White Paper: Profound Effects of Brain Balance Exercises and Interactive

Metronome and on a Subset of Children with Attention Deficit

Hyperactivity Disorder

Introduction
Attention-deficit hyperactivity disorder (ADHD) is one of the most common neuropsychiatric disorders of
childhood, and it often persists into adulthood2. ADHD is characterized by a triad of symptoms: inattention,
hyperactivity and impulsivity2. Although common, it is a serious disorder associated with a 10-fold increased
incidence of antisocial personality disorder12,35, up to 5-fold increased risk of drug abuse10,12, 25-fold excess risk
for institutionalization for delinquency22, and up to 9-fold increased risk of incarceration14. ADHD is often highly
responsive to medications, but the gains are transient and wear off after each dose31. To compound matters,
compliance is usually poor19. There is a pressing need to identify treatments that provide enduring benefits.
Children with ADHD often have severe deficits in timing and the ability to utilize temporal information21,25,26,33,37.
Hence, we sought to evaluate whether training with ‘Brain Balance’ exercises coupled with temporal training on
the Interactive Metronome that foster right hemisphere development and right-left hemispheric integration15,16,
would have beneficial effects on children with ADHD. The focus on cerebellar function, right-hemisphere
development and right-left hemispheric integration fits with what we and others have observed
neurobiologically1,3,5-7,13,17,20,34,36,38.

Specific Aims

I. To test in an open study whether Brain Balance Exercises15,16 and Interactive Metronome Training4,8,23
are associated with measurable improvements in attention, impulse control and activity on the
Quotient ADHD System and in spatial working memory and spatial span on CANTAB.

II. To identify, using resting-state functional connectivity, brain changes associated with beneficial
effects of Brain Balance exercises and Interactive Metronome Training.

Methodology
Participants were children of either sex between 8-14 years of age recruited from the community and confirmed
to have ADHD through structured diagnostic interview (K-SADS-PL11). Treatment consisted of 15-weeks of
Brain Balance15,16 and Interactive Metronome4,8,23 training (up to 75 sessions). Brain Balance and Interactive
Metronome Training consisted of a series of online web-based training exercises. The exercises were standardized
and the same for every participant. Participants had neither the benefit of personalized tailoring of the exercises
to fit their specific needs nor the benefit of supervised training by an experienced administrator.

Clinical response was assessed using the Quotient ADHD System. This technology was developed by Dr. Teicher,
has been cleared by the FDA, and has been licensed through McLean Hospital to BioBehavioral Diagnostic
Company/Pearson for commercialization. Briefly, children sit in front of a computer and take a monotonous but
demanding cognitive control task called the Star CPT29 while an infrared motion analysis system tracks head
movements throughout the test period18,28.
 This test is highly responsive to the effects of medication30,32, correlates with blood levels of methylphenidate31
but is not responsive to placebo27. Indeed, we reported in N=30 children receiving placebo that only 7% showed
a greater than 25% improvement and none had a 40% or greater improvement in Quotient scaled scores. In
contrast, 47% and 27% had this degree of improvement on clinical ratings, which are highly subjective. Similarly,
spatial working memory, which is the executive function most noticeably impaired in ADHD29 was objectively
assessed using the Cambridge Neuropsychological Test Automated Battery (CANTABTM).

Neuropsychological Results
To date, 5 of 14 children (36%) with ADHD who completed Brain Balance and Interactive Metronome training
had a 40% or greater improvement in Quotient measures of Hyperactivity or Inattention or CANTAB measure of
Spatial Working Memory. This is a degree of improvement that we have not previously observed in children with
ADHD unless they were receiving medications, and then only if they were receiving the correct medication at
optimal dose.

Examples

Figure 1. Attention performance on Quotient in participant BB001. A determination was made every 30 seconds
as to whether the participant was fully attentive, was partially attentive but making some impulsive errors, was
partially attentive but making a few distracted errors or was disengaged and not paying attention. Test 1 took
place prior to Brain Balance and Interactive Metronome training. Test 2 shortly after Brain Balance and Interactive
Metronome training and Test 3 took place 7 months after Test 2, indicating persistence of benefits on attention.

Figure 2. Spatial Working Memory test performance on CANTAB in participants BB005 and BB008 prior to and
following Brain Balance and Interactive Metronome treatments. Note marked reduction in between errors. The
Spatial Working Memory test requires retention and manipulation of visuospatial information. This self-ordered
test has notable executive function demands and provides a measure of strategy as well as working memory
errors.
 A

Figure 3. Measures of hyperactivity on Quotient test in BB010 (A) prior to and (B) following Brain
Balance and Interactive Metronome treatment. Hyperactivity is based on infrared motion tracking of
head marker during each 5 -minute test period. Note that prior to treatment the subject was in the top
3-15% of most hyperactive individuals within their age range. Following treatment their activity
measures were in the 29-65% percentile indicating that they were no longer clinically hyperactive and
well within normal range.
Figure 4. Measures of inattention on Quotient test in BB026 prior to and following treatment with Brain Balance
and Interactive Metronome exercises. Note that prior to treatment that the participant was in the lowest 2 - 6
percentile for accuracy, errors of commission (impulsive errors) and performance variability (including C.O.V. –
coefficient of variation), which are indicative of fluctuating attention, effort and timing. BB026 tested in the normal
range on these measures (38 – 61st percentile) following Brain Balance and Interactive Metronome treatment.

Preliminary Neuroimaging Results

Data were analyzed in all youths (N=14) to assess the impact of number of Brain Balance and Interactive
Metronome training session completed on resting state functional connectivity. Initially, we focused on effects
on prefrontal cortex and striatum (caudate and putamen). These are brain regions strongly implicated in the
neurobiology of ADHD. Briefly, we found that Brain Balance and Interactive Metronome training was associated
with increased connectivity between prefrontal cortex and the frontal pole, temporal pole, cerebellum, precentral
gyrus and supramarginal gyrus. Brain balance training had relatively little influence on striatal connectivity,
primarily increasing connectivity between the caudate nucleus and the precuneus and middle temporal gyrus.
What we observed instead was that Brain Balance and Interactive Metronome exercises appeared to have
widespread effects on connectivity of the amygdala and hippocampus, which are key limbic regions involved in
implicit and explicit memory as well as stress response. Brain Balance and Interactive Metronome training was
associated with increased connectivity of the amygdala with supramarginal gyrus, cingulate gyrus, anterior
cingulate, angular gyrus, frontal pole and precuneus. Pathways between the amygdala and cingulate typically
strengthen during adolescence and provide more control over emotions and impulses. Similarly, Brain Balance
and Interactive Metronome training was associated with increased connectivity between the hippocampus and the
angular gyrus, precuneus, middle temporal gyrus, lateral occipital cortex, supramarginal gyrus, cingulate gyrus
and frontal pole.
The angular gyrus, supramarginal gyrus and middle temporal gyrus are all involved in language processing.
The angular gyrus, in particular, is involved in language processing, memory retrieval, handwriting, ability to
calculate mathematically and left/right discrimination. These language structures in the left hemisphere, which
surround Wernicke’s area are, according to Diedrichsen9, most directly involved with intrinsic timing (rather than
timing based on coordinated motor movements – which is cerebellar). These appear to be potent changes. Our
findings of symptomatic improvement and enhanced connectivity of the supramarginal gyri with the amygdala,
hippocampus, and prefrontal cortex is consistent with a recent report showing that reduced connectivity of the
left and right supramarginal gyri was associated with increased symptom severity in ADHD24. Given the role
these regions appear to play in timing makes these observations particularly compelling.
The cerebellum is also critically involved in timing and time perception, so we assessed the effects of Brain
Balance and Interactive Metronome training on resting state functional connectivity of the cerebellum. Briefly,
number of training sessions was associated with increased resting state functional connectivity between:
cerebellum I and middle frontal gyrus; cerebellum II and inferior temporal gyrus/fusiform gyrus; cerebellum IV-
V and parahippocampal gyrus and inferior temporal gyrus/fusiform gyrus; cerebellum VII and lateral occipital
cortex; cerebellum VIII and superior frontal gyrus and cerebellum IX and lingual gyrus and postcentral gyrus.
Brain Balance and Interactive metronome training was also associated with decreased resting state functional
connectivity between cerebellum III and anterior cingulate gyrus and cerebellum VI and lateral occipital gyrus.
Further work is in progress to better define the constellation of changes associated with Brain Balance and
Interactive Metronome training and their relationship to clinical outcome.
Figure 5. Regions in which number of Brain Balance and Interactive Metronome sessions completed were
associated with change in functional connectivity with the amygdala (bilateral seeds). These regions included:
supramarginal gyrus, cingulate gyrus, anterior cingulate, angular gyrus, frontal pole and precuneus.
Figure 6. Regions in which number of Brain Balance and Interactive Metronome sessions completed were
associated with change in functional connectivity with the hippocampus (bilateral seeds). These regions
included: angular gyrus, precuneus, middle temporal gyrus, supramarginal gyrus, lateral occipital cortex,
cingulate gyrus and frontal pole.
Figure 7. Regions in which number of Brain Balance and Interactive Metronome sessions completed were
associated with change in functional connectivity with the lobule V of the cerebellum, which is most directly
involved in state-dependent motor timing9. Functional connectivity was enhanced in the parahippocampal gyrus
/ temporal fusiform area.

June 4, 2019
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