Autismo, Adhd

Autism, ADHD &
Neurofeedback:
6 Powerful Strategies to
Increase Your Childs
Peak Performance
2013 by Lisa Enneis, LMFT & Teresa Lauer, LMHC
All Rights Reserved. No part of this publication may be reproduced in any
form or by any means, including scanning, photocopying, or otherwise without
prior written permission of the copyright holder.
First Printing, 2013

Printed in the United States of America
Photo Credits:
The images in this book are provided under a Creative Commons License and
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Autism, ADHD &
Neurofeedback:
6 Powerful Strategies to
Increase Your Childs
Peak Performance
Lisa Enneis, LMFT Teresa Lauer, LMHC
DEDICATIONS
Lisa
First, I want to dedicate this book to my nephew, because without him, I would
not have set upon this journey to find a tool that could help him. Its been a
wondrous journey these past sixteen years, and I could not have done it without
my husbands love and support. He has always encouraged me to go after my
dreams, and believed in me. We have been married for twenty years, and Im
looking forward to forty more! He is the wind beneath my wings and catches
me when I fall, sometimes literally.
I also want to dedicate this book to my loving kids who put up with Mom being
busy and not as available for the past six months.
I also want to dedicate this to my Mom, who is a very wise woman. She
always encouraged my writing and said that I should give up acting and
become a writer.
I want to thank my clients over the years who have let me peek in on their
private lives, and shown me the challenges they meet daily with such courage.
They have taught me a lot over the years, and have inspired me.
I want to express my gratitude and appreciation to Teresa, my co-author, who
has taught me a lot about 1) her therapy skills, and 2) her extensive knowledge
about the publishing world. She is responsible for making my lifelong dream
come true.
And last, but not least, my dear friend, Melissa. She has always been there
through lifes ups and downs. I guess I better hurry and deposit that
$1,000,000 check I wrote her two decades ago before she tries to cash it in!
Shes a true friend for life. Weve shared many belly laughs over the years
about all kinds of silly nonsense, and Im glad my kids got to see that side of
me on our road trip to Vegas last year.
Lisa
Teresa
Id like to dedicate this book to my loving husband Phil, without whose
support and love I wouldnt even have a career as a therapist! His
encouragement and nurturing is forever and forever appreciated!
I would also like to thank my parents and those in my fathers extended family
who modeled how to envelope, love, and care for those family members with
special needs. Their almost instinctive nurturing and care of a sister, one of 11
children, who was on the Autism Spectrum, allowed her to ultimately find
love, marry, and experience the joy of having her own children, two of whom
were also on the Autism Spectrum. Her sisters provided the training and care
necessary for girly pursuits: how to wear makeup, how to be social how
to kiss a boy! And her brothers provided the protection and necessary
selection process of a person suitable for her affection and considerate of
her special needs. Recognizing her need and right for a life full of experiences
most of us take for granted, created a bond in which they all instinctively
provided her a very special type of family therapy. That memory stays with
me still!
I would also like to thank my colleague and co-author Lisa for introducing me
to the part she plays in her clients life and for giving me a glimpse into her
work. I am fortunate to see the results of such important work in this specialty,
but rarely am I afforded the detailed and very prolific picture that she has
provided in working with her clients and the way she shares her experiences.
This has been a joy and honor for me to take such an intimate look into her
therapy practice. Lisas compassion and empathy for her clients is very
moving.
Finally, I would also like to thank my clients for their admirable courage for
seeking help when not seeking it, would have been more comfortable they
have been an inspiration in my work and confirmation that I am in exactly the
right place doing exactly what Im supposed to be doing! Thank you to all
who Ive had the privilege to know and those Ive yet to meet!
Teresa
ABOUT THE AUTHORS
Lisa Enneis, MA, MFT
I am a graduate of Pepperdine University and was licensed in 1992. I first

worked as an intern in an inpatient psychiatric hospital setting so I could gain a
variety of experience working with people who suffered from a multitude of
conditions. I realized I really enjoyed working with the kids the most, and
have worked with special needs children and their families since becoming
licensed. In 1997, I added neurofeedback to my tool chest, and have found it to
be an extremely effective tool for stress, anxiety, depression, chronic pain,
Post Traumatic Stress Disorder (PTSD), Attention Deficit Disorder/Attention
Deficit Hyperactivity Disorder (ADD/ADHD), Learning Disorders (LD),
Tourettes Syndrome, Aspergers Syndrome, and Autism Spectrum Disorder
(ASD).
Teresa Lauer, LMHC
I am an Educational and Behavioral Therapist (Licensed Mental Health

Counselor) with one area of specialty being educational assessment and
learning disorders. My primary goal for my clients, both adult and child, is
their enrichment as individuals or as members of a couple of family,
particularly in the face of learning, behavioral, developmental, and social
challenges.
As a therapist for nearly two decades, I train and supervise clinicians,
behavioral therapy professionals, and parents. Below are the areas in which I
specialize:
Educational assessments
Pervasive Developmental Disorders including Autism Spectrum Disorder
(ASD) and Aspergers Syndrome
Learning & Expressive Language Disorders involving reading abilities,
dyslexia, dysgraphia, dyspraxia, and other disorders of written expression
including frustration and anxiety around the learning disorder, i.e.,
homework completion and test anxiety. I use multi-sensory approaches
including visual, psychoacoustic auditory processing and kinesthetic
learning techniques to increase learning abilities and executive functioning.
Attention Deficit / Disruptive Behavior Disorders primarily focused on ADHD
(Attention Deficit Hyperactivity Disorder) in children, teens, adults and
those in a couple relationships focusing on home, school, work, and social
engagements.
Separation Anxiety Disorder and Social Anxiety Disorder affecting areas of
relationship, social, emotional, and academic functioning.
Trauma
I graduated from the University of San Francisco with a Masters in Counseling
Psychology, with a specialty in Marriage and Family Systems Theory. My
work is informed by my advanced training in the following modalities in which
I specialize: Rational Emotive Behavioral Therapy (REBT), Cognitive
Behavioral Therapy (CBT) and Applied Behavioral Analysis (ABA). Ive
written a number of books in the area of educational and behavioral
psychology.
CONTENTS
Introduction
Lisa
Teresa
How to Use This Book
A Word About the New DSM-5
Strategy #1
Obtain a Diagnosis for Your Child
Chapter 1
Whats Wrong with My Child?
Why a Diagnosis Is Critical
Chapter 2
Autism & Neurofeedback
A Therapists Perspective: Teresa & Henry

What is Autism?
Autism Characteristics
How Is Autism Diagnosed?
Can Neurofeedback Help Treat Autism?
Chapter 3
ADHD & Neurofeedback
A Therapists Perspective: Lisa & Randy

What Is ADHD?
ADHD Characteristics
How Is ADHD Diagnosed?
Can Neurofeedback Help Treat ADHD?
Chapter 4
Learning Disorders & Neurofeedback
A Therapists Perspective: Lisa & Angela

What Is a Learning Disorder?
Learning Disorder versus Learning Disability?
Chapter 5
Reading Disorder (Dyslexia)
A Therapists Perspective: Teresa & Susanna

What Is Dyslexia?
Reading Disorder Characteristics
How Is Dyslexia Diagnosed?
Can Neurofeedback Help Treat Dyslexia?
Chapter 6
Mathematics Disorder (Dyscalculia)
A Therapists Perspective: Lisa & Jake

What Is Dyscalculia?
Mathematics Disorder Characteristics
How is Dyscalculia Diagnosed?
Can Neurofeedback Help Treat Dyscalculia?
Chapter 7
Disorder of Written Expression (Dysgraphia)
A Therapists Perspective: Lisa & Alex
What is Dysgraphia?
Disorder of Written Expression Characteristics
How is Dysgraphia Diagnosed?
Can Neurofeedback Help Treat Dysgraphia?
Strategy #2
Explore Neurofeedback As A Treatment Option
Chapter 8
What Exactly Is Neurofeedback?
A Mothers Perspective: Lake Forest Parent

Chapter 9
How Does Neurofeedback Work?
Chapter 10
Can Neurofeedback Help My Child?
A Therapists Perspective: Lisa & Eric, John, and Nicole

So, Can Neurofeedback Help My Child?
Chapter 11
What If My Child Is On Medication?
A Therapists Perspective: Lisa & Delores

Neurofeedback and Medication
Chapter 12
Chapter 13
Why Havent I Heard of Neurofeedback?
A Mothers Perspective: Bellevue Parent

More Research On the Way!
Strategy #3
Define Your Treatment Goals
Chapter 14
Prioritizing the Needs of Your Child & Family
Chapter 15
The Role of Your Childs IEP
Chapter 16
A Mothers Perspective: A Parent in Huntington Beach, CA
Chapter 17
A Therapists Perspective: Lisa & Ryan
Chapter 18
A Therapists Perspective: Lisa & Jaime
Chapter 19
Your Childs Physical Challenges
A Therapists Perspective: Lisa & Ryan

Food Additives
Auditory Processing Disorder
Symptoms of Auditory Processing Disorder
Chapter 20
Your Childs Behavioral Challenges
A Therapists Perspective: Lisa & Anthony
Chapter 21 Your Childs Social Challenges

A Neurotherapists Perspective: Lisa & Bradley
Strategy #4
Implement Your Childs Treatment Plan
Chapter 22
Select a Neurofeedback Therapist
Researching Neurofeedback Therapists

A Special Word About Training
Your Initial Consultation
Questions to Ask
Making a Decision
Chapter 23
Beginning Treatment: What to Expect
Strategy #5
Monitor Your Childs Performance
Chapter 24
Monitor Your Childs Progress
A Therapists Perspective: Teresa & Eric

Why Monitor Your Childs Progress?
The Role of Assessments in Monitoring Progress
Strategy #6
Enjoy Your New Family!
Chapter 25 Enjoy Your New Family!

A Final Word
Resources
Neurofeedback Therapist Directories

Food Additive Resources
Learning Disability Resources
Screening Tools
Laboratory Testing for Heavy Metals
INTRODUCTION
Lisa
I learned about neurofeedback in 1996 from a colleague of mine who had taken
her stepdaughter to a neurofeedback practitioner for her Attention Deficit
Disorder (ADD) symptoms. The more I learned about this method of
treatment, the more convinced I became that this would help my nephew
Michael.
Michael had been born three months prematurely to my drug-addicted,
schizophrenic sister, and was born addicted to crack cocaine. He spent his
first six months in the hospital and when it became time for him to leave, the
State placed him in foster care. Adopted by one of the nurses in the NIC-ICU
who had two daughters, he was welcomed into a ready-made family!
At the age of three, the day before the adoption was to be finalized the State
pulled him out of the home and placed him back in foster care, at which time,
the foster mothers best friend adopted him. She had two other boys the same
age that she had already adopted one diagnosed with ADHD (Attention
Deficit Hyperactivity Disorder) and the other with Downs Syndrome.
Michael had Reactive Attachment Disorder and therefore a lot of anger. He
wasnt able to handle public school because of his ADHD and OCD
(Obsessive Compulsive Disorder), and his mother had to home school him; he
was quite a handful for her. I decided to buy the equipment and software, and
complete the necessary training in neurofeedback so I could in turn, train him
when he came to visit.
I had asked his mothers permission to do this with him. She knew nothing
about neurofeedback but because she trusted me and knew that I wouldnt do
anything to harm him, she gave her consent. I began training him twice daily
for the three weeks he was with me. He loved the games and thought they were
quite fun! When I sent him home to his mother, she called me, amazed at the
changes she saw in him. His ADHD symptoms had improved significantly. He
was much calmer and less impulsive and obsessive. His frustration tolerance
had also improved greatly. He had stopped punching holes in the wall, and
was no longer displaying aggression towards his brothers or mom.
Because I wasnt able to complete the 40 to 60 sessions of treatment with him,
she completed the treatment with a neurofeedback practitioner in Northern
California where they live.
After he finished neurofeedback training, she was able to re-enroll him in
public school, as he was much more manageable since completing training. He
would complete his homework within 30 to 45 minutes, whereas previously, it
would have taken him two to three hours. He was no longer stuck in his OCD
rituals, so instead of taking an hour for him to get out of the bathroom in the
morning he was done in fifteen minutes. Michael is now 22 and completing
college!
Because of the tremendous gains that he made, I decided that I wanted to
achieve these amazing results with clients. Having completed advanced
training from pioneers in the field and providing neurofeedback with clients
since 1997, Ive achieved great success with a variety of clients and
disorders. As a licensed marriage and family therapist for nearly two decades,
it has been my privilege to devote my professional life to helping children and
their families reach their full potential. In 1997, I added neurofeedback to my
practice as an adjunct to traditional talk therapy.
I have spent over 20 years working with special needs children. I had been
frustrated with the medications for children with ADHD, and was happy to
find an alternative to medication that worked so well. My work with clients
on the Autism Spectrum is my favorite. Because of the changes that parents see
with their children. I am often brought to tears of joy, because there are limited
therapies available for them.
My mission is to bring neurofeedback to the masses because, as I tell my
clients, Its the best kept secret in America. This book is going to change all
that! If you have questions regarding neurofeedback therapy, please contact me
at Lisa@OCNeurotherapy.com.
Teresa
First, you are not alone! If your child has been diagnosed, or you suspect a
Pervasive Developmental Disorder (PDD) such as Autism Spectrum Disorder,
an Attentional / Behavioral Disorder such as Attention Deficit Hyperactivity
Disorder (ADHD) or a Learning Disorder (LD), there are many
compassionate, caring professionals waiting to help you and provide guidance.
PDDs and LDs typically first appear in a persons childhood years. Even if
diagnosed years later or as an adult, many clients relate difficulties in their
early years, finding that, with a definitive diagnosis, a piece of the puzzle has
finally fallen into place for them and is greeted as a relief. Many adults who
experienced PDDs and LDs as children were labeled which has followed them
throughout their lifetime. Early diagnosis is key!
Learning is fun or at least it should be! But children diagnosed with a
Pervasive Developmental Disorder (PDD) or Learning Disorder (LD), are
robbed of this joy, as learning becomes a frustrating experience leading to
serious consequences such as a lack of self-esteem that can affect them into
their adult years.
As a parent, you are truly your childs first teacher and are in a position to
love, guide, mentor, and inspire them to reach their full potential! My passion
and hope for you, your child with special needs and your entire family is that
you reach a level of happiness that you may have felt unattainable. If you
would like more information on Educational and Behavioral Therapy or have
questions regarding assessment and screening I am happy to help! Whether
youre a parent of a child with special needs or an adult who suspects you may
have a learning disorder yourself, please feel free to contact me at
Teresa@TeresaLauer.com.
How to Use This Book
We have addressed specific strategies that we feel help you in being the best
advocate possible for your child in the face of a Pervasive Developmental
Disorder (PDD), Attentional Disorder (ADD/ADHD), or Learning Disorder
(LD).
We all want happy, well-adjusted, social kids who can enjoy their childhood,
learn what they need to learn, and have fun! Many children with PDDs or LDs
struggle simply with being a kid and never reach their peak performance or
realize their potential. Our book hopes to change that in introducing you to one
form of therapy as it relates to these PDDs, ADD/ADHD, and LDs
neurofeedback.
We are providing, in the pages that follow, six specific strategies for helping
your child reach his or her peak performance:
In our first section, we discuss different diagnoses and how neurofeedback can
help, providing a number of inspiring and detailed cases of how it has helped
individual clients, particularly from Lisas perspective as a neurofeedback
therapist. In the second section, we answer your most pressing questions
regarding neurofeedback as a therapy option.
In our third section, we discuss defining your treatment goals for your child
and how neurofeedback can fit into his or her overall educational plan. In
addition, we briefly address physical, behavioral, and social challenges he or
she may be experiencing. Next, we take you step-by-step through selecting a
qualified neurofeedback clinician. Leaving no stone unturned, we provide you
with questions to ask both during and after your consultation. We help you
monitor your childs progress and provide you with additional information
about assessment. Finally to the last of our strategies: Enjoying your new
family!
A Word About the New DSM-5
The American Psychiatric Association publishes the Diagnostic and Statistical
Manual of Psychiatric Disorders (DSM) used by the mental health community
in identifying and diagnosing mental health disorders. The DSM-IV, published
in 1994 is the most recent version, with minor updates in 2000, leading to the
publication of the DSM IV-TR (TR in this case referring to a text
revision). The next major release, the DSM-5 (the DSM will no longer be
identified with roman numerals), is scheduled for publication in May, 2013.
The purpose of the DSM is to standardize diagnostic categories and criteria,
and while the International Classification of Diseases (ICD) published by the
World Health Organization is the official diagnostic tool for disease and health
issues, the DSM is more widely used in the U.S.
Major changes affecting our clients are included in the new DSM-5 and
warrant a mention. Preliminary information relates that Aspergers Syndrome
and the lesser diagnosed PDD-NOS (Pervasive Developmental Disorder-Not
Otherwise Specified) are no longer going to be included as a diagnosis, with
most current clients possibly being included under the umbrella of Autism
Spectrum Disorder (ASD). A new category in the DSM-5, Social
Communication Disorder (SCD), is expected to better characterize individuals
with social and communication challenges that cannot be explained by low
cognitive abilities and that occur without the repetitive and stereotyped
behaviors (RSBs) that are found in Autism Spectrum Disorder. At the time of
this writing, and according to the APA, a diagnosis of ASD must be ruled out
for SCD to be diagnosed.
In relation to SCD, children (and adults) with Pragmatic Language Impairment
(PLI) have challenges in two areas: Semantics (the meaning of what is being
said) and pragmatics (using language appropriately in social situations). PLI,
previously referred to as SPD (Semantic-Pragmatic Disorder) can be related
to autism, Aspergers Syndrome and mental retardation. We have determined
that it is in the best interest of our readers to include case studies and
information related to Aspergers Syndrome and update our readers in the
future, as information on the new DSM-5 becomes available.
STRATEGY #1
OBTAIN A DIAGNOSIS
FOR YOUR CHILD
Chapter 1
Whats Wrong with My Child?
Sadly, as therapists, we are asked this question far too often. Frustration,
confusion, and fear often overtake many parents when they suspect that
something is wrong or their child has been diagnosed with special needs and
multiple therapy modalities or educational interventions are tried and fail.
Something must be able to help them, but what? And where to start?
Every child deserves a happy, healthy life of quality, love, respect, self-
esteem, the joy of learning and discovery and so much more! The suspicion
that your child has a developmental, Attentional, or learning disorder may
begin as simply a feeling that things may not be "right". Perhaps you've noticed
that your child is not doing well in class or that, compared to your other
children, he or she has not as advanced as you had anticipated. Or perhaps
your child doesnt behave as your other children had at the same age and
somewhere in the back of your mind you continue trying to stem these nagging
feelings that something could be wrong with him or her. These feelings can be
overwhelming, scary, and confusing and leave you hesitant about your next step
and your childs future. Please know that you are not alone and that there are
many resources and caring, empathic professionals waiting to help you!
Why a Diagnosis Is Critical
As mentioned earlier, early diagnosis is critical and your first strategy in
helping your child reach his or her peak performance and true potential. While
the list of disorders that neurofeedback can help is huge, the scope of this book
is presenting it as an effective therapy for:
Pervasive Developmental Disorders (PDDs) such as Autism Spectrum
Disorder
Attentional Deficit and Disruptive Behavior Disorders such as Attention
Deficit Disorder (ADD) and (ADHD), the H signifying hyperactivity, and
Learning Disorders in reading, math, and written expression
In this chapter, we address these three major disorder categories and provide
you with case studies, along with information about how neurofeedback can
help when faced with such a diagnosis.
Chapter 2
A Therapists Perspective:
Teresa & Henry
Henry came to see me when he was seven years of age. His speech was
somewhat staccato and he spoke mostly in bursts. I saw him for assessment
purposes after his fifth and then his tenth neurofeedback therapy sessions and
saw a marked improvement in several areas. His mom reported following his
tenth appointment that his language skills were improving and his testing
scores bore that out. I saw a real improvement however, in his eye contact.
For his first assessment, he barely looked up at me; following his tenth
neurofeedback session, he actually looked directly at me as I was providing
instructions for his assessment. The focus of Henrys neurofeedback therapy in
this case was socialization, which, based upon his parents reporting and my
direct observation along with socialization assessments, was a success.
What is Autism?
Autism, also referred to as Autism Spectrum Disorder (ASD) is classified as a
Pervasive Developmental Disorder (PDD) and is almost exclusively
diagnosed in childhood. Autism is very difficult to diagnosis as there are no
medical tests to perform, making evaluations and assessments the primary
methods of diagnosis. In any case, the earlier that diagnosis is made and
treatment begun, the higher the chances of successful life for your child.
Nearly everything is overwhelming to a child diagnosed with Autism Spectrum
Disorder touch, smell, sounds, etc. all can seem as if they are simply
overwhelming. Imagine if the car horn that you hear is ten times louder and
that the touch thats so comforting to you is so intense it actually feels painful.
That is what a child or adult with autism experiences on a daily basis. The
American Academy of Pediatrics (AAP) recommends that autism screening be
done for all children between 18 and 24 months of age, however as you will
see below, there are assessments available that allow testing and diagnosis to
begin as early as 16 months of age.
Autism Characteristics
Most parents point to two of the common signs of autism early on: The lack of
smiling and social responsiveness, and the lack of response to their child's
name being spoken. Those signs, along with others below can signal Autism
Spectrum Disorder (ASD) quite early. Indicators of ASD that should prompt
further evaluation and assessment include:
Lack of babbling and pointing by age 1
Lack of voicing single words by 16 months
Lack of voicing two-word phrases by age 2
A lack of social skills
A lack of language skills
Poor eye contact
Obsessive behavior such as lining up objects
Other indicators in older child can include:
Aggressive and/or self-injurious behavior
An aloof, almost cold manner; prefers to be alone
Resistance to change and very inflexible in terms of routine or schedule
Difficulty with expression; may use pointing or gestures instead of
communicating their needs
Repeats words or phrases instead of using normal responses; has an
abnormal expression of words
Shows distress, cries or laughs for no apparent reason
Experiences tantrums
Shows poor or no eye contact
Is unresponsive to normal teaching methods
Inappropriate, almost obsessive attachments to objects
Over-sensitivity or under-sensitivity to pain or touch; resists cuddling
Noticeable physical over-activity or extreme under-activity
Uneven gross/fine motor skills
No response to verbal cues; acts as if deaf, although they can hear
Known as a spectrum disorder because the characteristics can appear from
mild to severe, each child is unique and exhibits different limitations and
abilities. Many children and adults with autism laugh, smile, show affection,
and demonstrate a wide range of emotions. Some children develop good
functional language while others create alternatives to traditional
communication such as sign language, the use of pictures or even a creative
communication style that the family will come to understand as their childs
own particular form of speaking such as whines, whistles, grunts, etc.
Children dont outgrow the symptoms of autism, but rather experience a
lessening of the symptoms as effective treatment is delivered.
How Is Autism Diagnosed?
Your childs pediatrician is likely your first source for an evaluation and
diagnosis as he or she conducts developmental milestone screenings. It is
important when your concerns are raised, that the pediatrician refer you to a
developmental specialist for intervention as quickly as possible. In this case,
time matters. There are several assessment tools commonly used in diagnosing
Autism Spectrum Disorder:
M-CHAT
The Modified Checklist of Autism in Toddlers is a widely used screening tool
recommended by the American Academy of Pediatricians. The M-CHAT may
identify ASD however, it may also expose other developmental delays. As a
parent, you may register, complete the assessment, print the results and take
them to your pediatrician with your concerns should you receive a score that
indicates a risk for autism or developmental delay. Please visit M-CHAT.org
to learn more. This service is free and you are provided instant score results.
The M-CHAT is available for toddlers from 16 to 30 months of age.
ADI-R
The Autism Diagnostic Interview (Revised) is an interview-based assessment
tool for both parents and caregivers of children and adults when autism or a
Pervasive Developmental Disorder (PDD) is suspected. The diagnostic
interview for the ADI-R may be scheduled for home or clinic assessment.
ASIEP-3
The Autism Screening Instrument for Educational Planning: Third Edition a
screening tool that helps professionals caring for your child develop an
appropriate instructional and educational plan. It also helps distinguish
children with autism from those with other disabilities. Used for children from
2 to 14 years of age, the ASIEP-3 encompasses five aspects of behavior
including:
The Autism Behavior Checklist outlines 47 behaviors typical of children with
autism.
The Sample of Vocal Behavior measures four characteristics of speech
including non-communication, intelligibility, babbling and repetitiveness.
The Interaction Assessment assesses your child's spontaneous social
responses and reactions to requests made of him or her.
The Educational Assessment measures five areas of functioning including:
receptive language (listening and understanding what is being said), expressive
language (verbal and written expression), body concept, speech imitation, and
the ability of your child to remain in his or her seat.
The Prognosis of Learning Rate subtest examines the rate at which your child
learns using a discrete trial / direct instruction approach.
Can Neurofeedback
Help Treat Autism?
Neurofeedback helps shape the behavior of a child diagnosed with Autism
Spectrum Disorder in attempting to change the level of brain activity versus
behavioral techniques, but ultimately, as we see from the mother above,
behavioral changes do occur through the exercise of the brain that
neurofeedback therapy provides.
Electrodes are attached to your childs scalp and your child is shown what he
or she considers basically, a video game. When your childs brain is calm, he
or she is rewarded with the game continuing and the opposite when the brain
is not calm. Verbal and social cues are particularly difficult for a child on the
Autism Spectrum. Human interaction is difficult and confusing, both for the
child and the parents as you may have experienced and neurofeedback has
shown to be particularly helpful in removing, or at least lowering, that wall
that many parents feel exist between themselves and their child.
Chapter 3
A Neurotherapists Perspective:
Lisa & Randy
Randy was a 10-year-old boy who came into my office and inquisitively
asked, Whats this for? What do you do with this paste? What are all these
buttons for? His speech was very staccato and he was kinesthetically
touching everything that caught his eye. He was a sweet kid, but I am sure he
drove his teacher nuts with all of his questions, and his inability to keep his
hands to himself. Before starting neurofeedback, he had tested severely
Attention Deficit Hyperactivity Disorder (ADHD), two standard deviations
out.
Another issue Randy had was enuresis (bed-wetting) which embarrassed him
greatly. He had never been able to have a sleepover without a pull-up. He
wanted to be able to go on his Boy Scout camp out with his troop, but his
bedwetting had always been a very real concern. Neurofeedback targeting this
symptom completely eliminated his enuresis. When Randy returned to his
sessions with me, he excitedly recounted all the fun things he had done, and
gave me a huge bear hug of thanks. By the time he completed treatment, he had
tested normal and his hyperactivity had calmed down so much, most would
have a hard time believing he was the same boy.
What Is ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) is a concentration and
attention disorder characterized by impulsivity, distractibility, and a low
threshold and intolerance for frustration.
ADD and ADHD appear along a continuum with symptoms and characteristics
generally first recognized in childhood. There is no cure and ADD/ADHD
cannot be outgrown, however, treatment that is started in early childhood has a
very high rate of success and can greatly improve the quality of your childs
life now and into adulthood. There are recognized subtypes of ADHD that
you may find familiar:
The absent minded professor who is brilliant and creative but is
disinterested in things, and people, boring to him
The child (or adult) who does well under pressure, but cannot perform or
freezes when under stress or anxiety.
ADHD is often found in conjunction with other disorders making diagnosis
difficult, including:
Anxiety
Mood Disorders such as depression and dysthymia
Bipolar Disorder characterized by extreme mood swings from highly elevated
to depressed
Conduct Disorder
Learning Disabilities
Oppositional Defiant Disorder
ADHD Characteristics
As we have noted, many behavioral, cognitive, social and affect (mood)
characteristics of ADHD are first recognized in childhood in behavior; some
of which include:
Behavioral characteristics, which encompass a wide range including:
Restlessness and the inability to sit still through meals, class time, church, etc.
The urge to run, skip, jump, and play is tempting for a child with ADHD,
often disrupting others.
The inability to finish projects, some smaller tasks or engage in longer
conversations
The need for constant supervision and direction; needing direct eye contact in
most cases to ensure listening and attention
Little self-regulatory control of actions and lack of ability to follow through to
consider the consequences of actions or comments
Eccentric and repetitive behaviors
Mood may deteriorate throughout the course of the day
Cognitive characteristics can include:
Attention difficulties
Academic difficulties including problems with recognizing letters and words,
sounds and mistakes with similar-sounding words; may exhibit confusion
around academic tasks
Disorganized work habits including difficulty gathering materials for projects,
the proper order or priority to accomplish a task and trouble getting started,
losing items like books, homework, etc.
General academic performance may be lower than average because of
difficulties with concentration and attention; typical rewards and
punishment or consequences that a parent or teacher would give lack
meaning
Social characteristics can include:
Talks out of turn, blurting out words and noises without concern for others who
are talking, breaks class and school rules
Hitting, fighting, slapping, teasing, biting, crying
Avoids talking about his or her own problems or difficulties
Generally has difficulty making and keeping friends
Affect (mood) characteristics can include:
Unpredictability and mood swings
Low self-image and self-esteem
Easily frustrated and emotional
Easily angered and upset; impatient and excitable
Temper outbursts and may exhibit explosiveness
How Is ADHD Diagnosed?
If you suspect that your child has ADHD, early detection, as we mentioned
previously can greatly improve his or her quality of life as well as that of your
family. Formal assessments are the preferred method of determining how
severe your childs ADHD may be, as well as allow you to focus your efforts
on treatment. Several effective assessment tools that you may want to discuss
further with your childs school psychologist, therapist, or physician include:
ADDES
The Attention Deficit Disorders Evaluation Scale is a paper-based
assessment tool identifying behavioral concerns based on parent and school
observations.
TOVA
The Tests of Variables of Attention is a computerized assessment tool
measuring attention.
ACTeRS
The ADD-H Comprehensive Teachers Rating Scale is an assessment
measuring behavioral concerns, best completed by your childs teacher based
on classroom behavior.
CPRS
Conners' Parent Rating Scales identifies behavioral concerns based on parent
observations.
Can Neurofeedback
Help Treat ADHD?
As we discussed earlier, neurofeedback is a very interactive type of therapy in
that your child is learning to "train" his brain through the use of specifically
designed computer programs that mimic a video game. The video game
continues, in effect, based on your child's ability to produce the desired
brainwaves. In the case of Attention Deficit Hyperactivity Disorder (ADHD)
it is believed that children who are hyperkinetic (fast paced, frenetic) produce
abnormal proportions of brainwaves, which in this case, the neurofeedback
program, attempts to normalize.
Chapter 4
Lisa & Angela
A child with a Learning Disorder can definitely be helped with
neurofeedback. I was treating an eight-year-old child with both an Auditory
Processing and Learning Disorder (reading) who was having a lot of difficulty
with comprehension. Treating her left hemisphere, where Wernickes area is
located, enabled her to improve her reading level tremendously. Her speech
therapist told her mother that she was making gains much more rapidly since
she had started the neurofeedback. When attention deficits are treated in
addition to the Learning Disorder, the brain has a better opportunity to reach
optimum levels of functioning.
What Is a
Learning Disorder?
A learning disorder is neurological in origin. Our brains are responsible for
receiving, processing, storing, and responding to information. When a learning
disorder is present, some aspect of this process is impacted in some way.
Learning Disorders (LDs) can present a lifelong challenge for your child and
can spell academic disaster if not treated. Early diagnosis and treatment for
LDs is critical, as they are not outgrown. The cost of not treating learning
disabilities can be high over the lifetime of your child in loss of self-esteem,
depression, behavioral problems, and loss of potential learning and income
producing opportunities. Assessments are necessary in order for you to
receive a proper diagnosis and prepare a strategy for your child from a
position of knowledge.
Your first sign that your child may have a Learning Disorder may be that he or
she is not performing at a level for their age or grade level. Standardized
testing or comparison of what your older children may have demonstrated at
the same age may give you further cause for concern. Let us share with you
what LDs are and just importantly, what they are not! At the time of this
writing, there are four Learning Disorders (LDs) categorized in the DSM-IV
that we address in the following chapters separately due to the fact that they
are so unique in their characteristics and how they respond to neurofeedback.
These include:
Reading Disorder, characterized by difficulty in:
Phonemic awareness
Reading fluency
Word recognition
Comprehension
Differentiating letters and words
Mathematics Disorder characterized by difficulty in:

Counting
Carrying numbers
Adding
Multiplication
Understanding and using mathematical symbols
Disorder of Written Expression characterized by difficulty in:
Holding a pen or pencil

Writing legibly
Spelling
Handwriting
Understanding grammar and punctuation
Composing written information
Learning Disorder, NOS (Not Otherwise Specified)
This encompasses learning disorders not meeting the criteria for inclusion in
the other earlier disorders mentioned above.
Learning Disorder versus
Learning Disability?
It is understandable if you are confused as to the difference between a learning
disorder and a learning disability. Are they one and the same? Actually, no.
A Learning Disorder (LD) is a medical term and a learning disability is a legal
term that the States Department of Education use in order to provide guidance
relating to the extent of special disability services that a child may receive in
response to his or her learning disorder.
For example, your child may have a learning disorder such as dyslexia and yet
not meet the requirements for your states special disability services in order
to remediate and treat her. Proper assessment and development of a 504 Plan
and Individual Education Plan ensure that your child receives the help that he
or she requires in order to success academically. For further information and
resources on development of a 504 and IEP please contact
Teresa@TeresaLauer.com.
Chapter 5
Reading Disorder (Dyslexia)
Teresa & Susanna
Susanna was a bright, social 6-year-old who was not performing at her level
academically. She could not read nor write at her grade level and was falling
behind her peers, which concerned her parents greatly. Eager to determine
what might be the problem and get her the help she required as soon as
possible, was their primary concern. While Susanna was above average in
grade level, assessments showed that she was in the testing range for dyslexia,
primarily in the areas of word recognition and phonologic processing.
Susannas parents reported that was a kinesthetic learner (hands on or learning
while doing a physical activity) with minor behavioral issues with sitting still
and focusing, although an ADHD diagnosis was ruled out. They went on to tell
me that what did hold Susannas attention was any type of video game or
brain training games on their iPad. After further consultation regarding a
treatment plan and development of a 504, I suggested that perhaps
neurofeedback would be of help, in addition to intensive reading instruction
and provided her parents with a referral to a neurofeedback therapist. The
results were impressive: After ten sessions (over a two and a half month
period) with the neurofeedback therapist and remediation, Susanna showed
significant improvement in her ability to recall phonemes (the smallest
measure of a word) and showed an increase in her spelling accuracy. Reading
fluency and comprehension, along with further work to build on the foundation
being established in word recognition and spelling, were areas that we
identified for the next phase of her remediation.
There is consensus among researchers that a functional impairment within the
brain, specific to language development, is responsible for phonologic
analysis. This area is predominantly in the left hemispheric temporal areas
and was the focus of her neurofeedback therapist. Her parents, impressed with
the results, are considering home treatment options in neurofeedback therapy.
What Is Dyslexia?
Leonardo di Vinci had it. John Lennon, too. Steve Jobs, one of the most
brilliant minds of our time, had is as well as did President John F. Kennedy.
The list is endless of famous and accomplished people diagnosed with
dyslexia. Enormously gifted and above all perhaps, perseverant, all the
famous people mentioned, and scores more, have achieved success in the face
of a dyslexia diagnosis, the most common learning disorder.
Dyslexia is an impairment primarily in the ability to read, however it may also
affect your childs writing, spelling, and pronunciation of words. As the most
common learning disorder, dyslexia carries the potential to plague your child
throughout his or her lifetime if not properly treated. Dyslexia is an
information processing disorder, and not the cause of an intelligence deficit,
mental retardation, or (in most cases) a vision or hearing problem however,
studies have shown that the brain of someone with dyslexia does develop and
function differently. Identifying certain speech sounds within a word and how
letters represent those sounds can also be a challenge for people with dyslexia.
Word recognition is a challenge for dyslexics, so without early remediation
and training, tackling more challenging language processing tasks such as
grammar, spelling, reading comprehension, critical analysis, and writing skills
are frustrating. Children and adults with dyslexia often create ways to
compensate and as a result, may function at a higher level of performance than
average in areas such as art, music, sports even mathematics that dont rely
on exceptional language skills.
Reading Disorder Characteristics
Dyslexia is genetically linked, meaning it can run in families. If you or your
spouse have been diagnosed with, or have symptoms relating to dyslexia, there
is a higher propensity for your children to experience it as well. There are
three types of dyslexia including:
Trauma dyslexia is primarily a result of traumatic brain injury or stroke and is
rarely seen in children.
Primary dyslexia is the most common form and is one that responds best to
neurofeedback therapy. In this case, a dysfunction of the cerebral cortex, the
left side of the brain, exists and is not outgrown and
Secondary or Developmental dyslexia is the result of developmental
difficulties experienced during fetal development. Mostly affecting boys, the
symptoms of dyslexia in this form diminish, as the child grows older.
Youve heard, no doubt, the myth that people with dyslexia read backwards,
and in Vision dyslexia, number and letter reversals do indeed occur as well as
the inability to write letters, words, and symbols in proper sequences. Words
and letters may very well appear jumbled to a person with dyslexia, in
addition to characteristics such as:
Difficulty learning to speak
Comprehending what is being read
Organizing written and spoken language
Spelling difficulties
A family history of dyslexia
Difficulty with word recognition
A command of higher level language skills such as getting the meaning of what
is spoken and expressing one's thoughts with lower level language skills
such as recognizing and making sounds, which creates a deficit in reading
and spelling
A lack of fluency in reading
Difficulty identifying, pronouncing, and recalling sounds
Vocabulary challenges (determining the meanings of words)
How Is Dyslexia Diagnosed?
We are fortunate in that screening for reading disorders now begins in
kindergarten in order to provide early intervention. Formal evaluation and
assessment is also available if early intervention has not been provided; it's
never too late even if you, as an adult, are experiencing symptoms of
dyslexia! In fact, because dyslexia is genetically linked, you great empathy for
your child with dyslexia as you recognize many of her struggles. There are a
number of assessments available designed to test for reading and language
processing challenges. The following are two tools that are especially helpful
in evaluating dyslexia:
PAR
The Predictive Assessment of Reading is a K-3 assessment tool administered
by your childs school designed to evaluate single word reading, fluency,
phonemic awareness, and vocabulary knowledge.
TPRI
The Texas Primary Reading Inventory is an early reading assessment for K-3,
also administered by your childs school. Both Screening and Inventory
sections are included to provide information about your child's strength and
weakness in reading accuracy and fluency, listening and reading
comprehension, word reading, and phonemic awareness.
Can Neurofeedback
Help Treat Dyslexia?
Neurofeedback targets two specific areas of the brain when treating learning
disorders: those responsible for speech (Broca's area named for Dr. Pierre
Paul Broca) and the area of the brain responsible for understanding written and
spoken language necessary for reading (Wernicke area named for Dr. Carl
Wernicke). Research has shown that these two areas do not work in concert in
the brain of those diagnosed with dyslexia, however because neurofeedback
therapy provides a fun (non-invasive and completely painless form of therapy)
children are able to retrain in a sense, these areas of the brain to achieve
desirable results in a relatively short amount of time, often within 10 to 20
sessions.
Auditory processing remediation is often indicated in those cases in which the
brain is trained in effect, to recognize higher or lower registered phonemes
(the smallest unit of a word) as well.
Chapter 6
Mathematics Disorder (Dyscalculia)
Lisa & Jake
At the time of this writing, I have a boy, age 14, who I am treating for Attention
Deficit Disorder (ADD) and social anxiety. Last year in 8th grade, he was
getting Ds and Fs in math. He began neurofeedback training in June, which
we continued throughout the summer. Now in 9th grade he has advanced to a
higher math class and is earning an A. He was awarded the honor of being
named the best student for the semester. Jake says that his attention and focus
has improved significantly, as well as his processing speed, because he now
finishes both his homework and his math tests more quickly!
What Is Dyscalculia?
Dyscalculia is an impairment in the ability to learn grade-appropriate
mathematics, most commonly due to one of two reasons: either difficulty in
visual-spatial processing (that is, what the eye sees) or difficulty in language
processing (that is, what is being heard). While dyslexia is the most common
learning disorder, dyscalculia is not far behind and is in fact, the source of
anxiety for many people. And, while a reading disorder can cause discomfort
and even loss of self-esteem for many children and adults, a disability in math
is much more socially acceptable with even a common refrain of I hate
math! uttered by most of us at one time or another! Many parents in fact,
proclaim their own distaste at having to help their children with math
homework.
Physiological, genetic, scholastic, and (unlike dyslexia) social factors are at
play in better explaining the disparity between boys and girls in learning math.
Math curriculum is designed according to chronological age however, unless
certain constructs are learned as a foundation and built upon, the results in
math learning won't be successful. Until the age of about 12, girls have
found to test better than boys, however, after that age, research shows that boys
test better.
Deficits in math can have a long-term impact on your child's academic success,
particularly in his or her later school years and when attempting college
entrance exams. In addition, because math skills build primarily on previous
learning, it behooves your child to obtain remediation as soon as possible.
Who among us truly feels gifted in math? It's not uncommon to feel somewhat
underprepared academically in this particular subject.
How is Dyscalculia Diagnosed?
A true diagnosis of Mathematics Disorder as defined by the DSM-IV (soon to
be DSM-5) is often accompanied by a diagnosis of ADHD affecting focus and
attention and dyslexia affecting one's ability to "read" symbols, learning math
facts, manipulating numbers, etc.
A Mathematics Disorder (per the DSM-IV) is often the diagnosis used when
referring to dyscalculia and is used on the Independent Educational Plan
(IEP). Dyscalculia is often referred to as a Specific Learning Disability
(SLD).
Can Neurofeedback
Help Treat Dyscalculia?
Yes: in many cases, as evidenced by Lisas case study above. Neurofeedback
therapy for a Mathematics Disorder (dyscalculia) helps enhance focus and
attention, similar to a Reading Disorder (dyslexia).
Chapter 7
Disorder of Written Expression

(Dysgraphia)
Lisa & Alex
I had a 13-year-old boy whom I had treated for Attention Deficit Disorder
(ADD), and his mother reported that not only did his focus improve, but also
his expressive language did as well. He was receiving Bs in English for the
first time ever. Alex had a lot of difficulty holding the pen and would get tired
easily. He had a lot of difficulty putting his thoughts down on paper and
construct sentences. With the help of neurofeedback, Alex was able to write
essays for English class, and not tire as easily because his visual processing
speed and language processing speed improved. Again, as discussed earlier in
the book, neurofeedback helps shape the brain through operant conditioning
towards optimum brain functioning.
What is Dysgraphia?
Dysgraphia is an impairment in the ability to write and form words and
symbols and to communicate thoughts. Often found in children and adults with
dyslexia, those with dysgraphia experience difficulty in processing what their
eyes see (visual-spatial processing) as well as processing what they hear
(language processing).
Disorder of Written Expression
Characteristics
Characteristics found in dysgraphia include:
Difficulties forming letter shapes
Disinterest in and avoiding drawing and writing
Inability to draw a line or stay within margins
Inability to write
Confusion surrounding upper and lower case letters
Tight pencil grip or position; inability to hold a pen or pencil
Disinterest or becoming tired while writing
Difficulty putting thoughts and concepts on paper
Inconsistency in spacing and letter shapes
Illegible handwriting
How is Dysgraphia Diagnosed?
OWLS
The Oral and Written Language Scales is an assessment of oral and written
language for individuals 3 to 21 years of age (5 through 21 for Written
Expression). There are three scales in this assessment:
Listening Comprehension to measure the comprehension of spoken language
Oral Expression to measure the understanding and use of language which is
spoken and
Written Expression measuring writing skills including conventions (spelling,
punctuation, etc.), linguistics (use of modifiers, verbs, etc.) and content
(communication through word choice, coherence, etc.)
WRAT3
The Wide Range Achievement Test 3 measures the development of reading,
spelling, and mathematics skills (appropriate for individuals from 5 to 75
years of age) and takes from 15 to 30 minutes.
Can Neurofeedback
Help Treat Dysgraphia?
Critical writing areas are found in the left front and central portion of the
brain. Neurofeedback may be of particular interest to parents of children with
dysgraphia because, in addition to visual and audio feedback, tactile feedback
is provided. Orthographic coding is our brain's ability to store unfamiliar
words in our working memory, which is related to handwriting and for
children with dysgraphia, actions such as planning sequential finger
movements (i.e., touching the thumb to successive fingers on the same hand)
are difficult. The motor skills addressed within neurofeedback training may
prove particularly helpful. Handwriting, spelling, and comprehension are all
areas in which a child with dysgraphia would benefit from further remediation
along with neurofeedback therapy.
STRATEGY #2
EXPLORE NEUROFEEDBACK
AS A TREATMENT OPTION
Chapter 8
A Mothers Perspective:
Lake Forest Parent
Before Anthony started neurofeedback, he was on the verge of getting kicked
out of his third preschool and I was at my wits end. He was biting and kicking
other children on the playground and had even kicked his teacher. But after the
first two weeks of neurofeedback training, there was a dramatic change in
Anthonys behavior. He no longer exhibited his violent outbursts and handled
frustration much better. He also improved tremendously in his schoolwork
because he was able to sit still and concentrate on his work. Everybody that
knows Anthony noticed the changes and I have referred many friends to
neurofeedback. The changes speak for themselves.
Neurofeedback is basically, exercise for the brain! Also referred to as
neurotherapy or EEG biofeedback, neurofeedback feeds back the results of
brainwave activity so your child can learn over time, how to self-regulate his
or her brain functioning. Painless and non-invasive, neurofeedback may be a
desirable treatment of choice, especially for children who experience
undesirable side effects from medication.
Brainwave activity is recorded via sensors placed on your childs scalp
providing him or her real time information for the purposes of improving
focus, attention, and performance. These sensors are placed on areas of the
scalp corresponding to areas in the brain that are determined to be producing
less than desirable brainwave activity. The sensors are connected to a
computer, which provides constant analysis, in graphical form, detecting
positive and negative shifts in brainwave activity. This is done via computer
software, much like a game that your child may play on his own, that detects
the brainwave activity and then speeds up the action, providing a reward, in a
sense, for the increased focus and attention of your child.
So, if the game is featuring a car, for example, the cars speed would increase.
When a negative pattern is produced, the car will slow. The activity that your
child sees on the screen is in direct connection with his or her brainwave
activity, reinforcing the positive and not reinforcing the negative. Brain
mapping is a term that your neurofeedback therapist may use. This provides
guidance as to where problems may exist within the brainwave activity. It is
from this information that a treatment plan is produced. Different areas of the
brain reflect certain brainwave patterns that correlate to an EEG signature of
Attention Deficit Hyperactivity Disorder (ADHD), for example, or an anxiety
disorder or depression.
Consistent treatment is important in learning to master brain regulation and to
get lasting benefits from neurofeedback treatment. However, you as a parent
are able to perform this training for your child at home with supervision by a
qualified neurofeedback therapist, once certain performance levels are
reached.
Chapter 9
A healthy brain has the ability and versatility to change states of arousal and
attention. As each new situation in life demands a specific level of arousal
and awareness, the healthy brain can quickly move to the appropriate level of
alertness. In contrast, the unhealthy brain may be under-aroused, sluggish or
over-aroused and anxious. Either way, the dysregulated brain has a diminished
ability to respond to specific demands. The immature, injured, or disordered
brain lacks the normal elasticity of the healthy brain. Scientifically speaking,
there appears to be discontinuity in the brain and nervous system processing or
breakdowns in the way the brain and nervous system communicate. The brain
is not processing information at the right speed. It is either too fast or too
slow. Also, the brain is not communicating information correctly, so it is out
of synch with itself.
The disordered brain seems to be stuck or parked at the wrong place. It
produces brainwaves that are inappropriate for the immediate situation. For
example, the ADD (Attention Deficit Disorder) brain tends to produce more
daydreaming-type brainwaves than it does thinking, concentrating-type
brainwaves.
Neurofeedback training teaches the individual what specific brainwave states
feel like and how to turn those states on voluntarily. Training helps move the
brain to different physiological states, depending upon what the immediate
situation requires.
With biofeedback, therapists have been training people for many years to
change their physiological state by altering their temperature or muscle
tension. With neurofeedback, we are using a more sophisticated system that
trains a central process allowing direct access to the central processing system
of the brain, rather than the peripheral systems of skin and muscle. Hence, the
name: neurofeedback.
Neurofeedback makes the brain more flexible, and seems to have a
generalizing effect on the full nervous system. Training the brain to correct its
dysregulated state seems to have a positive effect on neurological functioning
as well as the cardiovascular, gastrointestinal, immune, and endocrine
systems. Self-regulation not only enhances the brains ability to improve
cognitive and intellectual functioning, but it also aids in the process of helping
the body to heal itself.
Chapter 10
Can Neurofeedback Help My Child?
Lisa & Eric, John, and Nicole
One of my clients, a mother of three kids with autism, asked that I begin
treating them with neurofeedback. I told her that I had been trained in the
protocols for autism but hadnt actually treated anyone with it, and that it
would be experimental. She said that would be fine, because she didnt like
the unprofessional setup of the neurofeedback practitioner she had hired. So
began my work with autistic children.
Her eight-year-old son, diagnosed with Aspergers Syndrome, a disorder on
the Autism Spectrum, had a tendency to complain about everything. With
training, he became much more cognitively flexible, having more empathy for
others, and displaying a more positive outlook.
Her six-year-old daughter was the most severe of her three children. She did
not have any sensible speech, and would just repeat jingles she had heard on
television (a condition known as echolalia). She displayed poor eye contact
and refused to engage with anyone socially. Following a few weeks of
training, she started making intelligible speech, and having more eye contact,
eventually beginning to banter with me. Two or three months into her
treatment, the mother reported to me that her grandmother had been talking to
her granddaughter. When she was handed back the phone, the grandmother
asked her who she had been talking to. Mom exclaimed, That was Nicole!
What a really exciting day for all of them!
The youngest son had been diagnosed with PDD-NOS (Pervasive
Developmental Disorder Not Otherwise Specified). In order words, not all
the criteria for a diagnosis of Autism Spectrum Disorder or Aspergers
Syndrome were met or the symptoms were mild. When he first started
neurofeedback, he had a lot of meltdowns and would cry for 45 minutes or
more, depending on what he was stuck on. He also had difficulty focusing and
staying on track. Following training, his focus improved tremendously. He
became much calmer and experienced shorter meltdowns. His obsessiveness
decreased remarkably, which helped him make friends.
Following vacations or long breaks, their mom would schedule a session.
Without the neurofeedback, John, the oldest, would start to lose his empathy
and become more negative. Nicoles speech would slip and she would
become unintelligible. And Eric, the youngest, became more obsessive. After
a couple years, mom became busy with work and stopped bringing the kids for
a while. I have been treating the two youngest ones on and off for ten years
now. They both have great eye contact, lots of friends, and are performing
exceptionally well at school.
So, Can Neurofeedback
Help My Child?
This is the ultimate question for any parent: What is going to help my child
be happy and healthy? People of all ages can benefit from EEG
biofeedback training (neurofeedback). Neurofeedback helps treat a variety of
childhood problems including bedwetting, nightmares, anxieties, tics, attention,
and other forms of disrupting and disturbing behaviors.
Neurofeedback helps adolescents struggling with anxiety, depression, and
alcohol or drug use and helps maintain good brain function. Again, clients of
all ages can benefit from neurofeedback and experience remarkable change.
Lisa has provided neurofeedback therapy to children from 2 years of age to
elderly clients just south of 78 years old. Neurofeedback empowers your child
to take control of attention and concentration, particularly during times of the
day when medication may interfere with sleep.
Chapter 11
What If My Child Is On Medication?
Lisa & Delores
Delores was a 57-year-old seeking treatment for her Attention Deficit
Disorder (ADD) and, although outside the scope of our book concentrating on
children with special needs and how they can be helped through
neurofeedback, we thought relating Delores story might be of interest to you if
you have a child currently on medication.
Delores had been on Ritalin for about fifteen years. I discussed the dietary
changes she should make to enhance what we were doing with neurofeedback.
She started taking fish oil supplements for better brain function and improved
memory and avoided the preservatives and food coloring, processed foods, as
well as simple sugars, and ate fresher fruits and vegetables.
Delores attended 40 training sessions. When she saw her psychiatrist, he took
her off Ritalin, declaring that since she had been doing neurofeedback her
brain had improved so much that she no longer met criteria for ADD, and that
the Ritalin was reacting as it did on normally functioning brains. She was glad
to be off Ritalin because the effect was as if she were on speed. Now she
comes in twice a year, just to follow up and remind her brain of the focused
state of faster brainwave activity.
Neurofeedback and Medication
Research has shown that medications for disorders like Attention Deficit
Hyperactivity Disorder (ADHD) such as Adderall, Dexedrine, and Ritalin, to
name several, reduce the symptoms of ADHD. However, most medications
found effective at treating ADHD are stimulants and, while perhaps reducing
symptoms, they dont actually change your childs ability to focus or gain better
attention skills. Behavioral therapy, counseling and certainly, as we hope to
have shown throughout this book, neurofeedback may help your child build
skills that may help reduce his or her need for medication, or get off of them
entirely.
Medications targeting brain function may no longer be necessary, or dosage
requirements significantly lowered, with successful neurofeedback training as
your child learns to train his brain to self-regulate better. It is important for
you to discuss neurofeedback training with your childs prescribing physician
to discuss lowering dosage or stopping medication altogether once training
shows this may be indicated.
Neurofeedback therapy does not conflict with your childs medication
however, so if your childs prescribing physician finds that medication should
be continued, there should be no change to his or her neurofeedback therapy
schedule. Again, neurofeedback is non-invasive and non-medicinal and is a
specialty within neuropsychology, so many doctors are unaware of its efficacy
in treating developmental and learning disorders.
Please contact at Lisa@OCNeurotherapy.com if you would like to provide
your childs physician with additional research or a brief consultation.
Chapter 12
Training your brain is similar to exercising or developing a muscle! Sensors

attached to the scalp with EEG paste record your brainwaves. It is painless
and does not involve the application of any voltage or current to the brain, so it
is entirely non-invasive.
As your child begins neurofeedback training, he or she is asked to perform
cognitive skills such as math or reading in order for the instruments to measure
and process electrical signals from the brain. A computer processes the
brainwaves and extracts certain information from them. Your child is shown
the ebb and flow of his or her brainwaves and the specific amplitude obtained
from them in the form of a video game. Your child is shown how to play the
game using only his or her brain and dont worry; everyone can do it! The
specific brainwave frequencies we reinforce and the sensor locations on the
scalp are unique to each individual. This is a fun and exciting process and
most people really enjoy viewing the results and watching their ability to
manage their brainwaves!
This computerized feedback is critical in letting you know that your child is
maintaining optimal brainwave states and thus increasing his or her skills to
self-regulate during this cognitive activity. It must be practiced until it
becomes automatic or an unconscious activity. Your child develops learning
strategies and quieting techniques that can be further enhanced until he or she is
able to achieve the same results without computerized feedback.
Chapter 13
Why Havent I Heard of

Neurofeedback?
Bellevue Parent
Our daughter, 16, was diagnosed with Attention Deficit Disorder (ADD) along
with a number of other physical and emotional issues. Her behavior was an
overriding issue in our family. Given to outbursts for seemingly no reason, I
always felt in my heart that she had some private pain that I just couldnt
address couldnt take care of for her and as her mom, thats all I wanted to
do was take this pain away. We had tried a number of different therapies for
her: behavioral, psychotherapy - everything we could think of. Our
psychotherapist told us about neurofeedback but I was honestly skeptical I
didnt want to put both of us through yet another treatment that didnt work.
But I spoke with the neurofeedback therapist and asked for a demonstration
myself because it looked a little intimidating, but I actually found it quite
enjoyable and thought my daughter would as well.
Just 20 sessions later (two sessions a week) she was much more attentive;
could sit through several hours of doing homework without being fidgety and
looking around anxious to do anything but. I asked her what she felt had
changed with the neurofeedback and she responded that it was just a lot of fun
to control the program and she made the connection between increased
attention that she gave to the program and the reward of making it go. She said
she thought if she could do it there, maybe she could learn to do it for real so
she could get more done. Somehow, shed made that connection. It was
amazing for me to hear; Im so happy for her. This is training that I feel is
going to take her well into her college years which, has never felt like a
possibility before!
More Research On the Way!
EEG technology has been used in training epileptics to manage seizures for
nearly three decades, and in training in the treatment of attention challenges for
over two decades. Although research has shown that an identifiable brain
signature pattern is present in those with learning disabilities and attention
deficits, neurofeedback is not yet taught in most medical schools or psychology
programs, so many professions are unaware of the techniques and benefits of
this particular treatment modality. However, a growing number of published
studies have shown the value of EEG Neurofeedback Therapy for treating the
symptoms of Autism Spectrum Disorder, ADHD, and additional developmental
disabilities.
Research also shows that in over 20,000 cases no significant negative side
effectives have been reported. Sleeping pattern changes are the most
commonly reported challenge, lasting only one or two nights. These sleeping
difficulties were most often reported: resistance to getting up, difficulty falling
asleep, and restless sleep. However in Lisas sixteen years of experience she
has found that making minor adjustments in the frequency that she rewards for
better sleep, resolves the sleeping issues. She has found that sleep problems
are usually the first issue that resolves fairly quickly.
STRATEGY #3
DEFINE YOUR TREATMENT GOALS

Chapter 14
Prioritizing the Needs of Your

Child & Family
We have addressed obtaining a diagnosis for your child and exploring

neurofeedback as a treatment option. Now wed like to share with you how to
define your treatment goals for your child so you can take an active and
knowledgeable role in his or her treatment.
Determining your priorities in your childs treatment and addressing that which
matters to you, is of utmost importance. The fact is, all families have different
needs, and all parents of children with special needs have unique concerns.
Perhaps your child has a very sweet disposition, but cannot concentrate enough
to finish homework. Or perhaps your family is suffering from the effects of
behavioral problems.
Lets begin with the most often used document in planning your childs
educational and behavioral goals: his Individual Education Plan (IEP).
Chapter 15
The Role of Your Childs IEP
There are over six million children and youth with disabilities, and they are all
guaranteed a "free and appropriate" education based on the Individuals with
Disabilities Education Act (IDEA). The IDEA is a law that governs how
states and public agencies must provide intervention, special education, and
services to infants (Part C covers ages birth to 2 years of age) and children and
youth (Part B covers ages 3 to 21 years of age). As we have mentioned in our
first strategy for helping your child reach his or her full potential, assessment,
and diagnosis of a Pervasive Developmental Disorder (PDD), an
Attentional/Behavioral Disorder such as ADHD or a Learning Disorder (LD)
is critical.
Early intervention in is key to getting your child the help he or she needs. It is
simply never too early to begin observing and assessing your childs behavior
and cognitive abilities. In determining whether neurofeedback therapy is a
treatment of choice for their child, many of our clients must consider costs.
Juxtaposed to this consideration is the cost of not opting for a particular
treatment plan that could possibly help your child reach his or her potential
more quickly. When considering costs, also factor in services your child may
receive through his Individual Education Program (IEP) and whether services
provided for that through your school system can help defray costs for
neurofeedback and behavioral therapy.
What Is An IEP?
An Individual Education Program (IEP) helps serve as a guide to your childs
treatment. It is likely, if your child has been diagnosed with a PDD (Pervasive
Learning Disorder), Attentional/Behavioral Disability, or LD (Learning
Disorder) that that your child currently has an IEP.
An IEP is customized to address your child's educational goals and assists
teachers and other providers (such as paraprofessionals) in helping treat your
child. Your child's IEP defines how she learns best and how to help her be a
more effective learner. Goals are developed for her to reach her potential
learning in the lease restrictive environment possible, meaning with non-
disabled peers.
It is a federal requirement that schools develop an IEP for every student with a
disability to meet both Federal and State requirements for special education,
that is for those students who experience challenges with:
Emotional or behavioral disorders
Physical disabilities and developmental disorders
Learning Disorders are difficult to identify and diagnose in order to qualify for
special education services because they are often missed in early childhood.
Two models however, exist for identifying learning challenges:
The Discrepancy Model (that is, what is noticed by the teacher as they
recognize performance that is below what would be expected) and
The Response to Intervention Model (RTI), which addresses difficulties
during the first or second year after starting school
The bottom line is that it is important that your child receive the services to
which she is entitled so that you may seek other possible therapies to work in
conjunction with her treatment and remediation. There are other terms you
should become familiar with in order to protect your child's rights that we have
discuss thus far:
FAPE
FAPE stands for free and appropriate public education which is a
requirement of every school district. There are 13 (and more in some states)
eligibility criteria that your child must meet in order to qualify for special
services under FAPE. These services are provided to your child at no cost in
order to meet state education standards, consistent with your child's IEP: a
right of every child from 3 to 21 years of age, or until they graduate from high
school. Monitoring your child's IEP is particularly important in this regard, as
it will determine further services based on:
Year to year standardized tests
Classroom performance
Progress made on goals and objectives
Attendance
Behavior and
Report card grades
IEE
IEE represents Individual Educational Evaluation, which is conducted by a
professional who is not an employee of your child's school district.
LRE
LRE represents least restrictive environment meaning that your child must
receive services in an environment alongside children without a disability to
the greatest extent possible. If your child requires more specialized services,
she may leave the classroom for several hours a day, for instance. You may
hear the term "push in" and "pull out" referring to the actual act where she'll
receive services: either outside the general education environment or in a
special classroom.
The subject of special education is far reaching, however, it may behoove you
to learn your child's rights under IDEA so that collaborative therapies such as
neurofeedback therapy, CBT (Cognitive Behavioral Therapy) and ABA
(Applied Behavioral Analysis) therapies can help your child reach his or her
potential more quickly and with longer lasting results. For more information
visit the U.S. Department of Education.
Chapter 16
A Parent in Huntington Beach, CA
My child is so much calmer now. He used to get frustrated so easily and beat
up his little brother. I was afraid to leave my kids alone in the same room
because of fear that he would hurt his brother. He is much calmer now, and not
getting cards pulled at school for misbehavior any more. Trips to the
principals office were almost a daily routine before we started this training.
My daughter and I have also started this training to improve our focus, and we
are noticing results as well.
Chapter 17
Lisa & Ryan
There is a lot of overlap with DSM diagnoses. I have found that some kids,
such as Ryan, have ADHD and autism, and both conditions need to be treated.
Usually they have to be treated for quite some time on the right hemisphere
before we can add the left side training to address the attention piece of their
condition.
To understand how neurofeedback works, I must begin with how the brain
communicates to all systems, including itself, through electrical activity. It
appears that the brain has generators that produce the brainwave activity,
which are actually low-frequency electrical rhythms. This electrical activity
gives the information about what and how to do everything. This low-
frequency rhythmic activity is central to life and the second-to-second
functioning of every organ system in the body. If this rhythmic activity
becomes dysregulated, it leads to dysfunction. We could end up sleeping
rather than reading, feel anxious rather than calm, feel dull rather than alert.
We know now that the brain responds to many forms of intervention, including
classical and operant conditioning. Because neurofeedback directly affects the
brain, it has the opportunity to elicit a faster, more comprehensive, longer
lasting resolution to functional problems.
Children and adults who have attention disorders demonstrate a dominance of
low-frequency waves. Both epileptics and children with ADD show a
dominance of slower EEG waves and a deficit of faster frequency waves. If
the patient is asleep, it is appropriate to have a dominance of slow waves, but
if he is producing excessive slow waves in math class, there is a problem. He
would appear to be in a fog; short-term memory is compromised and lethargy
is common (i.e. he probably has ADD).
A multitude of symptoms may be present when we see a dominance of low-
frequency waves. If the brainwaves are not normalized, all other areas of the
patients life may be affected. If the rhythmic activity is normalized, normal
functioning is restored. The normalization of the brain generally produces the
following types of positive changes: improved executive functioning, restful
sleep, improved memory, improved concentration, reduced hyperactivity, and
elimination of depression and anxiety. Neurofeedback treats the patients
central processing, the brain. It doesnt merely chase one symptom with one
drug and another symptom with a second or third drug. Neurofeedback treats
the cause and not the symptoms, which is why it gets better results than
stimulant medications overall.
Chapter 18
Lisa & Jaime
Jaime Hernandez was an eight-year-old boy who had been a Special Education
student since first grade. Classified as severely emotionally disturbed due, I
believe, to his numerous meltdowns. I suspect that if he had been properly
diagnosed he would have been diagnosed Pervasive Development Disorder,
NOS (Not Otherwise Specified). He would become unglued when he got a
haircut, and it would take an hour or more to recover. After about three or four
sessions, I found the best frequency to train his brain, and it settled him right
down. His mother was amazed at the results.
As a bit of background: Jaime used to go under his desk when he got
overwhelmed, and the teacher would try to coax him out, to no avail. Mrs.
Hernandez would be called to the school and retrieve him, because she was
the only one he would listen to. He missed a lot of school because of his high
anxiety. I trained Jaime on his anxiety, focus and memory for four months and,
gradually, his grades improved going from Fs to Bs and 2 Cs. During our
conversations, Jaime opened up about his life slowly: He lived in Santa Ana
where there were gangs and gun shootings, with which he had to contend a
far cry from my other clients who came from more affluent neighborhoods. He
was such a sweet, sensitive boy; no wonder he had had such anxiety. The
compassion and wisdom this boy exhibited, humbled me. He was wise beyond
his years definitely an old soul. When the student is ready (me), the teacher
will appear (Jaime).
Jaimes mother wanted him mainstreamed into regular classes, but the school
fought against it because they didnt feel he was ready. She argued that she
knew him better and thought he was. She was a formidable opponent and he
subsequently transferred to regular classes. He had some holes in his learning
because its a much slower pace in special education and his teachers expected
little from him. Mrs. Hernandez employed tutors to fill in the gaps and he got
through 8th grade English. However, they stopped coming for therapy at that
point and I didnt know how he had fared in high school.
I got a voicemail message from Mrs. Hernandez four years later. She was
ecstatic to report that Jaime had graduated from high school and was now
attending Santiago Community College. The first high school graduate in his
family, and the first to attend college! Yahoo!! Mrs. Hernandez related that she
was grateful for what neurofeedback training had provided for her son and that
the four months of training had changed the course of his life. She considered
neurofeedback his miracle and felt it was a shame that it was not yet offered in
schools across America. In fact, most medical schools do not include
neurofeedback in their curriculum so many doctors are unaware of its efficacy.
Its promising for those in Mrs. Hernandez position as parents of children with
special needs, as well as clinicians, that more research is now being done;
large, statistically significant and replicated studies are the gold standard for
the medical community as they should be.
Learning Disabilities & Neurofeedback
Neurofeedback has been shown to provide excellent potential for treatment of
Learning Disorders. A randomized, controlled treatment study of 19 children
was conducted in which both groups received neurofeedback and remedial
treatment for dyslexia. Each child was provided with neurofeedback training
for 20 sessions over a 10-week period. Substantial gains in spelling were
reported, thought to be a result of the attention processing that takes place in
the neurofeedback session. Please read more about this study (Breteler, et al.
2009) at the National Institutes of Health website.
Chapter 19
Your Childs Physical Challenges
Lisa & Ryan
I have seen firsthand how preservatives, food coloring, and growth hormones
in the food we eat have affected children that I treat. One boy on the Autism
Spectrum, with ADHD, drank a popular drink with red food dye in it before he
came in for his training session. He had a terrible time just sitting in the chair
while playing the video game controlled by his brainwaves. I could see how
his squirming easily translated into being disruptive in the classroom. Many
children are more aggressive because of hormones in milk, and I have
encouraged my clients to purchase hormone-free milk in an effort to counter
this aggression. Food coloring can make some children more hyperactive or
extremely impulsive.
I have also learned that some children have food sensitivities, which can affect
their behavior. I had been treating a boy named Ryan who was tested for
Attention Deficit Hyperactivity Disorder (ADHD) before seeing me. He had
tested severely ADHD, two standard deviations from the norm. He was
touching everything in my office. He had no impulse control. His
hyperactivity was the worst case I had ever seen in all my years of practice.
I trained him for his hyperactivity, lack of impulse control, and his
obsessiveness. After seven sessions, the insurance company with whom I was
working required that he be tested for ADHD in order to prove that the
neurofeedback had been helpful and to justify continued treatment. Frankly, I
was nervous about this because I didnt think the testing would reflect the
changes in his brain so quickly. The testing came back saying he was normal
and no longer met criteria for ADHD, however, I recommended further
treatment in order to maintain the gains wed made. Unfortunately, the
insurance company refused to pay for any more sessions. Ryans mother had to
fight the insurance company to get them to agree to pay for 40 sessions that
research has shown to solidify the gains made. Finally, the insurance company
did agree, and Ryan completed the treatment with me. His parents were
thrilled with the results.
However, during his course of treatment, he started coming in on Tuesdays, and
his brainwaves, and subsequent behavior regressed as though he had never
received neurofeedback training. I was puzzled and thought perhaps he had
eaten something that was causing an allergic reaction. I encouraged his mom to
start by investigating what he was eating during the day while at school. We
discovered that they started serving pizza for lunch on Tuesdays so she began
making him brownbag lunches to eat as an alternative. Of course, Ryan
became disappointed that he couldnt eat pizza. Serendipitously, at around the
same time, a colleague had shared with me that she had become trained in
NAET (Namuripads Allergy Elimination Technique) and was getting great
results with this technique. I connected the two of them to see if Ryans allergy
to pizza could be eliminated. After he went through NAET treatment, Ryan
was able to eat pizza again, without having the changes in his brainwaves and
subsequent behavioral changes. I invite you to check out NAET.com to learn
more.
I have learned that we have to look at the childs whole system. Many children
on the Autism Spectrum are gluten intolerant. It causes a leaky gut and does
not allow them to absorb the nutrients their brains need. Allergens and food
sensitivities need to be treated in addition to their brainwaves.
Food Additives
Below is a list of food additives to consider avoiding if food allergies are an
issue for your child:
Tartrazine (yellow 5)
Quinoline yellow
Yellow 2G
Sunset yellow FCF
Cochineal, carminic acid
Carmoisine (red)
Amaranth (red no.2)
Ponceau (red no.4)
Erythrosine (red no.3)
Red 2G
Allura red AC (red no.40)
Patent blue
Indigo carmine (blue)
Brilliant blue FCF
Black
Brown FK
Chocolate brown HT
TBHQ (preservative, may also be listed as antioxidant)
BHA (preservative, may also be listed as antioxidant)
BHT (preservative, may also be listed as antioxidant)
Below is a list of additives that do not appear to cause problems for most
people:
Curcuma or turmeric
Riboflavin (vitamin B2)
Chlorophyll
Caramel
Carotene
Annatto
Betanin
Calcium carbonate
Titanium dioxide
Iron oxide
Sorbic acid and sorbates
Acetic acid
Lactic acid
Propionic acid
Sodium propionate
Calcium propionate
Potassium propionate
Carbon dioxide
Ascorbic acid (vitamin C) and salts of ascorbic acid
Tocopherols (Vitamin E)
Lecithin
Lactates (unless lactose intolerant)
Citric acid
Tartaric acid
Sodium citrate
Potassium citrate
Calcium citrate
Tartaric acid
Sodium tartrate
Potassium citrate
Potassium citrate
Potassium bitartrate (cream of tartar)
Niacin (Vitamin B3)
Alginic acid and alginates
Carrageenan
Carob-bean flour
Tamarind-seed flour
Guar gum
Xanthan gum
Sorbitol
Mannitol
Pectin
Galatine
Powdered cellulose
Sodium caseinate (avoid if milk-sensitive)
Calcium silicate
Stearic acid
Lisa & Leslie
Leslie was a ten-year-old being treated by a speech therapist when her mother
brought her to me for neurofeedback. I trained her for her inattention, and after
a month her speech therapist contacted me to learn more about this treatment
modality she had never heard of before. She was amazed by Leslies
improvement in her speech and language skills and the rapid gains she had
made. I explained to her that neurofeedback helps the brain move towards
optimum brainwave function, thus improving the childs learning.
Auditory Processing Disorder (APD), another disorder that presents a physical
challenge to your child, is neurologically based and is a result of weak
connection in the auditory cortex of the brain. Individuals with this disorder
are unable to distinguish between certain sounds or consonants and, as a result,
have difficulty interpreting the information they receive. Individuals,
especially young children, are perceived as not paying attention, however, they
are simply not able to process what they are hearing and in fact, may be
missing entire words. For instance, like many disorders Auditory Processing
Disorder can result in a lack of self-esteem for children and adults alike.
Symptoms of
A medical history of ear problems in early childhood
Poor academic performance, particularly in spelling, reading, grammar, and
punctuation, difficulty with word problems in mathematics
Difficulty following verbal directions
Difficulty giving directions
A tendency to ramble and talk in circles, unable to get to the point or find the
correct word
A tendency to use words such as "ya know", "thing", "like"
Note that these last several symptoms are due to the lack of ability to organize
one's thoughts and adequately express oneself.
Neurofeedback helps strengthen the connections in the auditory cortex of the
brain.
Chapter 20
Your Childs Behavioral Challenges
Lisa & Anthony
Anthony began therapy because of his temper. Asked to leave the last three
preschools he had attended, Anthonys current principal warned his mother that
if she didnt get help for him, they would have to ask him to leave as well.
Anthony was a four-year-old boy who lived with his single mother. He had
never met his father. His mother had gotten pregnant by her boyfriend, and he
wanted her to terminate the pregnancy, which she refused to do. Her boyfriend
wanted nothing to do with this child and he broke up with her. She had her son
and raised him by herself.
Fast forward four years later: Anthony is now in preschool. He gets frustrated
easily and is quite obstinate. He does not take no very easily and hits other
children when he gets mad at them. He even got in trouble for kicking his
teacher.
I started treating Anthony with neurofeedback to help him with his self-
regulation, using the protocols to treat his right hemisphere to calm him down,
and help him be more flexible. His angry outbursts became much less frequent
and eventually disappeared altogether. He became more cooperative with his
teacher and wasnt being sent to the principals office anymore.
I also began working with his mother, teaching her parenting techniques. She
needed to take charge more and be the boss. Her stubborn son was much more
forceful than she. She had been too passive, and needed assertion training to
be able to set firmer limits. Since there was no father in his life, it was
important that she be the authority figure in Anthonys life. She needed to be
firm yet consistent. At first, Anthony tended to run the show. He had a strong
personality, and tended to dominate others that were more passive than he. As
his mother became stronger and started setting firmer limits, Anthony of course
tested these new boundaries. She needed a lot of support to stay strong and
firm.
However, I am glad to report that, with the changes that began with
neurofeedback training (calming down Anthonys anger and defiance), and the
behavioral changes that happened with cognitive-behavioral therapy and
family therapy, Anthony completed kindergarten and his elementary years
successfully.
Chapter 21
Your Childs Social Challenges
Lisa & Bradley
Bradley was a ten-year-old boy diagnosed with Aspergers Syndrome.
Treating him with the newly discovered protocols (infra-low frequency
protocols) on his right hemisphere reduced his irritability, improved his
cognitive flexibility, and increased his empathy significantly. He made many
more friends at school. The occupational therapist that led the social skills
group for Aspergers Syndrome teens told his mother that he exhibited much
more empathy than the typical students in the group. His mother told him that
before neurofeedback training her son didnt show any empathy towards
others.
STRATEGY #4
IMPLEMENT YOUR CHILDS

TREATMENT PLAN
Chapter 22
Select a Neurofeedback
Therapist
As the purpose of this book is to discuss the role that neurofeedback in

particular can play in your childs treatment and remediation, we would also
like to share with you, information specific to finding a neurofeedback expert
in the following section.
We have discussed obtaining a diagnosis for your child, exploring
neurofeedback as a treatment method for your child, defining your treatment
goals, and we are now ready to implement your childs treatment plan and
your first step: Selecting a neurofeedback therapist!
It is extremely important that you select your neurofeedback therapist
carefully. While neurofeedback is non-invasive, it is also a very powerful
therapy modality and uses technology in delivering treatment. For this reason,
it is also extremely powerful and should not be used by an unqualified
provider. We are providing questions we recommend that you ask during your
initial consultation. In addition, we encourage you to research the professional
associations that we have included in the Resources section.
Generally, neurofeedback therapists are state-licensed clinicians such as:
mental health therapists, educational therapists, rehabilitation specialists,
psychologists and rehabilitation specialists to name but a few.
Researching Neurofeedback Therapists
You will find a wealth of information and prequalify the therapists you are
interested in consulting with, on their websites. A good source to begin with is
through the directories of neurofeedback associations or a simple Internet
search for (your city) (neurofeedback therapist).
Below is a list of the larger neurofeedback association directories to help in
your research:
BCIA
EEG Institute
International Society for Neurofeedback & Research
When reviewing the membership directories and those that you find through
your search, keep the following questions in mind:
1. Is he or she licensed in your state to provide mental health counseling?
2. Does he or she have specialized knowledge and training in
neurofeedback?
3. What is the general feeling that you get from the therapists website?
Are they warm and supportive? Is this someone with whom you can form
a trusting relationship?
4. What types of disorders do they treat? Neurofeedback is the non-
invasive, non-medicinal treatment of choice for many disorders
including: attention and learning, headaches, chronic pain, PTSD,
autism, brain injuries, headaches, sleep disorders, etc. so research their
experience and expertise in the area of concern for your child.
5. Do they have advanced certification, training or assessments that they
have performed through the association?
6. Are their fees and insurance in alignment with your needs?
7. Which theory of neurofeedback do they practice?
A Special Word About Training
As we have mentioned, neurofeedback therapy is highly specialized, therefore
a great deal of advanced training is required with didactic training, as well as
supervised practicum in order to gain confidence in evaluating their clients and
selecting the proper protocol. In addition, because computers and software
programs are used, your therapist should be trained in implementing treatment.
Ongoing clinical consultation, like any other counseling specialty, is also
recommended.
Your Initial Consultation
Defining and communicating your expectations are key to succeeding in
therapy. You can expect a relationship of trust and free-flowing
communication between you and your therapist and for this to happen, it is
imperative that you feel comfortable in relating and being in agreement as to
the direction you will be taking as a team.
Your first step is to gather your notes that youve made when we discussed
Strategy #3, Define Your Treatment Goals. Clearly stating your priorities for
both your family and your child is critical when interviewing potential
therapists. Also select certain areas in your childs IEP to discuss with your
therapist as well items that pertain to both the long and short-term goals for
your family as a whole. Be able to clearly define the tasks that you would like
to work on with your therapist, for example, if you would ultimately like to
provide in-home training to your child directly, be sure to mention this so your
therapist can work steps necessary to do that in his or her long-term treatment
plan.
Your second step is to prepare an overview of what you would like to discuss:
Questions to Ask
1. How do we set goals together for my family as well as my child? Be as
specific as possible. For example, if your child is having tantrums and
this disrupts the other family members on a daily basis, you may want to
address these behavioral issues as your top priority. On the other hand,
if your child is having difficulty with a learning disorder and you are
concerned that there is a problem with attention and focus, this may be a
priority for you. It is up to you as your childs parent to begin defining
where your therapist can be of value to you.
2. How will we know when we have reached that goal? Is there a way we
can measure our success? There are two ways that we can determine
whether certain goals of treatment are being met: Informal, such as
observations by you, your childs teacher and those he or she comes into
contact on a regular basis and formal which are assessment instruments.
Specific, formal assessments provide you and your therapist with
objective feedback
3. Once you call for an appointment, how were you treated? Was your call
promptly returned and were your initial questions answered? Its
important that your call be returned in a timely manner, as this is an
indication of the importance your potential therapist places on you as a
client. You want to be assured that if you need him or her in an
emergency, that your call with be a top priority.
4. Finally, when interviewing these three therapists, be sure to make notes
as soon as possible after your appointment so you can recall what was
discussed. Its a decidedly stressful and emotional situation and notes
will help!
Making a Decision
Once youve completed your three initial consultations (we recommend no
more than three at a time), take the time to analyze each of them in relation to
the following questions for each of the therapists you interviewed:
1. Describe one of your short and long terms goals.
2. What knowledge does this goal require?
3. Does this therapist have the knowledge and skills to help you reach your
goal for your family and your child?
4. Is this therapist well trained in anatomy of the brain? Does she have a
good working knowledge of the older protocols that have stood the test of
time, as well as the newer protocols of infra-low frequency training?
5. Was he or she forthcoming with references, referrals, and testimonials
(even if on the website, this counts!).
6. Is the therapists timing and cost in alignment with what you can
invest? Is he or she willing to work out some arrangements regarding
their fee for their services
7. Is this someone whom you feel you can trust and in whom you have
confidence?
Chapter 23
Beginning Treatment:
What to Expect
Neurofeedback sessions typically take between 30 to 60 sessions, depending

on the complexity of issues that your child is experiencing, the frequency of
which varies from two to three times per week, for a period of four months to
one year.
Progress is generally evident after approximately 20 sessions and
improvements in behavior in the classroom or home are typically apparent
after about two months of training, with additional, continuing to be sure to
train the brain to solidify the gains made.
Treatment sessions begin with an update on the impact of the previous session
on focus, sleep, attention, school, and play. Your child sits in front of a
computer screen with electrodes attached to their scalp to measure brainwave
activity only, just like an EKG shows measurements of heart waves but
doesnt do anything to them. While the student is receiving visual and audio
feedback in the form of a video, and often listening to soft music, the therapist
monitors brainwave activity on another computer. The feedback that provided
during these sessions trains your child how to relax and focus, improve
concentration and alertness, all while decreasing impulsiveness. Training lasts
long after the time spent with the therapist somewhat like riding a bike!
Once mastered, the skills are retained.
STRATEGY #5
MONITOR YOUR CHILDS
PERFORMANCE
Chapter 24
Monitor Your Childs Progress
Teresa & Eric
Eric, a very bright and very verbal 10-year-old began neurofeedback therapy
prior to my seeing him in another area prior to their move to my area. Because
I specialize in educational assessment however, it was important to his parents
that they have a sense of how he was progressing through both his
neurofeedback therapy, as well as the intense remediation that they had him
undergoing. I reviewed a number of documents from his previous therapists,
doctors, and school including: vision and hearing screenings, teacher reports
of his classroom activities along with accommodations that they had made for
him, his IEP and 504, samples of his schoolwork and notes taken during his
parent/teacher conferences. Diagnosed with ADHD and a Learning Disorder
(Reading Dyslexia) he was performing much below his grade level,
however, he showed progress made during periodic assessments. I suspected
a Disorder of Written Expression as well, as an informal assessment showed a
lack of being able to form and write his ideas on paper. His handwriting was
illegible with no regard to linguistics or convention.
After consultation with his parents, I concluded that taking into account the
number of sessions he had had with his neurofeedback therapist, he should
have tested higher, so made a referral to someone whom I knew to be
particularly adept at treating learning disorders. Follow up assessments
showed that he was indeed improving as she focused on both the issues at
hand, placing a priority on the ADHD in order to help with focus and
concentration.
Why Monitor Your Childs Progress?
In order to ensure that your child is reaching his or her true potential, or
reaching their peak performance, we must have a way to measure their
progress.
All the research in the world doesnt guarantee success for your child in a
particular therapy. We are all unique we all have strengths and weaknesses
likes and dislikes. What works for one child may not work well at all for
another. For that reason, its important to be attuned to your childs progress,
both formally through assessments and informally in observing behaviors,
moods, communication, etc. Soliciting the help of your childs teacher is
helpful in this regard as he or she sees your child for such a large part of his
day. Its impossible for a therapist to know definitively how well a particular
therapy is working, however one of the advantages of neurofeedback is that
results are more quickly determined.
Why track your childs progress? As a busy parent, your reasons are likely
similar to most: First, you need to optimize your time and money in treating
your childs emotional, behavioral, and cognitive needs just as you would his
or her physical needs. If something isnt working, we must take the steps to
correct the path were on. Second, if your child is currently taking medication
for his or her ADHD or other disorder, working closely with the prescribing
physician to communicate the positive changes hes making due to the
neurotherapy ensures that adjustments can be made to the dosage.
The Role of Assessments in Monitoring Progress
Re-assessment, such as a TOVA test, is beneficial in determining the level of
progress made and provide you and your therapist with the data needed to
modify your childs treatment plan, if required, and ensure her progress.
STRATEGY #6
ENJOY YOUR NEW FAMILY!

Chapter 25
Enjoy Your New Family!
A Final Word
There are ultimately two reasons that people consider therapy: either they are
in great pain and continuing the way things have been is unacceptable, or they
are anticipating great rewards if they are able to change.
Change isnt easy for any of us, but the rewards can be tremendous: A child
reaching his or her true potential makes for a very happy family!
Family therapy as an adjunct to neurofeedback therapy works wonderfully well
for many of our clients. The challenges and obstacles that a family face with a
child with special needs are oftentimes overwhelming, but can be reduced, and
even alleviated altogether, with therapy. None of us exist in our families
alone; we must attend to those members who need extra care while at the same
time, respect and honor the needs and desires of other family members. Of
special importance is the relationship between you and your spouse as a
couple. Without the constant care of your relationship as the nucleus of your
family, you shall run the risk of weakening the foundation that you have built
prior to having children.
Family therapy is particularly helpful in lessening feelings of isolation that the
two of you share as a couple, or as a family unit. There is the propensity to
feel as if others couldnt possibly understand what we are going through at
times, which is to be expected, however, there are many professionals waiting
to help you at this very moment, as well as support groups and
psychoeducational resources that may prove to be of great comfort.
Areas of special concern for the family who has children with special needs
include:
Constructing a relationship with your spouse that draws upon your strengths
and allows you to build a cohesive, loving environment for all of your
family members to grow and thrive
Attending to issues of sadness, anxiety, depression, etc. that any of your family
members may be experiencing
Preparing contingency and emergency plans for the physical needs of all your
children and in particular, your child with special needs if she is
experiencing physical challenges
Preparing your household financially for emergencies that may arise
Providing developmental, cognitive, social, and educational support to your
child with special needs as she grows and matures
Along these same lines, preparing for different stages of your childs
development and planning for very pragmatic issues of aging within various
systems
Providing for the physical and emotional needs of your other children to help
them grow and develop
Addressing any issues of sibling rivalry that may be occurring within the
family
As we mentioned earlier, couples and family therapy can be of tremendous
help. The unforeseen challenges that arise for a family with a child with
special needs can include financial stress, time demands, anxiety, medical and
emotional issues, personal health, and of course parenting, but with help, you
can enjoy a successful, happy family and all the rewards that having a child
with special needs has to offer.
We hope that information we have provided has been of help and comfort to
you and wish the best for you and your family.
Best,
Lisa & Teresa
RESOURCES
National Institutes of Health Fact Sheets
Aspergers Syndrome
Attention Deficit Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder (ASD)
Dyslexia
Learning Disorders (LD)
ADD/ADHD Resources
ADD Resources
ADDitude Magazine
Autism Spectrum Disorder Resources
Autism Society
AutismSpeaks.org
Food Additive Resources
Feingold Association of the United States
Learning Disorder Resources
International Dyslexia Association
Learning Disabilities Association of America
National Center for Learning Disabilities
National Institute of Child Health and Human Development (NICHD)
National Institute of Mental Health (NIMH)
Laboratory Testing for Heavy Metals
We use the King James Medical Laboratory for DMSA challenge testing and
for hair analysis screening:
The King James Medical Laboratory, Inc.
24700 Center Ridge Road
Cleveland, Ohio 44145
800-437-1404
440-835-2177 (fax)
Neurofeedback Therapist Directories
EEGInfo.com
EEGSpectrum.com
Screening Tools
M-Chat.org (Autism screening tool: Can be used by parents)

Autismo, Adhd

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Autism, ADHD &

First Printing, 2013

Lisa Enneis, MA, MFT

I am a graduate of Pepperdine University and was licensed in 1992. I first

I am an Educational and Behavioral Therapist (Licensed Mental Health

Why a Diagnosis Is Critical

A Therapists Perspective: Teresa & Henry

A Therapists Perspective: Lisa & Randy

A Therapists Perspective: Lisa & Angela

A Therapists Perspective: Teresa & Susanna

A Therapists Perspective: Lisa & Jake

A Mothers Perspective: Lake Forest Parent

A Therapists Perspective: Lisa & Eric, John, and Nicole

A Therapists Perspective: Lisa & Delores

A Mothers Perspective: Bellevue Parent

A Mothers Perspective: A Parent in Huntington Beach, CA

A Therapists Perspective: Lisa & Ryan

A Therapists Perspective: Lisa & Jaime

A Therapists Perspective: Lisa & Ryan

A Therapists Perspective: Lisa & Anthony

Chapter 21 Your Childs Social Challenges

Researching Neurofeedback Therapists

A Therapists Perspective: Teresa & Eric

Chapter 25 Enjoy Your New Family!

Neurofeedback Therapist Directories

Whats Wrong with My Child?

Autism & Neurofeedback

ADHD & Neurofeedback

Learning Disorders & Neurofeedback

Mathematics Disorder characterized by difficulty in:

Disorder of Written Expression characterized by difficulty in:

Holding a pen or pencil

Reading Disorder (Dyslexia)

Mathematics Disorder (Dyscalculia)

Disorder of Written Expression

How Does Neurofeedback Work?

Can Neurofeedback Help My Child?

What If My Child Is On Medication?

How Does Neurofeedback Work?

Training your brain is similar to exercising or developing a muscle! Sensors

Why Havent I Heard of

DEFINE YOUR TREATMENT GOALS

Prioritizing the Needs of Your

We have addressed obtaining a diagnosis for your child and exploring

The Role of Your Childs IEP

Autism & Neurofeedback

ADHD & Neurofeedback

Learning Disorders & Neurofeedback

Your Childs Physical Challenges

Your Childs Behavioral Challenges

Your Childs Social Challenges

IMPLEMENT YOUR CHILDS

As the purpose of this book is to discuss the role that neurofeedback in

Neurofeedback sessions typically take between 30 to 60 sessions, depending

ENJOY YOUR NEW FAMILY!

Enjoy Your New Family!

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