The EEG activity of each person is a signature of the individual, but a signature that varies greatly from day to day. It is therefore difficult to evaluate the state of an individual from a single EEG measurement, unless something very special and usually pathological is present.  This variability in the electrical activity in the brain was at the centre of the research we have carried out over the last three decades in top laboratories in the UK, Germany and Japan with some of the most advanced (and expensive) instrumentation available today. The results from this research  was the foundation on which new work in the last 10 years in Cyprus allowed us to develop ways of individual monitoring.  Using a collection of measurements and/or specialized combinations of behavioural and EEG measurements we are able to disentangle warning signs of future problems or signs of extraordinary ability in children from the expected variation in the EEG (over time for the same individual and across subjects) We are using this capability to offer two kinds of specialized and personalized services:

Regular check ups

We offer standard behavioural and EEG measurements at regular intervals (either every 6 months or every year or every two years).  These measurements are minimally analyzed (to reduce cost) to provide a report of the general state of an individual, and as time goes by of the changes in the state.  The advantage of this approach is twofold.  First, if trends that are observed that are worrying but mild, advice can be given about life style changes and exercise that can delay problems becoming severe.  Second, a targeted analysis  of the entire collection of data can be initiated to provide more comprehensive image and direct the person to the appropriate clinical examination(s). 

Personalized EEG

We offer complete set of behavioural and EEG measurements designed  to identify problems and special abilities.  Unlike other tests that provide a symptom-based description of the individual, our measurements are designed to provide measures of the basic mechanisms on which behaviour is eventually constructed and how well an individual performs in  sport, music, learning specific skills and in general in social communication, emotion control, and in everyday situations.  This personalized services are particularly useful for young children as they can provide valuable insights about a child's basic brain mechanisms and allow parents and teachers to monitor the progress of any intervention aiming to improve specific skills and abilities.

Exploratory discussions for EEG and/or MEG research

EEG and particularly MEG offer a unique and powerful view of brain function. However, it is not always easy to extract the relevant information from the data. It is therefore critical to formulate clearly the goals of the research and what exactly is expected from new EEG and/or MEG measurements. These requirements will determine the optimal experimental protocol and the appropriate data analysis. Our team can offer independent expert advice on the suitability of EEG and/or MEG measurements for addressing a given research or clinical question, and guidance on how an experiment can be performed, and what is the best course of the collected data analysis.

EEG and/or MEG measurements and analysis

EEG and MEG are "unforgiving" technologies. The quality of the results is usually defined by the weakest part of the design and measurement procedure. Even if perfect measurements are recorded, extracting the relevant information from the data often requires complex and computationally intensive computations. Our team can design or assist in the design of experimental protocols, perform or assist in performing the EEG and/or MEG measurements, and analyze and interpret the data. This assistance can be realized either in the form of collaboration or the provision of services.

Setting up and training of MEG teams

Members of our team have long experience in setting up new MEG facilities and analysis teams. Our team can therefore offer expert, independent consulting services for setting up new MEG laboratories, MEG and EEG measurements and analysis and related training of personnel.

Development and evaluation of clinical protocols

Clinical protocols for EEG and MEG measurements are difficult to establish because the information that can be extracted from recordings depends critically on the hardware capabilities, the quality of the recordings and data processing. Our team can provide guidance about the capabilities of a given hardware, optimization of the recordings and assistance with the standardization of the analysis steps. Our team can then work together with clinicians to establish protocols for specific clinical applications.

Analysis of MEG and EEG data collected at clinical sites

Our specialized software for tomographic estimates of brain activity is available for the analysis of EEG and MEG data collected at customer's laboratories.  Analysis of group data and statistical comparisons between groups are available as well as analysis between conditions for the same individual with group statistics as a second level of analysis.

Measurements of behavioural and  EEG data at our premises

Behavioural and EEG (including afternoon sleep) measurements are available at our premises using standard evoked and resting state protocols and highly specialized and sophisticated designs (usually used for our research). We are happy to work with clinicians to develop personalized designs for individual patients.

• For pre-school and first two years of elementary school
• Individual testing
• Mass screening for schools

PANDIAS is the name of the final project in a series of studies that helped us develop a novel series of tools for early diagnosis of early learning and behaviour problems. Current practice defines dyslexia as a condition where linguistic ability is two years behind general intelligence without any obvious environmental reasons (e.g. inadequate school training), illness or trauma etc. It is obvious that with such definition dyslexia cannot be diagnosed before the third or fourth year of school, since the linguistic abilities (especially reading and writing) are usually developed in the first and second year of the elementary school. It is the belief of many specialists that remedial work must begin early if a child is not to be left far behind in school, but clearly if we adopt the above definition it is not possible to identify the condition early enough for intervention to begin on time. Recent scientific evidence however suggests that dyslexia is correlated with basic neural processes independent of language. The tools we developed are designed to test for such correlates of neural activity and hence help us identify children at risk of dyslexia before the age linguistic skills become established in most children. It will then be possible for remedial help to be applied early and have a chance to improve linguistic skills within the critical first years of elementary school. In this way children can be on board as the train departs for the exciting language trip of the school education, i.e. by year 3 of elementary school, rather than continue for the rest of their school life to try to catch up with a target that continuously moves away faster than they can run. We have developed a dedicated new device for testing pupils individually but together in a classroom setting. The new device provides accuracy and reaction time for pupils’ responses and can in principle complete the test for a class in one or at most two normal periods, depending on how many devices are available. The final selection of tests to be employed was made after the early promising results were augmented by new measurements and follow up evaluations of the children who participated in the original ΑΒΓΔ-Π project. The PANDIAS services include the group testing with the new devices and/or individual examinations using the same tests but on specially design set up using a personal computer and dedicated system for accurate measurements of the response time. Both tests can be given either at our premises or at schools or other customers’ premises.

Testing at our premises:
Individual testing or Group testing (minimum of 4 children). The cost for the examination per child is 300 Euros for tests of 1 to 3 children and 250 Euro per child for 4 or more children.

Testing at school/customer's premises:

Group testing (minimum of 4 children). The cost for the examination is 300 Euros per child (minimum 4 children). The cost for 10 to 20 children is reduced to 260 Euros per child. For more than 20 children the cost is reduced to 250 Euros per child.

Add-on services:

Neurofeedback:

For children identified to be at risk for encountering problems in school either because of dyslexia or other conditions individually designed neurofeedback interventions are also provided. Repeated testing is provided either as part of our neurofeedback interventions or as an independent evaluation of interventions provided by others. The cost of repeat tests is substantially reduced (between 40 and 70% of the original cost) depending on the number and other parameters.

EEG examination:

An optional EEG examination is also available as part of the services that can be particularly useful as an independent index of the brain development and the efficacy of individual interventions. The cost of the EEG session ranges from 150 to 450 Euros depending on the mixture of standardized tests that are included for each case. Attractive combined packages of PANDIAS and EEG testing are available.