T Andrew Zabel1, Douglas L Chute. 1. Kennedy Krieger Institute and the Johns Hopkins University School of Medicine, Department of Neuropsychology, Baltimore, Maryland 21231, USA.
Abstract
OBJECTIVE: To provide a description of an emerging neuroimaging methodology, near-infrared spectroscopy (nIRS), and a potential educational application of the unique aspects of this technology. SUMMARY: nIRS is documented for its potential as a personal, portable, brain imaging system that may prove useful for cerebral monitoring in applied settings such as home, school, and work. The basis of nIRS brain imaging is reviewed, with summary descriptions of optical and neurovascular issues as well as a brief comparison to other brain imaging methodologies. Recent developments in nIRS technology are discussed, including ongoing validation efforts and potential applications for neuropsychologists. We describe one potential application of nIRS (i.e., educational neuroimaging) as an illustration of the use of nIRS technology and the potential expansion of the neuropsychologist's role in the educational setting. CONCLUSION: nIRS holds the potential of opening new clinical questions and opportunities for neuropsychologists, and may provide a low-cost means of repeatable, neurovascular monitoring in nonmedical settings.
OBJECTIVE: To provide a description of an emerging neuroimaging methodology, near-infrared spectroscopy (nIRS), and a potential educational application of the unique aspects of this technology. SUMMARY: nIRS is documented for its potential as a personal, portable, brain imaging system that may prove useful for cerebral monitoring in applied settings such as home, school, and work. The basis of nIRS brain imaging is reviewed, with summary descriptions of optical and neurovascular issues as well as a brief comparison to other brain imaging methodologies. Recent developments in nIRS technology are discussed, including ongoing validation efforts and potential applications for neuropsychologists. We describe one potential application of nIRS (i.e., educational neuroimaging) as an illustration of the use of nIRS technology and the potential expansion of the neuropsychologist's role in the educational setting. CONCLUSION: nIRS holds the potential of opening new clinical questions and opportunities for neuropsychologists, and may provide a low-cost means of repeatable, neurovascular monitoring in nonmedical settings.