Chapter 15 - Asperger’s syndrome intervention: Combining neurofeedback, biofeedback and metacognition

Abstract

This chapter aims to broaden practitioners' understanding of Asperger's syndrome (AS), a disorder along the continuum of autistic spectrum disorders (ASD). AS is becoming a relatively common diagnosis in schoolchildren who are very bright intellectually but totally inept socially. They are usually initially misdiagnosed as having attention deficit hyperactivity disorder (ADHD). This chapter emphasizes how to use neurofeedback (NFB) plus biofeedback (BFB), in conjunction with coaching in learning strategies (metacognition) to address the major symptoms observed in AS. It develops an understanding of how feedback can improve a person's cognitive, emotional, and even physical functioning, and has named this a systems theory of neural synergy (STNS). The name underscores the fact that NFB plus BFB influence dynamic circuits, and emphasizes that no matter where one enters the nervous system with an intervention the larger system adjusts as it seeks a new balance. If the intervention is done correctly, the new equilibrium will bring out the individual's potential. This chapter is divided into four sections. The first section gives a general overview of Asperger's syndrome including background, a historical note, information on prevalence, and a description of symptoms that includes the authors' clinical observations. The second section correlates symptoms with functional neuroanatomy and electroencephalographic (EEG) findings. The third section further highlights brain areas found to be dysfunctional in ASD, and cites research findings for each of seven key regions that are repeatedly found to differ when compared to people with typical development. The fourth section is concerned with intervention. It provides an overview of the use of NFB plus BFB for managing the symptoms of AS. It provides a summary of what to do, and a discussion of why it is effective.