Introduction The Wigton (2014) dissertation is about the efficacy of 19-channel z-score neurofeedback (19ZNF), one of the newer types of neurofeedback methods. Wigton (2014) uses quantitative methods in a clinical setting to evaluate the effectiveness of 19ZNF. According to the author, there has been a lack of empirical evidence supporting the use of this particular neurofeedback mechanism, in spite of the fact that neurofeedback itself is widely used in clinical practice. The specific outcome meausures used include attention, behavior, executive functioning, and electrocortical functioning.

Background

Neurofeedback, also known as elecroencephalographic (EEG) feedback, is a type of biofeedback using brainwaves. As a biofeedback process, neurofeedback is ultimately based on the basic premises of behaviorism and operant conditioning. Neurofeedback can be used to provide immediate insight into how the brain reacts to specific behaviors or stimuli, thereby enabling individuals to change their behavior or responses to their environments. With neurofeedback, the person is hooked up with EEG scalp sensors, which are connected with computer hardware and software. Neurofeedback devices have evolved and improved over the past decade or so. The current study evaluates the latest neurofeedback device at the time of writing: the 19-channel ZNF (19ZNF). Because 19-channel ZNF is so new, there has been a dearth of empirical evidence supporting its use in therapeutic interventions.

The current dissertation research is designed to both fill a gap in the literature, and also to add to the growing body of evidence supporting the use of neurofeedback in clinical settings. Specific applications of neurofeedback include for attention deficit hyperactivity disorder, behavioral disorders, cognitive and mood disorders, autism, learning disabilities, migraines, and more. One of the hypothesized advantages to using...

The implications of the study are therefore clear: to provide the most cost-effective and evidence-based neurofeedback method for treating a number of clinical problems.
Theoretical Foundations

The theoretical focus in the Wigton (2014) dissertation is on learning theory. Learning theory shows why all biofeedback can be used for self-determined behavioral change. Moreover, biofeedback is bi-directional. The device offers the objective feedback; the individual using the device makes changes to cognitive or behavioral states in order to achieve specific outcomes with the goal of internalizing new behaviors or states of mind. Learning theory is used because the process of neurofeedback is akin to operant conditioning. The person receives real-time feedback from the device, while also being able to alter cognitive or behavioral states and receive actual reinforcement of those changes. Seeing the results on the computer screen is the reward for the changes to behavior or mental state. For learning and behavioral change to take place, there must be a significant amount of motivation in place. Using the neurofeedback device can be considered a tangible sign of human motivation. The difference between classical and operant conditioning is demonstrated well with neurofeedback, which depends on voluntary behavioral changes. Both classical and operant conditioning are at work when modifying behavior using neurofeedback (Wigton, 2014, p. 33).

Review of Literature

The review of literature covers problem background, including the history of neurofeedback in general, the theoretical foundations of neurofeedback focusing on learning theory, and an assessment of outcome measures used in the literature. In addition to published scientific papers, the author also included conference…