DOCSLIB.ORG

Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism Michael J

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism Michael J Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism Michael J. Lucido Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Behavioral Neurobiology Commons, and the Clinical Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES This is to certify that the doctoral dissertation by Michael Lucido has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Lisa Scharff, Committee Chairperson, Psychology Faculty Dr. Patricia Loun, Committee Member, Psychology Faculty Dr. Brian Ragsdale, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2012 Abstract Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism by Michael J. Lucido M.A., University of Detroit Mercy, 2003 B.A., University of Detroit Mercy, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2012 Abstract Autism spectrum condition (ASC) is a complex neurodevelopmental disorder that impacts physiological processes, cognition, functional behaviors, social-communication, and often has comorbidities. One approach gaining empirical support for ASC treatment is neurofeedback. Neurofeedback uses operant conditioning to normalize cerebral activity through auditory and visual reinforcement. Live Z-score Training (LZT) has become the latest advancement in neurofeedback. There is no published research to date on LZT neurofeedback in adulthood ASC. The purpose of this study was to evaluate LZT’s impact on neuropsychological measures in an adult with ASC. A multiple baseline single-case research design was used with a convenience sample of one adult with ASC to evaluate the effects of 20 LZT sessions using the Conservative Dual Criterion visual inspection method as the primary form analysis. ADHD, mood stability, anxiety, depression, and ASC symptoms were significantly reduced according to the Neuropsych Questionnaire. The participant improved significantly on the CNS Vital Signs (CNVS) Neurocognitive measures of executive function, cognitive flexibility, reaction time, and complex attention. Also, the participant increased intelligence as measured by the Test of Nonverbal Intelligence. Lastly, the participant had changes in brain function according to quantitative electroencephalography and low-resolution brain electromagnetic tomography. CNVS processing speed was the only measure that did not significantly change. No adverse effects were reported. This study may lead to positive social change by providing a technologically advanced intervention for adults with ASC, which may improve their overall quality of life and promote self-sufficiency through adulthood. Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism by Michael J. Lucido M.A., University of Detroit Mercy, 2003 B.A., University of Detroit Mercy, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2012 UMI Number: 3499929 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3499929 Copyright 2012 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Dedication First and foremost, this dissertation is dedicated to my sweet Melissa and our doggies, Helios and Cash, for their love and support in allowing me to dedicate these years toward obtaining my doctorate. Melissa, you are my best friend and twin flame for whom I owe so much. I would have never been able to do this without your unconditional love and words of encouragement that empowered me to continue. Thank you for being you- I love you so much. Secondly, this project is devoted to my mother and father who have provided me with the foundation and encouragement to pursue higher education and always strive to learn more. Since my first day of kindergarten, I still remember their mantra every morning, “Do good in school.” This dissertation reflects the product of all those years you both dedicated in helping me succeed- thank you. Finally, this dissertation is dedicated to adults with autism who struggle with the condition, and their caregivers who work so hard to find the best treatment. You are admired for your strength, energy, and advocacy. I would especially like to thank the participant in this study and his mother for playing a key role in advancing the research in this area. The findings in this study exemplify that there can be significant improvement in many areas for an adult with autism. Finding the cure should not be goal. The goal should be to improve the overall quality of life of people with autism, so that they can be happier and achieve more goals than ever expected. There is always hope! Acknowledgments First and foremost, I am in debt to Dr. Lisa Scharff’s guidance throughout this process. She provided thorough reviews of countless rough drafts and offered the continuous support I needed to complete this project. She was always available either by phone, conferencing or email. You have really helped me to work through the many obstacles that might have otherwise set me back or abandoned the project completely. One last time- thank you! I would like to also acknowledge the important perspectives of Dr. Patricia Loun. You provided the expertise for advancing the methodology and allowing me the freedom to use the single case research method as a viable way to test my hypotheses. You gave key recommendations to this study for which I am so grateful. Also, to Dr. Brian Ragsdale, as the University Research Reviewer, you ensured I met the high standards of Walden University. This project would not have been completed if you did not provide this necessary feedback. Thank you for supporting and approving this project. Next, I am greatly appreciative of Dr. Andrew Sahara’s mentoring and encouragement. Sharing your experience provided me the motivation I needed to accomplish this great task. Finally, I would not have been able to complete this study without Linda Walker’s mentoring, partnership, guidance, and assistance. You gave me the opportunity to explore the efficacy of neurofeedback in autism while maintaining the highest level of professional standards set forth by the field. Thank you so much Linda for your many hours, materials, and equipment that you donated to this study. I look forward to our future collaboration. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Chapter 1: Introduction ........................................................................................................1 Introduction to the Study .....................................................................................................1 Background of the Study .....................................................................................................2 Problem Statement ...............................................................................................................3 Purpose of the Study ............................................................................................................4 Nature of Study ....................................................................................................................4 Research Questions and Hypotheses ...................................................................................5 Theoretical Basis ..................................................................................................................7 Definition of Terms..............................................................................................................8 General Terms ..........................................................................................................8 Neurofeedback Terms ..............................................................................................9 Assumptions .......................................................................................................................11 Limitations .........................................................................................................................12 Delimitations ......................................................................................................................14
Load more

Recommended publications
  • The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
    The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously.
    [Show full text]
  • (2017). Contextual Cognitive-Behavioral Therapies Across the Psychosis Continuum: a Review of Evidence for Schizophrenia, Schizoaffective and Bipolar Disorders
    Martins, M.J., Castilho, P., Carvalho, C. B., Pereira, A. T., Santos, V., Gumley, A., & de Macedo, A. F. (2017). Contextual cognitive-behavioral therapies across the psychosis continuum: A review of evidence for schizophrenia, schizoaffective and bipolar disorders. European Psychologist, 22(2), 83-100. doi: 10.1027/1016-9040/a000283 Contextual Cognitive-Behavioral Therapies Across the Psychosis Continuum A Review of Evidence for Schizophrenia, Schizoaffective and Bipolar Disorders Maria João Ruivo Ventura Martins,1,2 Paula Castilho,1 Célia Barreto Carvalho,1,3, Ana Telma Pereira,2 Vitor Santos,2 Andrew Gumley,4 and António Ferreira de Macedo2 1 CINEICC, Faculty of Psychology and Educational Sciences, University of Coimbra, Portugal; 2 3 Faculty of Medicine, University of Coimbra, Portugal; Faculty of Educational Sciences, University of 4 Azores, Portugal; Institute of Health and Well-Being, Glasgow University, UK Abstract Considering several etiologic, therapeutic, and comorbidity-related factors, a psychosis continuum model has been proposed for the understanding and treatment of psychotic disorders. Within the new emerging treatment approaches, Contextual Cognitive-Behavioral Therapies (CCBT) seem to hold promise for the psychosis continuum. However, considering their novelty for this specific population, the quality of efficacy evidence remains unclear. Objective: To examine, critically analyze, and summarize the results from studies based on therapeutic models within the CCBT approach (Mindfulness and Acceptance-based interventions, Compassion-Focused Therapy, Dialectical Behavior Therapy, and Metacognitive Therapy) for patients with a diagnosis within the psychosis continuum (schizophrenia, schizoaffective disorder, bipolar disorder). Methods: Three leading electronic databases (MEDLINE/PUBMED; PsycINFO; Cochrane Library), a grey literature database (OpenGrey), and registered clinical trials (ClinicalTrials.Gov) were searched using combinations of key terms regarding the CCBT models and the diagnosis considered.
    [Show full text]
  • Motor Development Research: II
    Motor development research: II. The first two decades of the 21st century shaping our future Jill Whitall1, Farid Bardid2,3, Nancy Getchell4, Melissa Pangelinan5, Leah E. Robinson6,7, Nadja Schott8, Jane E. Clark9,10 1 Department of Physical Therapy & Rehabilitation Science, University of Maryland, USA 2 School of Education, University of Strathclyde, UK 3 Department of Movement and Sports Sciences, Ghent University, Belgium 4 Department of Kinesiology & Applied Physiology, University of Delaware, USA 5 School of Kinesiology, College of Education, Auburn University, USA 6 School of Kinesiology, University of Michigan, USA 7 Center for Human Growth and Development, University of Michigan, USA 8 Institute of Sport & Exercise Science, University of Stuttgart, Germany 9 Department of Kinesiology, School of Public Health, University of Maryland, USA 10 Neuroscience and Cognitive Science Program, University of Maryland, USA Corresponding author: Jill Whitall E-mail: [email protected] This is the accepted manuscript version of the study cited as: Whitall, J., Bardid, F., Getchell, N., Pangelinan, M., Robinson, L. E., Schott, N., & Clark, J. E. (2020). Motor development research: II. The first two decades of the 21st century shaping our future. Journal of Motor Learning and Development, 8(2), 363-390. https://doi.org/10.1123/jmld.2020-0007 This paper is not the copy of record and may not exactly replicate the authoritative document published in Journal of Motor Learning and Development. The final published version is available on the journal website. Author note: Authorship order is alphabetical except the lead author is first and the senior author is last. Abstract In Part I of this series (Whitall et al., this issue), we looked back at the 20th century and re- examined the history of Motor Development research described in Clark & Whitall’s 1989 paper “What is Motor Development? The Lessons of History”.
    [Show full text]
  • Cognitive Insight in First-Episode Psychosis: Changes During Metacognitive Training
    Journal of Personalized Medicine Article Cognitive Insight in First-Episode Psychosis: Changes during Metacognitive Training Irene Birulés 1,2 , Raquel López-Carrilero 1,3,4,5 , Daniel Cuadras 1,4 , Esther Pousa 6,7, Maria Luisa Barrigón 8,9 , Ana Barajas 10,11, Ester Lorente-Rovira 3,12, Fermín González-Higueras 13, Eva Grasa 3,6,14, Isabel Ruiz-Delgado 15, Jordi Cid 16 , Ana de Apraiz 1, Roger Montserrat 1,2, Trinidad Pélaez 1,3, Steffen Moritz 17, the Spanish 18, 1,3,5, Metacognition Study Group y and Susana Ochoa * 1 Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, 08830 Barcelona, Spain; [email protected] (I.B.); [email protected] (R.L.-C.); [email protected] (D.C.); [email protected] (A.d.A.); [email protected] (R.M.); [email protected] (T.P.) 2 Department of Cognition, Development and Educational Psychology, Universitat de Barcelona, 08035 Barcelona, Spain 3 Investigación Biomédica en Red de Salud Mental (CIBERSAM) Instituto de Salud Carlos III C/Monforte de Lemos 3-5, Pabellón 11, Planta 0, 28029 Madrid, Spain; [email protected] (E.L.-R.); [email protected] (E.G.) 4 Fundació Sant Joan de Déu, Esplugues de Llobregat, Santa Rosa, 39-57, 3a planta 08950 Esplugues de Llobregat, Barcelona, Spain 5 Institut de Recerca en Salut Mental Sant Joan de Déu, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, 08830 Barcelona, Spain 6 Department of Psychiatry, Hospital de la Santa Creu i Sant Pau, 08041 Barcelona, Spain; [email protected] 7 Consorci Corporació Sanitària Parc Taulí de Sabadell, Parc Taulí, 1, 08208
    [Show full text]
  • ROD Autism Team Newsletter
    ROD AUTISM TEAM contact us at: 812-623-2212 or email: [email protected] May 2019 RIPLEY OHIO DEARBORN SPECIAL EDUCATION C OOPERATIVE ROD Autism Team Newsletter School’s Out for the SUMMER!!! Happy Summer Break 2019! In this Issue: Upcoming Workshops Offered by Children’s Hospital A 3-Day Workshop on Discussing Sexuality and Health Relationships with Tweens and Teens How to Plan for an Upcoming Move Tips for A Good Night’s Sleep Keeping Kids Safe and Creating Safety Plans And A List of Gift Ideas for Children with ASD We hope you have a wonderful, restful, and safe summer. ROD Autism Team Newsletter Page 2 BOOSTER SESSIONS 2019 Booster sessions are intended to provide information on the transition from school to adult life for youth with disabilities. Families, individuals with disabili- ties, educators, and other professionals are invite to attend these sessions at no charge. Booster sessions are two hours long and take place in the evening. Session 4: SSI/SSDI Date: Tuesday, June 11, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202 Speakers: Kelly Draggoo, Social Security Administration Register Online: https://bit.ly/2NifSft Session 5: Financial Planning for Families of Children and Adults who have Developmental Disabilities Date: Tuesday, July 9, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202
    [Show full text]
  • Metacognitive Reflection and Insight Therapy: a Recovery-Oriented
    Psychology Research and Behavior Management Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Metacognitive Reflection and Insight Therapy: A Recovery-Oriented Treatment Approach for Psychosis This article was published in the following Dove Press journal: Psychology Research and Behavior Management Paul H Lysaker 1,2 Abstract: Recent research has suggested that recovery from psychosis is a complex process Emily Gagen 3 that involves recapturing a coherent sense of self and personal agency. This poses important Reid Klion4 challenges to existing treatment models. While current evidence-based practices are designed fi Aieyat Zalzala5 to ameliorate symptoms and skill de cits, they are less able to address issues of subjectivity fl Jenifer Vohs2 and self-experience. In this paper, we present Metacognitive Insight and Re ection Therapy (MERIT), a treatment approach that is explicitly concerned with self-experience in psycho- Laura A Faith1,6 2,7 sis. This approach uses the term metacognition to describe those cognitive processes that Bethany Leonhardt fi 7 underpin self-experience and posits that addressing metacognitive de cits will aid persons Jay Hamm diagnosed with psychosis in making sense of the challenges they face and deciding how to 8 Ilanit Hasson-Ohayon effectively manage them. This review will first explore the conceptualization of psychosis as 1Richard L. Roudebush VA Medical the interruption of a life and how persons experience themselves, and then discuss in more 2 Center, Indianapolis, IN, USA; Indiana depth the construct of metacognition. We will next examine the background, practices and University School of Medicine, Indianapolis, IN, USA; 3Providence VA evidence supporting MERIT.
    [Show full text]
  • Electroencephalography (Eeg) and Its Use in Motor Learning And
    ELECTROENCEPHALOGRAPHY (EEG) AND ITS USE IN MOTOR LEARNING AND CONTROL by Tyler Thorley Whittier July, 2017 Director of Thesis: Dr. Nicholas Murray Major Department: Kinesiology Electroencephalography (EEG) is a non-invasive technique of measuring electric currents generated from active brain regions and is a useful tool for researchers interested in motor control. The study of motor learning and control seeks to understand the way the brain understands, plans and executes movement both physical and imagined. Thus, the purpose of this study was to better understand the ways in which electroencephalography can be used to measure regions of the brain involved with motor control and learning. For this purpose, two independent studies were completed using EEG to monitor brain activity during both executed and imagined actions. The first study sought to understand the cognitive demand of altering a running gait and provides EEG evidence of motor learning. 13 young healthy runners participated in a 6-week in-field gait-retraining program that altered running gait by increasing step rate (steps per minute) by 5-10%. EEG was collected while participants ran on a treadmill with their original gait as a baseline measurement. After the baseline collection, participants ran for one minute at the same speed with a 5-10% step rate increase while EEG was collected. Participants then participated in a 6-week in-field gait-retraining program in which they received bandwith feedback while running in order to learn the new gait. After completing the 6-week training protocol, participants returned to the lab for post training EEG collection while running with the new step rate.
    [Show full text]
  • Stroke Rehabilitation Through Motor Imagery Controlled Humanoid
    Stroke Rehabilitation through Motor Imagery controlled Humanoid (Submitted in requirement of undergraduate Departmental honors) Priya Rao Chagaleti Computer Science and Engineering University of Washington 17th June 2013 Thesis advisor: Prof. Rajesh P. N. Rao Acknowledgements I gratefully acknowledge the help and encouragement from Melissa Smith, Alex Dadgar, Matthew Bryan, Jeremiah Wander, Sam Sudar and Chantal Murthy in execution of this project. Acronyms ALS: Amyotrophic lateral sclerosis BCI : Brain Computer Interface BCI2000: BCI software EEG: Electro encephalogram EMG: Electromyogram EOG: Electrooculogram ECOG: Electrocorticograph ERP: Event related potential ERD: Event related desynchronization ERS: Event related synchronization MEG: Magnetoencephalogram fMRI: functional Magnetic resonance imaging SCP: Slow cortical potential SNR: Signal to noise ratio SMR: Sensory motor rhythm 1 Abstract Rehabilitation of individuals who are motor-paralyzed as a result of disease or trauma is a challenging task because each individual patient presents with a different set of clinical findings and in varying states of physical and mental well-being. The only commonality is motor paralysis. It may be the paralysis of a single limb or paralysis of all four limbs and may include paralysis of facial muscles or respiratory muscles amongst other motor disabilities. Each patient requires individualized management. Rehabilitation of these patients includes the use of mechanical assistance devices to perform daily chores such as lifting an object or closing a door. This project intended to use a humanoid robot to do these tasks using brain signals from the sensory motor cortex, the mu-rhythm, which would be programmed to convert the relevant brain signals into a command signal for the robot using a non-invasive brain-computer interface (BCI).
    [Show full text]
  • Building Empathy Autism and the Workplace Katie Gaudion
    Building Empathy Autism and the Workplace Katie Gaudion Workplac_Cover v2.indd 1 11/10/2016 14:26 About the research partners The Kingwood Trust Kingwood is a registered charity providing support for adults and young people with autism. Its mission is to pioneer best practice which acknowledges and promotes the potential of people with autism and to disseminate this practice and influence the national agenda. Kingwood is an independent charity and company limited by guarantee. www.kingwood.org.uk The Helen Hamlyn Centre for Design, Royal College of Art The Helen Hamlyn Centre for Design provides a focus for people-centred design research and innovation at the Royal College of Art, London. Originally founded in 1991 to explore the design implications of an ageing society, the centre now works to advance a socially inclusive approach to design through practical research and projects with industry. Its Research Associates programme teams new RCA graduates with business and voluntary sector partners. www.hhcd.rca.ac.uk BEING BEING was commissioned by The Kingwood Trust to shape and manage this ground breaking project with the Helen Hamlyn Centre for Design. BEING is a specialist business consultancy that helps organisations in the public, private or charitable sectors achieve their goals through the effective application and management of design. www.beingdesign.co.uk Workplac_Cover v2.indd 2 11/10/2016 14:26 Contents 2 Foreword 3 Introduction 4 Context: Autism and work 6 Research Methods 8 Co-creation Workshop 12 Autism and Empathy 18 Findings:
    [Show full text]
  • Psychiatry 1 – Practical # 4
    Psychiatrická klinika LFUK a UNB, Bratislava PSYCHOTHERAPY & PSYCHIATRIC REHABILITATION Psychiatry 1 – Practical # 4 Authors: Mgr. Miroslava Zimányiová, PhD. MUDr. Dana Krajčovičová, PhD. PhDr. Michal Hajdúk, PhD. Supervision: prof. MUDr. Ján Pečeňák, PhD. Learning objectives: Overview of non-biological treatment methods in psychiatry Focus on: Psychotherapy Psychoeducation Psychosocial rehabilitation Therapeutical methods in psychiatry Biological therapies - Pharmacotherapy - Brain Stimulation Methods - Phototherapy - Sleep Deprivation Psychotherapy Psychoeducation Psychosocial rehabilitation Psychotherapy Use of psychological methods in treatment Therapeutical interaction between Psychotherapist and Client/Patient Could be used in all fields of medicine, most frequently in psychiatry as part of complex treatment (sometimes as a 1st treatment choise) Example: Depression BIO - PSYCHO - SOCIAL MODEL Biological predisposition (congenital, gained) Psychological factors Social factors Complex Therapy of Depression PHARMACOTHERAPY Antidepressants Antipsychotics Anxiolytics, Hypnotics, Sedatives, Thymoprophylactics, Perceptiveness Compliance Augmentative therapy PSYCHOTHERAPY Supportive + Fototherapy Systematic + ECT + Sleep deprivation + rTMS Basic Aspects of Psychotherapy More than 400 psychotherapeutical schools Use of various methods and techniques For all applies: Psychotherapeutical relationship Metodology Emotion processing Problem solving Psychotherapeutical Relationship The bound between therapist and patient, it si
    [Show full text]
  • Analysis and Prediction of Emotions Using Human-Robot and Driver-Vehicle Interactions
    i Analysis and Prediction of Emotions using Human-Robot and Driver-Vehicle Interactions A dissertation presented By Fatemeh Gandomi to The Department of Mechanical and Industrial Engineering In partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in the field of Industrial Engineering Northeastern University Boston, Massachusetts (April 2018) ii Dedication I would like to dedicate this dissertation to my parents and my family for their unconditional supports throughout these years. iii Abstract This dissertation undertakes the study of human factors in two interconnected fields, the human-robot and driver-vehicle interactions. Our societal systems today contain integrated human and machine entities. When they work together as integrated units, they can address a wide range of problems that are too complex to be addressed by individual machines working separately. The design and implementation of most modern functional systems are to place primary emphasis on technological innovations without much consideration for social components. Today’s humanity is encircled by so many instrumentations and electronics, so it would be really difficult to distinguish as to where the end of the tools and the starting point of humans are. The future of human-machine interaction needs to have a human centered approach to components of human-machine interaction. The most innovative way of solving such complicated problem from engineering and entrepreneurship perspectives is to find the problems that most people have and then creative ways to use technology to solve them. In other words “finding problems worth solving” is a design strategy that human-machine interaction uses in many domains of research.
    [Show full text]
  • Neural Activity Based Biofeedback Therapy for Autism Spectrum
    Neural Activity based Biofeedback Therapy for Autism Spectrum Disorder through Wearable Wireless Textile EEG Monitoring System Ahna Sahi a, Pratyush Rai *b, Sechang Oh b, Mouli Ramasamy b, Robert E. Harbaugh c, Vijay K. Varadan b,c,d a Dept. Psychology, Sam Higginbottom Institute of Agriculture, Science and Technology, Allahabad, U.P. (India) 211007; b Dept. of Electrical Engineering, University of Arkansas, Fayetteville, AR (USA) 72701; c Department of Neurosurgery, College of Medicine, Pennsylvania State University, Hershey, PA (USA) 17033; d Global Institute of Nanotechnology in Engineering and Medicine Inc., Fayetteville, AR (USA) 72701 ABSTRACT Mu waves, also known as mu rhythms, comb or wicket rhythms are synchronized patterns of electrical activity involving large numbers of neurons, in the part of the brain that controls voluntary functions. Controlling, manipulating, or gaining greater awareness of these functions can be done through the process of Biofeedback. Biofeedback is a process that enables an individual to learn how to change voluntary movements for purposes of improving health and performance through the means of instruments such as EEG which rapidly and accurately 'feedback' information to the user. Biofeedback is used for therapeutic purpose for Autism Spectrum Disorder (ASD) by focusing on Mu waves for detecting anomalies in brain wave patterns of mirror neurons. Conventional EEG measurement systems use gel based gold cup electrodes, attached to the scalp with adhesive. It is obtrusive and wires sticking out of the electrodes to signal acquisition system make them impractical for use in sensitive subjects like infants and children with ASD. To remedy this, sensors can be incorporated with skull cap and baseball cap that are commonly used for infants and children.
    [Show full text]