这种紊乱。通常, 基于行为观察的问卷调查被广泛应用。然而, 使用这些文书作为唯一的评估措施有一定的限制, 包括观察员18部分的潜在主观性。
正如研究结果所显示的, 这个协议强调了一个参与者与 adhd 的区别, 而不是 adhd 的参与者。更具体地说, 可以看出, 多动症参与者在 CPTs (遗漏, 佣金, 反应时间和运动活动) 的注意力变量中得分较低, 以及 Fp1 和 Fpz/Cz 脑中皮质活化和血氧的降低。地区.因此, 将观察尺度所获得的信息与儿童的认知特征和 CPTs 的表现进行对比, 具有十分重要的意义. 专业人员可以进行更切合实际和可靠的评估, 从而提供为家长和教师提出的建议, 更具体地适应每个儿童的个人需要。
然而, 该议定书的一个关键步骤是管理排除标准;专业人员必须确保多动症症状不是由于其他原因, 如敏感, 情绪或社会问题19。
此协议的次要限制是完成每个评估所需的时间。通常, 此协议最好分为几个会话, 以确保参与者的福祉。本方法的适用性已在以前的研究中提出11、12 , 显示了根据诊断和统计手册对多动症进行准确诊断的评估模型的有效性。精神障碍的标准。
未来的研究方向将基于包括神经工具, 以获得客观评估 ADHD, 考虑功能和结构神经影像学方法。虽然, 这项研究使用量化的脑电图和 Hemoencephalography 的定量分析 (近红外 HEG), 这将是积极的纳入其他文书, 以对比神经心理学的措施。此外, 这类研究帮助临床医生检测皮质活化 (Q 脑电图) 和 CPT (执行控制) 的具体概况, 以区分三种类型的 ADHD 介绍。

本议定书的总目标是制定一个完整的程序或评估模式, 以诊断注意缺陷多动障碍, 否则称为 ADHD。ADHD 是影响学业成绩的问题之一。据了解, 这是一种以注意力、抑制控制和多动症为特点的紊乱, 其性能明显低于对等1,2。最新版本的精神疾病诊断和统计手册 (DSM)1包括来自早期版本的不同更新: ADHD 被归类为神经发育紊乱;症状出现的年龄增加了, 所以现在症状可以在12岁之前表现出来;多动症陈述的期限应该使用而不是亚型 (主要地过度活跃或冲动; 主要地不留神; 并且联合表示法和);最后, 它已被接受为与自闭症频谱紊乱症的共病。
根据分析的国家或地区, 有不同的患病率估计,3,4,5。国际全球系统的3审查观察到平均患病率为5.29%。然而, 根据《精神疾病诊断和统计手册》的标准,4的百分比从5.9 到7.1% 不等。同样, 西班牙人口中 ADHD 的 meta 分析提供了平均 6.8%5。患病率的变化可能是由于使用了不同的评估协议。
虽然有大量的研究表明神经学基础的 ADHD, 这种紊乱的起源仍然不清楚。一些研究将多动症症状与脑皮质 hypoactivation 相关联, 这与多巴胺和肾上腺素能系统中的缺陷有关 6.肾上腺素能系统模块的选择性注意和激活水平需要执行任务。另一方面, 多巴胺能系统负责抑制控制, 无论是在执行和激励水平。与多巴胺和肾上腺素能系统相关的低皮质活化被认为是多动症患者的抑制和注意力缺陷的基础。从这个意义上说, 多动症患儿显示在多巴胺和肾上腺素能系统中皮质活化低, 这是由不同的电皮质活动的外形表现出的休息状态, 证明由增加θ-和减少 beta 活动7、8以及 Fp1 (额叶前左侧) 和 FPz/Cz (前前额皮质中心区) 的血液氧合水平较低。
血液氧合是用近红外光谱测量 HEG, 它使用功能近红外线光谱学测量大脑血液中的颜色变化, 以表明氧饱和度区域;含氧血是鲜红的, 而脱氧血是一种深, 几乎略带紫红色。皮质活化是用量化的脑电图 (Q 脑电图) 来测量的。这是一个电脑脑电图系统, 记录大脑中的电活动, 通过β/θ比值提供皮质活化水平。它从总体上衡量注意力, 独立于正在执行的任务。其他研究集中在多动症人群中存在执行功能 (EF) 损害的问题9, 这将解释患有 adhd 的儿童有控制冲动反应、抵抗干扰或分心的困难,以连续的方式组织活动, 并在执行活动时保持认知努力。
通常, 这些症状的 ADHD 有严重的后果, 导致困难的学术, 社会和家庭环境。患有 adhd 的儿童比没有 adhd 的儿童, 在学校重复评分和/或完成学业成绩的几率较高。此外, 辍学率在青少年中的几率是三倍, 多动症10,11。
考虑到目前版本的精神障碍诊断和统计手册中多动症的修改和新分类1, 有关确定特定大脑皮质活化水平关系的结果区域、执行函数和诊断相关变量7,8,11,12 (i. e, 三种多动症演示文稿之间的差异)。
多动症识别中最常见的问题之一是由于缺乏全球评估协议而导致的疾病过度诊断。专业人士没有基于客观变量的一般协议, 造成多动症的假阳性和假阴性病例占很大比例。这种情况突显出, 专业人士和临床医生需要有一个明确的议定书, 不仅考虑有关的变数, 而且还审议它们之间的关系。
因此, 来自奥维耶大大学的学校学习、困难和学术表现研究小组 (ADIR) 一直致力于制定一项完整的 identifyprofiles 皮质活化和执行控制的协议, 以提供一个比目前使用的多动症更客观的诊断。这个协议是特别重要的, 因为它考虑到的事实, 皮质活化在前额和前额皮质影响执行功能。目前的协议将是有用的临床医生谁有兴趣执行一个完整的评估, 考虑在诊断中的相关变量之间的相互作用。为此, 该议定书基于罗德里格斯et提出的最近一项研究的评估模型。其中考虑到皮层激活和执行变量之间的交互 (图 1)。
总之, 本议定书的目的是为这一发育紊乱提供一个较现有的更客观的诊断程序, 并深入分析激活措施与执行功能措施之间的关系。该程序还将考虑多动症的一些假设决定因素, 无论是在大脑的某些区域激活与执行功能的不同方面 (如遗漏) 的不同表现之间的关系,佣金或响应时间。

<table><tbody><tr><td>EDAH&amp;nbsp;</td><td>TEA Company</td><td></td><td>It is a Scale for the Assessment of ADHD that was administered to families and/or teachers.&lt;br/&gt; &amp;nbsp;It comprises 20 items that provide information on the presence of symptoms relating to attention deficit and hyperactivity/impulsivity, and helps differentiate between the threes subtypes of ADHD. A score above 90% in its subscales indicates attention deficit, hyperactivity/ impulsivity problems, or both.</td></tr><tr><td>Wisc-IV R</td><td>TEA Company</td><td></td><td>The WISC-IV by Wechsler (2005) is a tool that assesses&lt;br/&gt; individual intelligence in children and adolescents between&lt;br/&gt; the ages of 6 years and 16 years 11 months.</td></tr><tr><td>QEEG</td><td>Neurobics pocket</td><td></td><td>Q-EEG (quantified electroencephalogram) is a computerized EEG system,&lt;br/&gt; adapted by Toomin, which provides levels of cortical activation through&lt;br/&gt; the beta/theta ratio. It measures attention in general, independently of the task to be performed.</td></tr><tr><td>NIR-HEG</td><td>Brain trainer company</td><td></td><td>it is a tool used to measure blood oxygenation in expressly selected areas. The nir-HEG employs the translucent property of biological tissue, and low-frequency red and infrared lights with light emitting diodes (LED optodes).&amp;nbsp;</td></tr><tr><td>AULA Nesplora</td><td>Nesplora Company</td><td></td><td>It is a Continuous Performance Test that evaluates attention, impulsivity, processing speed, and motor activity in participants between 6 and 16 years of age.&lt;br/&gt; The task is performed in a virtual reality environment,&lt;br/&gt; which is shown through three-dimensional (3D) glasses&lt;br/&gt; (Head Mounted Display, HMD) equipped with motion&lt;br/&gt; sensors and headphones.&amp;nbsp;</td></tr><tr><td>T.O.V.A (Test of Variables of Attention)</td><td>The T.O.V.A.&amp;nbsp; Company</td><td>T.O.V.A. 8 kit</td><td>T.O.V.A. is an objective, accurate, and FDA cleared continuous performance test&amp;nbsp; (CPT) that measures the key components of attention and inhibitory control.&lt;br/&gt; The T.O.V.A. is used by qualified healthcare professionals as an aid in the assessment&lt;br/&gt; of attention deficits, including attention-deficit/hyperactivity disorder (ADHD), in children and adults.</td></tr></tbody></table>

using brain activation (nir-heg/q-eeg) and execution measures (cpts) in a adhd assessment protocol

注意缺陷多动障碍 (ADHD) 是一个影响学业成绩的问题, 并产生严重的后果, 导致在学术, 社会和家庭环境的困难。查明这一疾病的最常见的问题之一是, 由于缺乏全球评估协议, 对疾病的诊断明显过度。来自奥维耶大大学的学校学习、困难和学术表现研究小组 (ADIR) 制定了一项完整的协议, 建议存在一定的皮质活化模式和执行控制, 以确定多动症更客观。本议定书考虑了多动症的一些假设性决定因素, 包括激活大脑中选定区域的关系, 以及在执行职能 (如遗漏) 的各个方面表现上的差异,佣金或响应时间, 使用持续性能测试的创新工具 (基于虚拟现实的 cpt 和传统的 cpt) 和大脑激活措施 (基于 Hemoencephalography-nirHEG 的两种不同的工具, 并量化脑电图-Q 脑电图, 分别)。这种评估模式的目的是提供一个有效的评估 ADHD 症状, 以便设计一个准确的干预, 并提出适当的建议, 为家长和教师。

利用这里提出的评估程序, 有可能对多动症症状进行有效的评估, 以便设计出准确的干预措施, 并为家长和教师提出建议。以下是一个参与者的一系列代表性的结果, 多动症和参与者没有 adhd, 这将使专业人士看到两个侧面的差异。
一旦临床医生得到了家属的知情同意, 就对儿童实施认知量表 (WISC IV), 以排除目前能力低下或高容量的参与者。接下来的步骤, 然后用连续的性能测试和活化皮质技术 (Q 脑电图和近红外 HEG) 编制了儿童的注意力轮廓。图 7显示了虚拟现实中的无多动症儿童的结果. 这些结果表明, 多动症患儿有更多的遗漏和佣金错误, 以及更高的运动活动和更大的反应时间。
类似地,图 8显示了传统的 CPT 显示的结果, 表明多动症患儿在遗漏、佣金、响应时间和响应的可变性方面呈现出较大的百分比。虽然没有 adhd 的孩子在任务结束时表现出了最好的成绩, 但患有 adhd 的儿童在四个街区中的任何一个都没有表现出改善。
图 9显示了在受多动症影响的儿童中由近红外 HEG 收集到的皮质活化的一个例子, 他在 Fp1 地区的平均值低于平均水平的24.5 百分点. 
同样, 在患有 adhd (FP1 区域) 的儿童中, 通过 Q 脑电图收集的措施的一个例子显示在图 10中, 它说明 ADHD 的症状是如何导致皮质活化下降 (比β/θ在0.5 以下)。
<img alt="Figure 1" class="xfigimg" src="/files/ftp_upload/56796/56796fig1.jpg"> 图 1.多动症评估模型 基于 Hemoencephalograpy (近红外 HEG), 量化脑电图 (Q 脑电图) 和传统的 cpt (cpt)。变量包括: HEG-Fp1 (近红外-HEG 比从左前额叶皮质);HEG-FpZ (近红外-HEG 比从中央前叶皮质);Q-脑电图-Fp1 (β-θ比从左前额叶皮质);Q-脑电图-CZ (β-θ比从中央皮层);OMIS (在 cpt 中犯下的遗漏);元瀚 (在 cpt 实施的佣金);在 cpt 任务期间的响应变异性;(在 cpt 中获得的响应时间);(D) (由 cpt 提供的素数指数);多动症指数 (由 CPT 提供的 adhd 指数)。这种模型反映了激活 (中央和左前额) 之间的更强的关联, 并在多动症儿童的执行比他们的同龄人没有紊乱。Fp1 地区低皮质活化 (QEEF) 和血液氧合 (近红外 HEG) 与 cpt 低效有关. 同样, 正常的电活化和血液氧合水平与 cpt 的正常结果有关. 罗德里格斯提供的et 。11.<a href="https://cloudflare-jove-com.remotexs.ntu.edu.sg/files/ftp_upload/56796/56796fig1large.jpg" target="_blank">请单击此处查看此图的更大版本.</a>
<img alt="Figure 2" class="xfigimg" src="/files/ftp_upload/56796/56796fig2.jpg"> 图 2.头部安装显示器 (头盔) 眼镜的虚拟现实 CPT. 图像显示头部安装显示器 (头盔) 眼镜, 耳机和按钮, 必须持有与主导的手。该图像还显示了虚拟教室, 通过眼镜和治疗师通过电脑屏幕显示给参与者。<a href="https://cloudflare-jove-com.remotexs.ntu.edu.sg/files/ftp_upload/56796/56796fig2large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>
<img alt="Figure 3" class="xfigimg" src="/files/ftp_upload/56796/56796fig3.jpg"> 图 3.虚拟教室提供的虚拟现实 CPT. 虚拟课堂环境, 参与者执行由虚拟教师解释的任务。<a href="https://cloudflare-jove-com.remotexs.ntu.edu.sg/files/ftp_upload/56796/56796fig3large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>
<img alt="Figure 4" class="xfigimg" src="/files/ftp_upload/56796/56796fig4.jpg"> 图 4.图像呈现在传统的 CPT. 右手图片显示非目标刺激和左手图片显示目标刺激。<a href="https://cloudflare-jove-com.remotexs.ntu.edu.sg/files/ftp_upload/56796/56796fig4large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>
<img alt="Figure 5" class="xfigimg" src="/files/ftp_upload/56796/56796fig5.jpg"> 图 5.参加者身穿近红外 HEG 波段. 图像显示了 Fp1 区域内的近红外 HEG 带和硬件连接。
<img alt="Figure 6" class="xfigimg" src="/files/ftp_upload/56796/56796fig6.jpg"> 图 6.参与者与 Q 脑电图电极. 图像显示了 Fp1 地区的 Cz 区和红色的蓝电极。控制电极: 黑色和白色, 已放置在 participant´s 左右耳垂, 应用电极凝胶。最后, 右前臂上放置了一个肌电图。
<img alt="Figure 7" class="xfigimg" src="/files/ftp_upload/56796/56796fig7.jpg"> 图 7.性能和电机活动在虚拟现实中的 CPT. Y 轴显示了从虚拟现实中的标准分数 (分数在60以上平均低性能的变量研究和分数低于60的平均值的良好表现的变量研究。X 轴显示虚拟现实测试提供的不同变量。颜色: 黄色、橙色和红色, 代表严重性等级: 低、中、高的不同变量的性能。a 和 C 说明没有多动症 (a) 的参与者和多动症参与者 (c) 的表现。 图像 B 和 D 代表 subject´s 头部运动 (马达活动) 在整个测试。绿色正方形是指黑板, 黄色正方形代表了虚拟黑板可以在视觉范围内检测刺激的区域。如果孩子从黄色方块移出, 就不可能正确地执行视觉任务。点图提供了一个图形, 它代表了孩子对黑板和一般任务的注意。图 B 表示参与者中没有多动症的运动活动, 图像 D 代表多动症参与者的运动活动。
<img alt="Figure 8" class="xfigimg" src="/files/ftp_upload/56796/56796fig8v2.jpg"> 图 8.由传统的 CPT 在主变量中提供的配置文件. 图 a 表示有 ADHD 的学生的配置文件, 而图 B 显示执行与规范组类似的性能的孩子的情况。"SS" 一词指的是标准化的分数。标准分数低于80代表低性能。"Q1" (25%)、"Q2" (50%)、"Q3" (75%) 和 "Q4" (100%) 代表了 CPT 任务的四分位数。该司是有用的, 以了解该主题的注意力在活动期间是否减少。
<img alt="Figure 9" class="xfigimg" src="/files/ftp_upload/56796/56796fig9.jpg"> 图 9.活化措施与近红外 HEG。 该图显示了特定点 (Fp1/Fpz) 血液的氧合比例指标和以百分比表示的注意指数 (百分比低于50% 代表低注意力指数)。
<img alt="Figure 10" class="xfigimg" src="/files/ftp_upload/56796/56796fig10.jpg"> 图 10.FP1 皮质活化措施。 数字显示了 Q 脑电图的输出。顶部显示β/θ波单独测量, 和底部的部分显示β/θ比率在 Cz 地区和肌电图结果从右前臂。CZ β/θ比值显示在左侧 (在这种情况下是 0.55), 皮质激活是好的, 当比例超过0.50。右前臂的肌电图用于确保参与者在肌肉水平上放松, 并且在右侧 (在这种情况下, 肌电图的值是 4.22)。良好的肌电图值低于5.0。<a href="https://cloudflare-jove-com.remotexs.ntu.edu.sg/files/ftp_upload/56796/56796fig10large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>

Watch this Scientific Journal Video about Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol at JoVE.com

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

这项工作提出了一个新的协议, 以评估注意缺陷多动障碍 (ADHD) 通过提供一个更客观的诊断程序, 这一发展障碍的基础上使用的创新工具。并分析了活化措施与执行功能测度之间的关系。

使用脑激活 (近红外 HEG/Q 脑电图) 和执行措施 (CPTs) 的 ADHD 评估协议

Attention Deficit Hyperactivity Disorder (ADHD) is a problem that impacts academic performance and has serious consequences that result in difficulties in ...

using-brain-activation-nir-hegq-eeg-execution-measures-cpts-adhd

Nanyang Technological University

Research

JoVE Journal

Neuroscience

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

10.1K 次观看.  Oviedo University. 这项工作提出了一个新的协议, 以评估注意缺陷多动障碍 (ADHD) 通过提供一个更客观的诊断程序, 这一发展障碍的基础上使用的创新工具。并分析了活化措施与执行功能测度之间的关系。

视频: Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Functional Near Infrared Spectroscopy of the Sensory and Motor Brain Regions with Simultaneous Kinematic and EMG Monitoring During Motor Tasks

There are several advantages that functional near-infrared spectroscopy (fNIRS) presents in the study of the neural control of human movement. It is relatively flexible with respect to participant positioning and allows for some head movements during tasks. Additionally, it is inexpensive, light weight, and portable, with very few contraindications to its use. This presents a unique opportunity to study functional brain activity during motor tasks in individuals who are typically developing, as well as those with movement disorders, such as cerebral palsy. An additional consideration when studying movement disorders, however, is the quality of actual movements performed and the potential for additional, unintended movements. Therefore, concurrent monitoring of both blood flow changes in the brain and actual movements of the body during testing is required for appropriate interpretation of fNIRS results. Here, we show a protocol for the combination of fNIRS with muscle and kinematic monitoring during motor tasks. We explore gait, a unilateral multi-joint movement (cycling), and two unilateral single-joint movements (isolated ankle dorsiflexion, and isolated hand squeezing). The techniques presented can be useful in studying both typical and atypical motor control, and can be modified to investigate a broad range of tasks and scientific questions.

Monitoring brain activity during upright motor tasks is of great value when investigating the neural source of movement disorders. Here, we demonstrate a protocol that combines functional near infrared spectroscopy with continuous monitoring of muscle and kinematic activity during 4 types of motor tasks.

感觉和运动脑区与运动同步和肌电图监测功能近红外光谱在运动任务

There are several advantages that functional near-infrared spectroscopy (fNIRS) presents in the study of the neural control of human movement. It is ...

科研

行为学

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed.

This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners&#8217; engagement during a task.

评估参与的多维度来表征学习:神经生理学角度

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: ...

Measurement of Neurophysiological Signals of Ignoring and Attending Processes in Attention Control

Attention control is the ability to selectively attend to some sensory signals while ignoring others. This ability is thought to involve two processes: enhancement of sensory signals that are to be attended and the attenuation of sensory signals that are to be ignored. The overall strength of attentional modulation is often measured by comparing the amplitude of a sensory neural response to an external input when attended versus when ignored. This method is robust for detecting attentional modulation, but precludes the ability to assess the separate dynamics of attending and ignoring processes. Here, we describe methodology to measure independently the neurophysiological signals of attending and ignoring using the intermodal attention task (IMAT). This task, when combined with electroencephalography, isolates neurophysiological sensory responses in auditory and visual modalities, when either attending or ignoring, with respect to a passive control. As a result, independent dynamics of attending and of a ignoring can be assessed in either modality. Our results using this task indicate that the timing and cortical sources of attending and ignoring effects differ, as do their contributions to the attention modulation effect, pointing to unique neural trajectories and demonstrating sample utility of measuring them separately.

Attention control comprises enhancement of target signals and attenuation of distractor signals. We describe an approach to measure separately but concurrently, the neurophysiology of attending and ignoring in sustained intermodal attention, utilizing a passive control condition during which neither process is continuously engaged.

忽略并出席在注意控制过程的神经生理信号的测量

Attention control is the ability to selectively attend to some sensory signals while ignoring others. This ability is thought to involve two processes: ...

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral motor impairments that are frequently dominated in the upper limb. In addition to a reduced movement capacity of the affected upper limb, several children with unilateral CP show a reduced awareness of the remaining movement capacity of that limb. This phenomenon of disregarding the preserved capacity of the affected upper limb is regularly referred to as Developmental Disregard (DD). Different theories have been postulated to explain DD, each suggesting slightly different guidelines for therapy. Still, cognitive processes that might additionally contribute to DD in children with unilateral CP have never been directly studied. The current protocol was developed to study cognitive aspects involved in upper limb control in children with unilateral CP with and without DD. This was done by recording event-related potentials (ERPs) extracted from the ongoing EEG during target-response tasks asking for a hand-movement response. ERPs consist of several components, each of them associated with a well-defined cognitive process (e.g., the N1 with early attention processes, the N2 with cognitive control and the P3 with cognitive load and mental effort). Due to its excellent temporal resolution, the ERP technique enables to study several covert cognitive processes preceding overt motor responses and thus allows insight into the cognitive processes that might contribute to the phenomenon of DD. Using this protocol adds a new level of explanation to existing behavioral studies and opens new avenues to the broader implementation of research on cognitive aspects of developmental movement restrictions in children.

Several children with unilateral Cerebral Palsy seem to disregard the preserved capacity of their affected upper limb. This Developmental Disregard is extensively described in the literature but the involved cognitive processes have not been studied. To study underlying cognitive factors of upper limb control, an event-related potential protocol was developed.

事件相关电位在目标响应的任务，研究的上肢使用在儿童认知过程单侧脑性麻痹

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral ...

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation and processing. Its purpose is to create a reward task that is appropriate for young children with and without autism while controlling reward properties between two conditions: social and nonsocial. The current protocol allows for comparisons of brain activity between social and nonsocial reward conditions while keeping the reward itself identical between conditions. Using this protocol, we found evidence that neurotypical children demonstrate enhanced anticipatory brain activity during the social condition. Furthermore, we found that neurotypical children anticipate social reward more robustly than children with autism diagnoses. As the task uses snacks as a reward, it is most appropriate for young children. However, the protocol may be adapted for use with adolescent or adult populations if snacks are replaced by monetary incentives. The protocol is designed to measure electrophysiological events (event-related potentials), but it may be customized for use with eye-tracking or fMRI.

This protocol is designed to measure reward anticipation and processing in young children with and without autism. Specifically, the protocol is designed to study the neural correlates of reward during social and nonsocial conditions while controlling for reward between conditions.

儿童奖励预期与处理的电生理学协议

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation ...

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and behave in daily living. This protocol describes the methodology that is required for the intervention (psychotherapy) based on planning, attention, successive, and simultaneous (PASS theory) cognitive processing and fear emotional processing. It provides guiding principles and practical recommendations. A disproportionately high level of fear (dysregulation) increases the vulnerability for dysfunction in learning and behavior. We explain the interplay between emotion and cognition at the neurological level.
A go/no go task (The Adventures of Fundi), which involves decision making, is administered in a PC- mode to a sample of 66 ADHD subjects. The Adventures of Fundi, a computer program, was constructed to induce successive or simultaneous processing when involving the training of planning and selective attention. It aims to improve the executive function with planning and selective attention. If executive function improves, learning improves, and behavior ameliorates. After intervention over 6 months, remission was achieved in 70% of subjects.
The instructor encourages the use of appropriate strategies and points out the ways in which the strategies can be useful in finding the solution to the problem (go/no go). The emphasis is not on rehearsing and adult instructed verbal sequence. The verbalization may reveal the conscious verbalized strategy to solve a task that is not really the strategy being unconsciously used in that case. A self-verbal report is unreliable. This is an inductive learning rather than deductive rule-learning approach central to cognitive PASS training. This inductive training has proved to produce not only near transfer but also far transfer.
Noncognitive factors (emotional factors) must be considered to maximize the benefit of cognitive training. Indirect and metaphorical communication considers the emotional factor.

This protocol illustrates a remedial therapy based on inductive learning and indirect communication (Ericksonian metaphorical hypnosis) that can be applied to children with Attention Deficit Hyperactive Disorder (ADHD). Particularly, this protocol is intended to test the effectiveness of a go/no-go decision task. Neuroscientific rationale is presented throughout the text.

基于注意力缺陷过度活跃障碍患者的认知和情感处理的 Fundi 干预的冒险

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

评估学习困难成人元认知和自我调节的多式联运协议

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

Conducting Concurrent Electroencephalography and Functional Near-Infrared Spectroscopy Recordings with a Flanker Task

Concurrent EEG and fNIRS recordings offer an excellent opportunity to gain a full understanding of the neural mechanism of cognitive processing by inspecting the relationship between the neural and hemodynamic signals. EEG is an electrophysiological technology that can measure the rapid neuronal activity of the cortex, whereas fNIRS relies on the hemodynamic responses to infer brain activation. The combination of EEG and fNIRS neuroimaging techniques can identify more features and reveal more information associated with the functioning of the brain. In this protocol, fused EEG-fNIRS measurements were performed for concurrent recordings of evoked-electrical potentials and hemodynamic responses during a Flanker task. In addition, the critical steps for setting up the hardware and software system as well as the procedures for data acquisition and analysis were provided and discussed in detail. It is expected that the present protocol can pave a new avenue for improving the understanding of the neural mechanisms underlying various cognitive processes by using the EEG and fNIRS signals.

The present protocol describes how to perform concurrent EEG and fNIRS recordings and how to inspect the relationship between the EEG and fNIRS data.&#160;

使用 Flanker 任务进行并发脑电图和功能近红外光谱记录

Concurrent EEG and fNIRS recordings offer an excellent opportunity to gain a full understanding of the neural mechanism of cognitive processing by ...

神经科学

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Neuropsychiatric diagnoses like ADHD are based on subjective methods like interviews, rating scales and observations. There is a need for more brain-based supplements. Stimulant medication is the most common treatment for ADHD. Clinically useful predictors of response have so far not been reported. The aim of this paper is to describe the EEG based methods we apply to extract potential biomarkers for brain dysfunction. Examples relate to biomarkers for pediatric ADHD, and prediction of medication response. The main emphasis is on Event Related Potentials (ERPs).
A nineteen channel EEG is recorded during a 3 min eyes-opened task, a 3 min eyes-closed task, and a 20 min cued visual GO/NOGO task (VCPT). ERPs are recorded during this task. The goal of the ERP protocol is to extract biomarkers of assumed brain dysfunctions that significantly differentiate between a patient group and healthy controls. The protocol includes recording during standard conditions and artifact correction. ERP waves can be used or transformed into latent components. The components of the patient group are compared with controls, empathizing components that, when compared, show relatively high effect sizes. Sub-groups of the patients are selected on the basis of the cluster analysis in the space of the components. Treatment procedure (such as medication, tDCS or neurofeedback protocol) can be applied and the changes in components related to treatment in the subgroups are observed, forming the basis for clinical recommendations.
The methods described were applied in a study of 87 pediatric ADHD patients. The index of medication response discriminated significantly between responders and non-responders with a large, and clinically meaningful effect size (d = 1.84). In an ongoing study comparing ADHD children with matched controls, several variables discriminate significantly between patients and controls. The global index will exceed d = .8. The EEG based methods described here could be clinically meaningful.

Event Related Potentials ERPs and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder ADHD

EEG-methods are applied for extracting biomarkers of brain dysfunctions. The focus is on multi-channel event-related potentials (ERPs) recorded in a cued GO/NOGO task. Non-brain artifacts are corrected and ERPs are compared with the normative data. Examples relate to biomarkers for ADHD diagnosis and prediction of medication response.

事件相关电位 （ERPs） 和其他基于脑电图的提取大脑功能障碍生物标志物的方法:从小儿注意力缺陷/多动障碍 （ADHD） 中的例子

Neuropsychiatric diagnoses like ADHD are based on subjective methods like interviews, rating scales and observations. There is a need for more brain-based ...

Cerebrovascular Reactivity Measurement with Functional Near Infrared Spectroscopy

Cerebrovascular reactivity (CVR) is the capacity of blood vessels in the brain to alter cerebral blood flow (either with dilation or constriction) in response to chemical or physical stimuli. The amount of reactivity in the cerebral microvasculature depends on the integrity of the capacitance vasculature and is the primary function of endothelial cells. CVR is, therefore, an indicator of the microvasculature&#8217;s physiology and overall health. Imaging methods that can measure CVR are available but can be costly, and require magnetic resonance imaging centers and technical expertise. In this study, we used fNIRS technology to monitor changes of oxyhemoglobin (HbO) and deoxyhemoglobin (HbR) in the cerebral microvasculature to assess the CVR of 15 healthy controls (HC) in response to a vasoactive stimulus (inhaled 5% carbon dioxide or CO2). Our results suggest that this is a promising imaging technology that offers a non-invasive, accurate, portable, and cost-effective method of mapping cortical CVR and associated microvasculature function, resulting from a traumatic brain injury or other conditions associated with cerebral microvasculopathy.

Presented here is a protocol for imaging and measurement of cerebrovascular reactivity in humans with functional Near Infrared Spectroscopy (fNIRS). fNIRS is a novel imaging modality that captures the concentration changes of hemoglobin species in the brain&#8217;s outermost cortex under specific stimuli.

Cerebrovascular reactivity (CVR) is the capacity of blood vessels in the brain to alter cerebral blood flow (either with dilation or constriction) in ...

使用脑激活 (近红外 HEG/Q 脑电图) 和执行措施 (CPTs) 的 ADHD 评估协议

摘要

探索更多视频

此视频中的章节

感觉和运动脑区与运动同步和肌电图监测功能近红外光谱在运动任务

评估参与的多维度来表征学习:神经生理学角度

忽略并出席在注意控制过程的神经生理信号的测量

事件相关电位在目标响应的任务，研究的上肢使用在儿童认知过程单侧脑性麻痹

儿童奖励预期与处理的电生理学协议

基于注意力缺陷过度活跃障碍患者的认知和情感处理的 Fundi 干预的冒险

评估学习困难成人元认知和自我调节的多式联运协议

使用 Flanker 任务进行并发脑电图和功能近红外光谱记录

事件相关电位（ERPs）和其他基于脑电图的提取大脑功能障碍生物标志物的方法:从小儿注意力缺陷/多动障碍（ADHD）中的例子

Cerebrovascular Reactivity Measurement with Functional Near Infrared Spectroscopy

使用脑激活 (近红外 HEG/Q 脑电图) 和执行措施 (CPTs) 的 ADHD 评估协议

摘要

探索更多视频

此视频中的章节

感觉和运动脑区与运动同步和肌电图监测功能近红外光谱在运动任务

评估参与的多维度来表征学习:神经生理学角度

忽略并出席在注意控制过程的神经生理信号的测量

事件相关电位在目标响应的任务，研究的上肢使用在儿童认知过程单侧脑性麻痹

儿童奖励预期与处理的电生理学协议

基于注意力缺陷过度活跃障碍患者的认知和情感处理的 Fundi 干预的冒险

评估学习困难成人元认知和自我调节的多式联运协议

使用 Flanker 任务进行并发脑电图和功能近红外光谱记录

事件相关电位 （ERPs） 和其他基于脑电图的提取大脑功能障碍生物标志物的方法:从小儿注意力缺陷/多动障碍 （ADHD） 中的例子

Cerebrovascular Reactivity Measurement with Functional Near Infrared Spectroscopy

事件相关电位（ERPs）和其他基于脑电图的提取大脑功能障碍生物标志物的方法:从小儿注意力缺陷/多动障碍（ADHD）中的例子