Technical Foundations of Neurofeedback Principles and Processes for an Emerging Clinical Science of Brain and Mind


Chapter 12 – MINI-Q assessment and training methods



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Chapter 12 – MINI-Q assessment and training methods


The MINI-Q is an approach to assessment that bridges the gap between single-channel EEG, and the use of a full-head EEG. In its simplest form, a single channel of EEG is recorded for a short period time, then the sensor is moved to another location, and the process repeated. It is practical to use this procedure for a short time, up to about 10 minutes, and obtain useful results. If the process takes much longer, changes in alertness or drowsiness can cause results to be inconsistent. As one approach to minimize this concern, it is also possible to use a 2-channel or 4-channel EEG, and acquire the channels in combinations. For example, by taking successive 1-minute samples with a 2-channel EEG, it is possible to acquire 12 channels in 6 minutes, which represents a useful set of compromises.

When performing a MINI-Q with 2 or 4 channels, it is significantly more convenient to use a device that performs the channel changing, or “switching,” automatically. Some system providers offer such devices, along with software that provides additional conveniences such as timing the session, prompting the operator, and arranging the data for ease of analysis. It is possible to acquire reasonably useful amplitude data and even topographic maps using the MINI-Q approach. For example, using a 4-channel EEG, it is possible to acquire 20 channels of data in 5 minutes, thus acquiring every one of the 10-20 channels. It is possible, in addition, to measure the connectivity between any pairs of sensors that are acquired simultaneously.

Insert Figure 12-1.

Figure 12-1. Typical EEG tracings from a MINI-Q recording.

Figure 12-1 shows a typical EEG tracing from a MINI-Q assessment. The successive traces are shown “stacked”, so that the entire set of sensor channels can be seen on the recording. It is important to note that channels that are not actually acquire simultaneously can be displayed together, so that it is generally not possible to see the entire field for a given event. Figure 12-2 shows a typical spreadsheet respresentation of the data computed by the software. This permits rapid visual inspection of salient results. Examples of the key attributes that can be seen in a MINI-Q include general amplitude levels of key component, amount of front-back and left-right asymmetry, presence of EEG abnormalities, and peak alpha frequency.

Insert Figure 12-2.b


Figure 12-2. Table of values derived from a MINI-Q assessment and analysis.


Attributes measurable via MINI-Q
General levels of theta, alpha, beta, etc.

Relative amounts of alpha front to back

Relative amounts of beta front to back

Asymmetry in frontal alpha

Peak alpha frequency, front and back

Presence of visually evident abnormalities

Visualization of excess slow activity

Visualization of excess fast activity





Functional Analysis of 4-channel sensor positions, and Use with Live Z-scores
A Window to 4-channel EEG Assessment and Training

In addition to being useful as an assessment method, the MINI-Q approach also provides a capability for efficient training of brain locations, as well as functional “hubs.” By combining sites related to particular functions, the MINI-Q approach provides the ability to target particular sets of brain functions for neurofeedback. In these examples, The MINI-Q is used to provide 8 positions, each selecting 4 channels. With a rear pushbutton, a 9th position is available. The sensors for the positions are shown below.




Position

Active 1

Active 2

Active 3

Active 4

1

Fz

Cz

T3

T4

2

F3

F4

O1

O2

3

C3

C4

F7

F8

4

P3

P4

T5

T6

5

Fp1

Fp2

Pz

Oz (not 10/20)

5a

T3

T4

Pz

Oz (not 10/20)

6

O1

O2

C3

C4

7

F7

F8

F3

F4

8

T5

T6

Fz

Cz

In each position, the MINI-Q II provides 4 sites, and 6 connection paths between them. By using particular MINI-Q II positions for training, it is possible to target specific brain functions in an efficient manner, and train all 4 sites. When used with live Z-score training capability, it is possible to train all 4 sites, in addition to their 6 interconnections. This provides an efficient means to target specific functions. When used with 4 channels, the live Z-score software provides 248 training variables as z scores:

For each channel, for each of 8 bands: Absolute and relative power (4x16 = 64 z-scores)

For each channel: 10 power ratios (4x10 = 40 z-scores)

For each pair of channels (6 pairs) coherence, phase, asymmetry.(6x24 = 144 z-scores)

The following pages detail the brain locations and functions accessed by each MINI-Q II position, based upon the cited paper by Walker. Kozlowski, and Lawson (2007) Each position provides a “window” into the trainee’s brain, with unique capabilities for assessment and training. By referring to these charts, along with the live z-scores, it becomes possible to monitor and train specific brain functions using 4 channels in a convenient and optimal manner.

Based upon the following detailed explanations, each of the 9 possible MINI-Q II settings becomes a “window” into particular aspects of brain function. When the brain is analyzed by taking sets of 4 channels in particular patterns, each pattern demonstrates a particular set of brain functional elements, and their interactions.

For purposes of general understanding, it is possible to classify each MINI-Q II position in terms of the brain activities that it reflects, and how these are integrated into the overall function of the brain. In addition, by considering the effects of hypo- or hyper-coherence in each possible pair, it is possible to address modular interactions, and place them in the context of clinical signs.

Each of the positions is described in detail on one of the following pages. For a summary account of their properties, the following nomenclature can emerge. For the benefit of succinctness, each position is further identified with an overall role, and a role “image” of that brain subsystem, the role that it subserves. It is anticipated that this interpretation will be of value in clinical assessment, and management of trainees, in cases in which particular functional subsystems can be identified for purposes of optimizing clinical outcomes.


Position

Brain Site(s)

Functional Aspects

Overall Role

1

Frontal; Temporal

Remembering and Planning

Goalsetting; “Captain”

2

Frontal; Occipital

Seeing and Planning

Lookout; “Guide”

3

Central; Frontal

Doing and Expressing

Outward Expression; “Actor”

4

Parietal; Temporal

Perceiving and Understanding

Interpreting the world; “Scholar”

5

Prefrontal; Parietal

Attending and Perceiving

Observer; “Owl”

5a

Temporal; Parietal

Remembering and Perceiving

Ponderer; “Sage”

6

Occipital; Central

Seeing and Acting

Outward Actions; “Hero”

7

Frontal

Planning and Expressing

Planner; “Oracle”

8

Temporal; Frontocentral

Understanding and Doing

Skilled; “Adept”

It is evident based upon this arrangement that this method provides a useful way to separate out functional subsystems in the brain, and to assess and train them in a systematic manner, using 4 channels of EEG. Depending on the outcome of the entire MINI-Q (or QEEG) analysis, it becomes possible to define the functional aspects that are addressed by each of the possible MINI-Q II positions, and to design training protocols around them.

In addition to being used to normalize brain function based on z-scores, this method can also be used for peak-performance or mental-fitness applications, such as alpha synchrony, coherence training, activation (“squash”) training, or disruptive training such as bihemispheric. These areas can be further pursued using this method, to design protocols that optimize brain function in specified subsystems, toward specific goals. It is also possible to design 4-channel training protocols based on QEEG results, or specific training goals.

MINI-Q II Position: 1
Remembering and Planning”

Insert Figure 12-3.


Figure 12-3. Sites: Fz Cz T3 T4 “Frontal Midline and Temporal Lobes”
Summary: This position provides a primary window to motor planning of the lower extremities, sensorimotor integration, and logical and emotional memory formation and storage. Secondary functions include phonological processing, hearing, and ambulation.


10/20 Territory Modules

Principal Function

Other Functions

Fz

Motor planning of both lower extremities (BLE) and midline

Running, Walking, Kicking

Cz

Sensorimotor integration both lower extremities (BLE) and midline

Ambulation

T3

Logical (verbal) memory formation and storage

phonological processing, hearing (bilateral) suppression of tinnitus

T4

Emotional (non-verbal memory formation and storage

hearing (bilateral), suppression of tinnitus, autobiographical memory storage



Coherence

Result of Hypocoherence

Result of Hypercoherence

Fz-Cz

Less efficient midline motor action/midline sensorimotor integration

Lack of flexibility of midline motor action/midline sensorimotor integration

Fz-T3

Less efficient logical memory/midline motor actions

Lack of flexibility of logical memory/midline motor actions

Fz-T4

Less efficient emotional memory/midline motor actions

Lack of flexibility of emotional memory/midline motor actions

Cz-T3

Less efficient logical memory/midline sensorimotor integration

Lack of flexibility of logical memory/midline sensorimotor integration

Cz-T4

Less efficient emotional memory/midline sensorimotor integration

Lack of flexibility of emotional memory/midline sensorimotor integration

T3-T4

Less efficient logical memory/emotional memory

Lack of flexibility of logical memory/emotional memory


MINI-Q II Position: 2
Seeing and Planning”
Insert Figure 12-4
Figure 12-4. Sites: F3 F4 O1 O2 “Frontal and Occipital Homologous Sites”
Summary: This position provides a primary window to motor planning of the upper extremities, motor actions, and visual processing. Secondary functions include fine motor coordination, mood elevation, pattern recognition, and visual sensations and perception.



10/20 Territory Modules

Principal Function

Other Functions

F3

Motor planning right upper extremity (RUE)

Fine motor coordination, mood elevation

F4

Motor planning left upper extremity (LUE)

Fine motor coordination (left hand)

O1

Visual processing right half of space

Pattern recognition, color perception, movement perception, black/white perception, edge perception

O2

Visual processing left half of space

Pattern recognition, color perception, movement perception, black/white perception, edge perception



Coherence

Result of Hypocoherence

Result of Hypercoherence

F3-F4

Less efficient motor actions RUE/motor actions LUE

Lack of flexibility motor actions RUE/motor actions LUE

F3-O1

Less efficient motor actions RUE/visual sensations R

Lack of flexibility of logical memory/midline motor actions

F3-O2

Less efficient motor actions RUE/visual sensations L

Lack of flexibility of emotional memory/midline motor actions

F4-O1

Less efficient motor actions LUE/visual sensations R

Lack of flexibility of motor actions LUE/visual sensations R

F4-O2

Less efficient motor actions LUE/visual sensations L

Lack of flexibility of motor actions LUE/visual sensations L

O1-O2

Less efficient visual sensations R/visual sensations L

Lack of flexibility of visual sensations L/visual sensations R


MINI-Q II Position: 3
Doing and Expressing”
Insert Figure 12-5.
Figure 12-5. Sites: C3 C4 F7 F8 “Mesial Motor Strip and Lateral Frontal Homologous Sites ”
Summary: This position provides a primary window to sensorimotor integration, and verbal and emotional expression, motor actions of the upper extremities, visual sensations, verbal/sensorimotor integration, and verbal/emotional expression. Secondary functions include alerting and calming responses, handwriting, drawing, and mood regulation.


10/20 Territory Modules

Principal Function

Other Functions

C3

Sensorimotor integration right upper extremity (RUE)

Alerting Responses

Handwriting (right hand)



C4

Sensorimotor integration left upper extremity (LUE)

Calming

Handwriting (left hand)



F7

Verbal Expression

Speech Fluency

Mood Regulation (cognitive)



F8

Emotional Expression

Drawing (right hand)

Mood Regulation (endogenous)






Coherence

Result of Hypocoherence

Result of Hypercoherence

C3-C4

Less efficient sensorimotor integration RUE/sensorimotor integration L

Lack of flexibility of sensorimotor integration RUE/sensormotor integration L

C3-F7

Less efficient verbal/sensorimotor integration RUE

Lack of flexibility of verbal/sensorimotor integration RUE

C3-F8

Less efficient emotional expression/sensorimotor integration RUE

Lack of flexibility of emotional expression/sensorimotor integration RUE

C4-F7

Less efficient emotional expression/sensorimotor integration LUE

Lack of flexibility of emotional expression/sensorimotor integration LUE

C4-F8

Less efficient emotional expression/sensorimotor integration LUE

Lack of flexibility of emotional expression/sensorimotor integration LUE

F7-F8

Less efficient verbal/emotional expression

Lack of flexibility of verbal/emotional expression


MINI-Q II Position: 4
Perceiving and Understanding”
Insert Figure 12-6.
Figure 12-6. Sites: P3 P4 T5 T6 “Parietal and Posterior Temporal Homologous Sites ”
Summary: This position provides a primary window to perception and cognitive processing, spatial relations, and logical and emotional understanding, memory, and perceptions. Secondary functions include spatial relations sensations, calculations, multimodal interactions, and recognition of words and faces, and auditory processing.


10/20 Territory Modules

Principal Function

Other Functions

P3

Perception (cognitive processing) right half of space

Spatial Relations

Sensations

Multimodal sensations

Calculations

Praxis

Reasoning (verbal)



P4

Perception (cognitive processing) left half of space

Spatial Relations

Multimodal Interactions

Praxis

Reasoning (non-verbal)



T5

Logical (verbal) understanding

Word Recognition

Auditory Processing



T6

Emotional understanding

Facial Recognition

Symbol Recognition

Auditory Processing





Coherence

Result of Hypocoherence

Result of Hypercoherence

P3-P4

Less efficient perceptions R/perceptions L

Lack of flexibility of perceptions R/perceptions L

P3-T5

Less efficient logical memory/perception R

Lack of flexibility of logical memory/perception R

P3-T6

Less efficient emotional memory/perceptions R

Lack of flexibility of emotional memory/perceptions R

P4-T5

Less efficient logical memory/perceptions L

Lack of flexibility of logical memory/perception L

P4-T6

Less efficient emotional memory/perceptions L

Lack of flexibility of emotional memory/perceptions L

T5-T6

Less efficient logical memory/emotional memory

Lack of flexibility of logical memory/emotional memory



MINI-Q II Position: 5
Attending and Perceiving”
Insert Figure 12-7.
Figure 12-7. Sites: Fp1Fp2 Pz Oz “Prefrontal Homologous, and Posterior Midline Sites ”
Summary: This position provides a primary window to logical and emotional attention, perception, and visual processing. Secondary functions include planning, decision making, task completion, sense of self, self-control, and route finding.



10/20 Territory Modules

Principal Function

Other Functions

Fp1

Logical Attention

Orchestrate network interactions planning

Decision making

Task completion

Working memory



Fp2

Emotional Attention

Judgement

Sense of self

Self-control

Restraint of impulses



Pz

Perception midline

Spatial Relations

Praxis


Route Finding

Oz (not a 10-20 position)

Visual processing of space

Primary visual sensation



Coherence

Result of Hypocoherence

Result of Hypercoherence

Fp1-Fp2

Less efficient integration of logical/emotional attention

Lack of flexibility of integrating logical/emotional attention

Fp1-Pz

Logical attention/midline perception

Lack of flexibility of logical attention/midline perception

Fp1-Oz

(no data)

(no data)

Fp2-Pz

Less efficient emotional attention/midline perception

Lack of flexibility of emotional attention/midline perception

Fp2-Oz

(no data)

(no data)

Pz-Oz

(no data)

(no data)

MINI-Q II Position: 5a (rear pushbutton OUT)
Remembering and Perceiving”
Insert Figure 12-8.
Figure 12-8. Sites: T3 T4 Pz Oz “Temporal Lobes, and Posterior Midline ”
Summary: This position provides a primary window to logical and emotional attention, perception, and visual processing. Secondary functions include planning, decision making, task completion, sense of self, self-control, and route finding.



10/20 Territory Modules

Principal Function

Other Functions

T3

Logical (verbal) memory formation and storage

phonological processing, hearing (bilateral) suppression of tinnitus

T4

Emotional (non-verbal memory formation and storage

hearing (bilateral), suppression of tinnitus, autobiographical memory storage

Pz

Perception midline

Spatial Relations

Praxis


Route Finding

Oz (not a 10-20 position)

Visual processing of space

Primary visual sensation



Coherence

Result of Hypocoherence

Result of Hypercoherence

T3-T4

Less efficient logical memory/emotional memory

Lack of flexibility of logical memory/emotional memory

T3-Pz

Less efficient logical memory/midline perception

Lack of flexibility of logical memory/midline perception

T3-Oz

(no data)

(no data)

T4-Pz

Less efficient logical memory/midline perception

Lack of flexibility of logical memory/midline perception

T4-Oz

(no data)

(no data)

Pz-Oz

(no data)

(no data)


MINI-Q II Position: 6
Seeing and Acting”

Insert Figure 12-9.


Figure 12-9. Sites: O1 O2 C3 C4 “Occipital and Motor Strip Homologous Sites ”
Summary: This position provides a primary window to visual sensory processing, and sensorimotor integration of the upper extremities. Secondary functions include pattern recognition, perception of color, movement, black/white, and edges, alerting and calming responses, handwriting, and logical and emotional memory and perception.


10/20 Territory Modules

Principal Function

Other Functions

O1

Visual processing right half of space

Pattern recognition, color perception, movement perception, black/white perception, edge perception

O2

Visual processing left half of space

Pattern recognition, color perception, movement perception, black/white perception, edge perception

C3

Sensorimotor integration right upper extremity (RUE)

Alerting Responses

Handwriting (right hand)



C4

Sensorimotor integration left upper extremity (LUE)

Calming

Handwriting (left hand)






Coherence

Result of Hypocoherence

Result of Hypercoherence

O1-O2

Less efficient visual sensations R/visual sensations L

Lack of flexibility of visual sensations L/visual sensations R

O1-C3

Less efficient sensorimotor integration RUE/visual sensations R

Lack of flexibility of sensorimotor integration RUE/visual sensations R

O1-C4

Less efficient sensorimotor integration LUE/visual sensations

Lack of flexibility of sensorimotor integration LUE/visual sensations

O2-C3

Less efficient sensorimotor integration RUE/visual sensations L

Lack of flexibility of sensorimotor integration RUE/visual sensations L

O2-C4

Less efficient sensorimotor integration LUE/visual sensations

Lack of flexibility of sensorimotor integration LUE/visual sensations

C3-C4

Less efficient sensorimotor integration RUE/sensorimotor integration L

Lack of flexibility of sensorimotor integration RUE/sensormotor integration L


MINI-Q II Position: 7
Planning and Expressing”
Insert Figure 12-10.
Figure 12-10. Sites: F7 F8 F3 F4 “Full Frontal Lobes Homologous Sites ”

Summary: This position provides a primary window to verbal and emotional expression, motor planning of the upper extremities, and motor actions. Secondary functions include speech fluency, mood regulation, and fine motor coordination.





10/20 Territory Modules

Principal Function

Other Functions

F7

Verbal Expression

Speech Fluency

Mood Regulation (cognitive)



F8

Emotional Expression

Drawing (right hand)

Mood Regulation (endogenous)



F3

Motor planning right upper extremity (RUE)

Fine motor coordination, mood elevation

F4

Motor planning left upper extremity (LUE)

Fine motor coordination (left hand)



Coherence

Result of Hypocoherence

Result of Hypercoherence

F7-F8

Less efficient verbal/emotional expression

Lack of flexibility of verbal/emotional expression

F7-F3

Less efficient verbal/motor actions R

Lack of flexibility of verbal/motor actions R

F7-F4

Less efficient verbal/motor actions L

Lack of flexibility of verbal/motor actions L

F8-F3

Less emotional expression/motor actions RUE

Lack of flexibility of emotional expression/motor actions RUE

F8-F4

Less emotional expression/motor actions LUE

Lack of flexibility of emotional expression/motor actions LUE

F3-F4

Less efficient motor actions RUE/motor actions LUE

Lack of flexibility motor actions RUE/motor actions LUE


MINI-Q II Position: 8
Understanding and Doing”
Insert Figure 12-11.
Figure 12-11. Sites: T5 T6 Fz Cz “Posterior Temporal and Frontal Midline ”
Summary: This position provides a primary window to logical and emotional understanding and memory, motor planning of the lower extremities, and sensorimotor integration. Secondary functions include word recognition, auditory processing, recognition of faces and symbols, running, walking kicking, and ambulation.


10/20 Territory Modules

Principal Function

Other Functions

T5

Logical (verbal) understanding

Word Recognition

Auditory Processing



T6

Emotional understanding

Facial Recognition

Symbol Recognition

Auditory Processing


Fz

Motor planning of both lower extremities (BLE) and midline

Running, Walking, Kicking

Cz

Sensorimotor integration both lower extremities (BLE) and midline

Ambulation




Coherence

Result of Hypocoherence

Result of Hypercoherence

T5-T6

Less efficient logical memory/emotional memory

Lack of flexibility of logical memory/emotional memory

T5-Fz

Less efficient logical memory/midline motor actions

Lack of flexibility of logical memory/midline motor actions

T5-Cz

Less efficient logical memory/midline sensorimotor integration

Lack of flexibility of logical memory/midline sensorimotor integration

T6-Fz

Less efficient emotional memory/midline motor actions

Lack of flexibility of emotional memory/midline motor actions

T6-Cz

Less efficient emotional memory/midline sensorimotor integration

Lack of flexibility of emotional memory/midline sensorimotor integration

Fz-Cz

Less efficient midline motor action/midline sensorimotor integration

Lack of flexibility of midline motor action/midline sensorimotor integration



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