Category: Achievement And Wellness Blog

Parents were concerned that Buddy was not making satisfactory progress in school. His behavioral plan at school was not very effective in helping him with class work, and was proving to be frustrating to parents and teacher. Mother expressed concern about his poor performance that could become an academic problem.

When Buddy came to our office he carried his teddy bear and was very chatty. His interest for neurofeedback was peaked by the video game he was asked to do “with his brain.” It seemed like a game to him and he was enjoying it.

His behaviors and clinical evaluations indicated ADHD, and a treatment plan with neurofeedback began. Treatment progress was improved when a quantitative electroencephalogram (qEEG) provided details regarding the exact brain wave imbalance. Soon after the revised plan was implemented, Buddy’s improvements improved even more significantly. Talking with him about his behaviors, and his compliance with redirection were becoming a little smoother.

Buddy’s neurofeedback treatment consists of training and re-regulating the brainwaves that are in excess and rewarding those that are more desirable. A second part of the training will involve training the brain areas that are not communicating with each other in order to improve processing problems. Neurofeedback is a form of biofeedback that enables individuals to receive information about their brain activity and make positive changes without medication that often result in permanent behavioral and emotional improvements.

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In order to determine an appropriate treatment plan, a quantitative electroencephalogram or “brain map” was administered. It provided specific information about Regina’s head injuries, and where she was experiencing the most difficulty with her brain functions. From there, a treatment plan was developed. After beginning treatment, Regina began feeling calmer, sleep was improved and she reported feeling more cheerful. Driving directions were becoming easier for her to follow, and her interactions with others were more positive. She began to report improvements in verbal memory.   After a few more sessions she reported that she was able to think clearer.

Progress is continuing steadily, Regina is becoming more cheerful and smiles more as she attends her twice weekly sessions. She is beginning to enjoy a happier social life with her husband.

In remediating concussions, it is necessary to identify the exact source and nature of the brain wave imbalance. This is done with a brain map. The neurofeedback that follows will specifically target the areas of imbalance with specific brain wave training. By a system of rewards and inhibits, the brain begins changing the dysregulated brain wave activity to more healthy balance. With neurofeedback, a safe, drug free, permanent solution for concussions, victims are able to restore normal functioning. Concussions are no longer the feared life changing insult to the brain they once were. (305)

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We agreed to do a brain map to determine if there were any problem areas of brain activity. Those results showed that she still had several processing problems. With processing problems, brain efficiency is compromised and the information does not pass satisfactorily between areas of the brain for proper functioning. Lucy began a treatment plan that addressed those processing deficits. The remediation allowed her to improve the communication between areas of her brain and the functional skills that were a frustration for her. Gradually she became more motivated, more organized and she began to speak proudly of her academic successes. Improved test grades, homework and class work scores were evidence that she was becoming a successful and happy student. She looked forward to her neurofeedback sessions and began to develop confidence in her new career goals. Looking at and visiting colleges that offered a career of her interest were now on her radar. .

Her parents were very happy with the shift in her attitude towards school and her higher career goals. She will soon graduate from neurofeedback and high school with a bright future and confidence in her ability to be successful.

Very often ADHD behaviors are symptoms of other problems. A rush to judgment of ADHD can lead to an unsuccessful treatment path. Proper diagnosis is necessary to rule out other problems that may exist in order to get maximum benefit from treatment. 

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Parents sought help for him from all avenues, and despite his many emotional and behavioral challenges, they were hopeful. They were considering a very expensive private school that they hoped over time would help shape his many undesirable behaviors. His mother researched and sought neurofeedback as an alternative. Even though he was not a happy child, the parents were hopeful.

As part of the evaluation process, a quantitative electroencephalogram (qEEG) indicated an imbalance of brain wave activity. The excess of slow and fast waves were contributing to the problematic behaviors being observed. Results of the qEEG were consistent with the behaviors being displayed. Processing problems were also identified with inefficient processing of information that he was receiving.

Parents were willing to begin with frequent sessions at the onset. Almost immediately, Roger’s behaviors began to improve.   Besides being calmer, he was less edgy and more compliant. Parents were encouraged by this prompt early success as their options for educational programs appear more flexible.

Roger seems happier and calmer, although his progress reports are somewhat limited to parental observations. He knows he is feeling better and is willing to continue treatment.

Neurofeedback is an effective tool for remediation of behavioral problems. It is a safe, effective drug-free method that reinforces desirable brain waves by a system of rewards. Brain wave imbalances are linked to many behavioral and emotional conditions, and once the brain waves become more efficient, the behavioral and emotional balance follows.  

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Neurofeedback was started to address her symptoms of depression and anxiety. Slowly, Roberta’s mood began to brighten. She began to smile more as she entered the sessions and her conversations increased.   Gradually she began to happily talk about doing routine chores, sharing cooking tasks with her husband, and having more energy. She was sleeping more restfully, and was having fewer headaches. Her doctor was pleased with her improvement and began decreasing some of the medication. Not long after, Roberta became interested in finding a job. She wanted to become more helpful with the family budget.

Neurofeedback helps with depression and anxiety by a system that uses a feedback loop that rewards the brain for producing the more positive waves.   The learning occurs when the brain produces more of the positive waves and less of the depression-related waves.

Gradually, the brain continues to produce the positive waves over longer periods of time, and the relief becomes more permanent.   Once learning has occurred, the training can be gradually withdrawn as the brain continues to increase its engagement with the more positive waves. The training lasts indefinitely, and medication is often reduced or eliminated.

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She considered neurofeedback because she felt somewhat stagnated in counseling therapy. Preferring an alternative to medication, she agreed to begin a neurofeedback program that addressed her anxiety. Her treatment plan included counseling therapy that addressed past experiences that were negatively impacting her emotionally. Neurofeedback enabled her to sustain a calmness that enabled her to review details from her past that may have contributed to her anxiety.

Gradually as she was able to talk through her experiences, she began to feel more confident.   She was successful with a stress management program that gave the tools to cope with future stressful situations as they arose. Because some of her experiences were traumatic, she was able to overcome them and their effects with yet another program that empowered her resolve them emotionally. This program allows individuals to review past trauma within a safe framework that allows them to overcome any negative effects.

The neurofeedback program combined with counseling and trauma work helped Charlotte to overcome her anxiety, difficulty with driving, riding in cars and dealing with stressors in general.  

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Mother brought Collette for an evaluation, at the recommendation of a friend, because she believed an accommodation plan at school was not enough for the behaviors being observed.

A quantitative electroencephalogram (qEEG), was administered as part of her evaluation to determine the best training program. Early in the treatment, she began feeling calmer, less anxious and was smiling more as she progressed in her sessions. Her mother began to report that Collette seemed happier, was sleeping better, less forgetful and more attentive. The progress continued and she completed last year with a better attitude towards school. During sessions, she was more cheerful and more talkative. This Fall, her mother reports that Collette is doing so well she is running for office in her classroom and is preparing a speech to be elected.

Collette’s training consists of improving the balance of brainwaves that are responsible for more attentive and less anxious behaviors. Later training will focus on improving any disconnects between different areas of the brain that may affect other emotional and behavioral and learning issues, and may include attention to the head injury she sustained as a toddler.  

Neurofeedback has an excellent record of remediating attention, focusing, learning problems and head injuries which result in better school performance, improved social skills and other related behavioral and emotional improvements.

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Parents expressed concern for depression at such a young age. A family friend whose child was benefitting from neurofeedback recommended Andy try this treatment.

Results of a quantitative electroencephalogram (qEEG), also know as a brain map, indicated several areas of brain wave imbalance that contributed to his emotional difficulties, behavioral issues, as well as his ADHD issues.

Andy’s behaviors began improving almost immediately after he began treatment. He seemed enthusiastic about his treatment progress and happily reported improvement socially with his friends, as well as at home. Parents reported that he was more loving than before and was becoming less explosive.

He continues to make consistent progress. Andy’s progress reflects a return to a more normal brain wave balance, which is the goal of neurofeedback therapy. Treatment involves rewarding the positive brainwaves by a system of rewards, visually and auditorily. Once the brain begins changing the dysregulated brain waves, the behaviors become more positive.

While more training remains to be done, Andy and his parents have already begun enjoying their happier relationships, without medication. At school, he is enjoying his friends more and becoming more social.

Because neurofeedback is a type of biofeedback training where brain wave information is fed back to the brain with rewards, lasting emotional and behavioral improvements are experienced.

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With Paulie, the teachers were the problem, as he pointed out those whom he disliked. Grades and not meeting deadlines were beginning to be a concern to his parents. The medication he was taking for ADHD did not seem to be helping, and Paulie was complaining that he no longer liked taking it. Paulie’s parents brought him to our office for an evaluation. They were very concerned about the level of behavioral support he required at school. Diagnostically, he received a quantitative electroencephalogram (qEEG) as part of his evaluation. It was determined his type of ADHD included both excess slow and fast waves, producing both inattentive and oppositional type behaviors. He began receiving neurofeedback twice weekly and improvement followed. Sleep, compliance, hyperactivity and attention all improved. Medication was reduced. Overall, Paulie was beginning to smile more in sessions and reported getting better grades at school. He did not seem to be struggling as much with his teachers, either. Overall, several types of ADHD have been identified, and a one-size-fits-all approach often exacerbates the problems associated with the behaviors. Excess of either slow or fast brain waves can produce undesirable behaviors. Neurofeedback’s effect on ADHD in rewarding the desirable waves causes a decrease in the undesirable waves. This in-turn will generate more desirable behaviors. Over time, the training becomes more permanent and the individual continues to produce the desirable waves, resulting in long lasting positive changes. Neurofeedback has been approved by the American Academy of Pediatrics as a Level 1 treatment for ADHD, and the qEEG has been approved by the FDA as a diagnostic tool for ADHD.

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Check out our ADD/ADHD Treatment page.

After her first treatment with neurofeedback she began to feel less depressed for a day or so. As training went on, she began to feel less focused on negative thoughts and less “down.” Noel later described her progress as being able to enjoy doing things with her family, as the training effect was lasting longer and longer.

After a quantitative electroencephalogram (qEEG), Noel’s program was modified to personalize the training program for her recovery. Specific brain wave imbalances were addressed, and her progress improved more quickly. Her life at home was getting more balanced and less stressful. At work, she was feeling more competent, cheerful and efficient. Gradually, she was able to reduce and eliminate some of her medications.

Her ability to handle stressors was improving in her interactions at home and at work.  

Neurofeedback helps with depression by rewarding the positive, less depressed waves and inhibiting the waves that are associated with depressed mood. These changes are often permanent reducing the need for medication. Individuals feel happier and lead more productive lives.

Get more information about Depression Treatment.