Attention Deficit Hyperactivity Disorder
I feel so strongly about the efficacy of Neurofeedback that I stand behind
my work with a money back guarantee. If the agreed upon treatment plan
does not create significant change I will refund your money in full.
American Academy of Pediatrics Recognizes Neurofeedback for ADD/ADHD
In October of 2012 the American Academy of Pediatrics report of Pediatrics
report on Evidence-based Child and Adolescent Psychosocial Interventions
concluded that for the Attention and Hyperactivity behavioral problems
(ADD and ADHD), Neurofeedback is a "Level 1 Best Support" intervention,
the highest level of support. This shows that Neurofeedback and
Medication are equally effective per the research findings. Medication
often times has short term and long term side effects. Medication can be
effective as long as the patient takes the medication. Neurofeedback
(which has been used for ADD/ADHD since the late 1950's) is not invasive,
and does not have these side effects. The research shows that after the
Neurofeedback Treatment protocol has been completed the effects remain for
years to come. If you are interested in the research please contact me
and I will send you the relevant research studies.
"What we see in neurofeedback is not just the impact on targeted
symptoms of the patient but on the evolving presence and dimensionality
of the person training. Patients widen their focus, think new thoughts
about old problems, and typically even their vocabulary expands and
becomes more nuanced. They are able to escape the stubborn repetitions
of their narrative."
Applied Psychophysiology and Neurofeedback Publication Study Sypnosis
One hundred children aged 6-19 with ADHD were put into two groups – both
groups received Ritalin, academic support at school, and parent
counseling. One group also received neurofeedback training, the other
didn’t (control group).
While Ritalin was still being taken after 1 year by both groups, only the
neurofeedback group showed a significant improvement in behavior as
measured by parent and teacher rating scales. The researchers concluded
that “the effect of Ritalin on parent and teacher ratings of inattention,
hyperactivity, and impulsivity was not robust”.
Once Ritalin was stopped after 1 year and time allowed for the drug to
leave the system, only the neurofeedback group showed significant
improvements on an attention and impulsiveness test.
While Ritalin was still being taken by both groups, an EEG measurement
showed an improvement in the area of the brain related to attention
(central and frontal cortex) to ‘normal’ levels only in the neurofeedback
The researchers conclude “stimulant therapy would appear to constitute a
type of prophylactic intervention, reducing or preventing the expression
of symptoms without causing an enduring change in the underlying
neuropathy of ADHD”, in other words Ritalin helps to hide the symptoms,
whereas neurofeedback changes the biology of the brain to eliminate the
Monastra, V.J., Monastra, D.M. & George, S. (2002) The effects of
stimulant therapy, EEG biofeedback, and parenting style on the primary
symptoms of attention-deficit/hyperactivity disorder. Applied
Psychophysiology and Biofeedback, Vol 27, No 4, p231-249
Child and Adolescent Psychiatric Clinics of North America
Follow up study to the one above
This was a follow-up on the study above, to assess whether the findings
were sustained 18, 24 and 36 months after the start of the original study.
The neurofeedback group continued to demonstrate improvements 36 months
after the original study began, i.e. more than 2 years after
neurofeedback ended on all 3 measures – biological (brain activity seen
through EEG), behavioral (teachers and parents rating scales), and
Neuropsychological (reaction and impulsivity test).
80% of the neurofeedback group had decreased their Ritalin dose by more
85% of the control group had increased their Ritalin dose, none had
Monastra VJ (2005). Electroencephalographic biofeedback (neurotherapy)
as a treatment for attention deficit hyperactivity disorder: rationale
and empirical foundation. Child Adolesc Psychiatric Clin N Am, 14, 55–