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Developmental trauma has long been recognized as a condition that affects many individuals. It stems from early childhood experiences of abuse, neglect, or abandonment. Those affected by this type of trauma, generally involving a primary caregiver, experience symptoms that indicate varying degrees of emotional dysregulation. These symptoms can include fear, rage, social isolation, anxiety, self-destructive behaviors, and more as a result of traumatic experiences. This condition is also referred to as a type of Post-Traumatic Stress Disorder (PTSD).

Many therapists have attempted to address and remediate individuals affected by this disorder, with varying degrees of success. Research into the areas of the brain affected by traumatic experiences has uncovered a mind-brain connection between the traumatic experiences and the individual’s response to the trauma.

Psychotherapy alone has been hampered in successfully remediating the condition. Recent research in brain function has provided evidence of the involvement of deep brain areas that process and respond to traumatic experiences. These deep brain areas are separate from and independent of the psychotherapy model of intervention, indicating that they are generally inaccessible to that modality.

Current research is focusing on the deep brain structures most affected by trauma. These areas of the brain are not easily accessible through talk therapy because they are nonverbal in nature. For example, the right amygdala (right temporal area) is one area of the brain affected by emotional experience. It is nonverbal and cannot tell time (a function of the left frontal area). Therefore, any therapy addressing emotional content must do so nonverbally in the emotional, nonverbal processing center. Other areas of the brain, particularly in the brain stem, are similarly affected and responsive. Because these areas are nonverbal, they are apart from the language of talk therapy.

Neurofeedback can calm the trauma-affected parts of the brain. Calming through neurofeedback, when combined with psychotherapy, effectively remediates the effects of developmental trauma.

Janet, not her real name, an adult woman from Levittown, came to treatment seeking relief from constant anxiety, body pain, sleep difficulties, irritability, and grief issues.

Her self-report indicated ADHD, anxiety, depression, and sleep disorders. These included being easily distracted, forgetful, having low energy, being easily bored, difficulty concentrating, poor task completion, and irritability. Symptoms of anxiety included being fearful, engaging in repetitive behaviors, muscle tension, panic attacks, being easily upset, excessive worry, and always being on edge.

During the intake, she indicated that she had also experienced multiple head injuries from several falls, a skiing accident, and a bicycle accident—all significant factors.

Janet agreed to a Quantitative Electroencephalogram (qEEG) in order to determine the nature of her cognitive and emotional difficulties and to develop an appropriate treatment plan. The qEEG results provided a great deal of useful information. By comparing her brain activity with that of a normal population in her age group across several areas, a specialized treatment plan could be developed specifically to help regulate her brain.

It’s important to understand that the brain is responsible for many cognitive, behavioral, and emotional problems. By determining the problem brain areas and brainwave frequencies, the brain can then be trained to produce more positive and balanced brainwave patterns.

Using the results of the qEEG with neurofeedback training, Janet has begun to feel calmer, less anxious, and her sleep is improving. She is also reporting less body pain, reduced anxiety, and improved motivation. She is making positive changes in other parts of her life as well. Over time, her brain will continue to normalize for more lasting results.

Head injuries and concussions are extremely damaging to the brain because, upon impact, the brain—a very soft, gel-like tissue—can slam into the skull, which has the consistency of rock, causing significant damage. Head injuries are also recognized as one of the contributing factors to cognitive decline and dementia.

Ilene (not her real name), a fourth-grade student from Buckingham, struggled with focusing, reading, and writing. A school evaluation identified a learning disability affecting basic reading and writing skills, and showed that she was performing below grade level.

Her attention was also a concern. Her parents reported that she struggled to stay on task and had difficulty completing assignments. Because she was not achieving at grade level, they felt she needed additional support to begin making satisfactory academic progress.

Concerned about both her lack of academic progress and her attention difficulties, Ilene’s parents brought her in for an evaluation. As part of the assessment, she was given a Quantitative Electroencephalogram (qEEG).

A qEEG provides information about different brainwave frequencies and identifies communication problems between areas of the brain that can contribute to learning difficulties. In Ilene’s case, the qEEG identified patterns consistent with ADHD. It also revealed connectivity problems between regions of her brain that were interfering with learning. This information was used to develop and monitor a personalized neurofeedback treatment plan designed to help restore normal brain function.

Once areas of need have been identified, neurofeedback uses a reward-based system to reinforce healthy brainwave activity. Over time, the brain learns to produce these more desirable brainwave patterns on its own, allowing new behaviors and skills to develop naturally.

ADHD and many learning disabilities are associated with dysregulated brain activity. When brainwaves are not functioning optimally, attention, behavior, and learning skills can be affected. By reinforcing healthier brainwave patterns through neurofeedback, the brain can become better regulated, allowing improvements in attention, behavior, and learning to emerge naturally.

As Ilene continues her neurofeedback training, her attention, behavior, and academic skills are expected to improve, helping her achieve at grade level. These changes occur naturally and without the use of medication. Because neurofeedback trains the brain to maintain healthier patterns of activity, the improvements are generally considered long-lasting.

Efficacy of treatment for individuals with autism can be measured using the ATEC (Autism Treatment Evaluation Checklist), a questionnaire completed by parents.  The ATEC measures the severity of autism in 4 domains, Speech/Language, Sociability: Sensory/Cognitive and Health/Behavior.  It can also be used to measure the progress of treatment, as in the case of this report.   Joshua, not his real name, a 9-year-old boy from Levittown, began neurofeedback because his parents were concerned about his poor progress.  Parents reported that Joshua was continuing to experience low functional skills despite interventions.  Inattention, language delays, difficulty with sensory processing, learning, low cognitive skills, fine motor delays, poor muscle tone, poor academic and social skill were continuing concerns.  The programs and transitioning activities were behaviorally problematic for him.  Because he had difficulty communicating, he did not have many friends. He appeared very distracted and disorganized.  

Joshua began neurofeedback initially at age 7 with a calming program.  Over time, he was able to sit through a Quantitative Electroencephalogram (qEEG) which showed the dysregulated brain areas and needed neurofeedback training.  Gradually with targeted training, improvements were observed in social, emotional and behavioral areas.  

Progress was tracked by parents completing the 77 question ATEC questionnaire with their observations for the four domains. This was done initially and after a time of treatment.

The chart pictured below shows progress of treatment in all 4 domains from the beginning and after 1.5 years of neurofeedback treatment. Higher scores indicate higher impairment. As shown below, Joshua’s scores in all areas declined after training as indicated in the chart from the highest in the 80- 89 decile to the 10^th and 20^th decile.   

Joshua’s progress was noticeably better both at home and school.  Everyone including Joshua was enjoying his behaviors, skills and emotional and cognitive growth which continues over time.  Research has shown neurofeedback to be a superior modality for reducing the symptoms of Autism and improving functional skills and happier lifestyle.