Neurofeeedback for Concussions 05 2015 FINAL DRAFT

A PowerPoint Presentation by
Linda Guzman Ellenberger
Proprietor & Clinician
Elevate Brain Training
Fresno, California
Email: ElevateBrainTraining@gmail.com
© 2015

WHAT TO EXPECT TODAY….
 Ask questions!
 Raise your hand, please.
 No question is a dumb question.
 I’ll ask you to “talk it out” with a nearby
classmate every so often.
 Why?
 We learn better if we can verbalize it.
 We realize we don’t really understand if we
can’t verbalize it.

1. …you’ve ever suffered
any sports-related injury.
IF…

2. …you’ve ever seen a
fellow athlete suffer any
sports-related injury.
IF…

3. …you’ve ever had a
concussion.
IF…

3. …you’ve ever had a
concussion.
4. ...you’ve ever witnessed a
fellow athlete suffer a
concussion.
IF…

A LOOK AT TODAY’S LESSON
1. My Concussion Story
2. Concussion Statistics
3. Effects of a Concussion
4. Brain Regulation
5. Brain Dysregulation
6. Neurofeedback is…
7. Neurofeedback is Not…
8. Neurofeedback Sessions
9. Neurofeedback’s Efficacy

CONCUSSION:
THE GOOD, THE BAD, & THE UGLY
(NOT NECESSARILY IN THAT ORDER)

CONCUSSION:
 June 14, 2008
 7:15pm

CONCUSSION:
 June 14, 2008
 7:15pm
 Eaton Trail near
Copper
(Woodward Park
area)
 Riding at 20
mph…

CONCUSSION:
 Initial impact: my
jaw hit asphalt at
13 Gs
 Blood from
mouth/jaw injuries
 Second impact:
nose, teeth/mouth

CONCUSSION:
 At Regional
Community’s
E.R.

CONCUSSION:
 The diagnosis:
1. Whiplash
2. Broken C-5

CONCUSSION:
 The diagnosis:
1. Whiplash
2. Broken C-5
3. Broken jaw

CONCUSSION:
 The diagnosis:
1. Whiplash
2. Broken C-5
3. Broken jaw
4. Broken nose

CONCUSSION:
 The diagnosis:
1. Whiplash
2. Broken C-5
3. Broken jaw
4. Broken nose
5. Broken teeth

CONCUSSION:
 The diagnosis:
1. Whiplash
2. Broken C-5
3. Broken jaw
4. Broken nose
5. Broken teeth
 What’s missing
from this
diagnosis?

CONCUSSION:
But, wait…..
How could a highly
trained E.R. staff (and
15 total health care
practitioners over the
next few years) MISS
a concussion?

CONCUSSION:
THE GOOD, THE BAD, & THE UGLY— OVERLOOKINGA
CONCUSSION IS NOTUNCOMMON
1. True or False?
Extensive facial injuries
may tend to distract
medical staff from
checking for
concussion.

CONCUSSION:
1. True or False?
Extensive facial injuries
may tend to distract
medical staff from
checking for
concussion.
TRUE:
Medical staff can get so
focused on other more
pronounced injuries that
they may overlook mild
traumatic brain injury
(MTBI).
Centers for Disease Control: http://www.cdc.gov/Ncipc/pub-res/tbi_toolkit/physicians/mtbi/mtbi.pdf

CONCUSSION:
2. True or False?
Medical staff use MRI
and/or CT scan to detect
brain injury.

CONCUSSION:
2. True or False?
Medical staff use MRI
and/or CT scan to
detect brain injury.
TRUE:
But… a) concussions
don’t typically show up on
these tests1, and
b) the 2013 Am Acad of
Neurology guidelines
state that “CT imaging
should NOT be used to
diagnose sports-related
concussions”2
1 McCrory P, et al. Concussion statement on concussion in sport: the 4th International Conference on Concussion in Sport held in Zurich, November 2012, Br J Sports Med 2013;47:250-258.
<http://www.momsteam.com/health-safety/ct-or-mri-usually-normal-after-concussion-but-recommended-in-some-circumstances#ixzz3adgx1MsJ>.
2 Giza C, Kutcher J, Ashwal S, et al. Summary of evidence-based guideline update: Evaluation and management of concussion in sports: Report of the Guideline Development Subcommitee of the Amercian
Academy of Neurology. Neurology 2013. DOI:10.1212/WNL.0b013e3182d57dd (published online ahead of print March 18, 2013). < http://www.momsteam.com/health-safety/ct-or-mri-usually-normal-after-
concussion-but-recommended-in-some-circumstances#ixzz3adlguufO>.

CONCUSSION:
3. True or False:
There is always a
loss of
consciousness in
the case of
concussion.

CONCUSSION:
3. True or False:
There is always a loss
of consciousness in
the every case of
concussion.
FALSE:
My primary doctor
refused to consider
a concussion
diagnosis for me.

 The 21st Century’s Best Kept Secret
II.
Concussion
Statistics
and
Impact

HOW DANGEROUS ISYOUR SPORT?
STAND UPIFYOU…
1. Areacheerleaderorgymnast
2. Play football
3. Play hockey
4. Are a wrestler
5. Play rugby
6. Play lacrosse
7. Play soccer
8. Play basketball
11. Swim and/or dive
12. Play baseball
13. Are in track & field
14. Play volleyball
15. Play softball
16. Play water polo
17. Run or sprint
18. Play golf
19. Play tennis
http://www.thetoptens.com/most-dangerous-sports/
http://www.businessinsider.com/most-dangerous-high-school-sports-2010-10

CONCUSSION STATISTICS
 1.6 – 3.8 million sports- & recreation-
related concussions go unreported
 50% of concussions* go unreported
 53% of HS athletes have sustained a
concussion before participation in HS
sports
2006 Centers for Disease Control & Prevention Report
* American Medical Society for Sports Medicine position statement: concussion in sport.; http://www.ncbi.nlm.nih.gov/pubmed/23243113

CONCUSSION STATISTICS
 75% chance for concussion
 Football: the most common sport with
concussion risk for males
 The average high school football player is
nearly 200% more likely to suffer a brain
injury as a college player.**
 50% chance of concussion for HS female
soccer players
 Soccer: most common sport with
concussion risk for females
Sports Concussion Institute, Los Angeles, CA; http://www.concussiontreatment.com/concussionfacts.html
**http://espn.go.com/espn/story/_/id/9902116/report-details-concussion-risks-high-school-athletes

DANGERS FOR SOCCER PLAYERS
There is evidence that soccer
players who do a lot of headers
 may experience EEG and neurologic
changes (Tysvaer, Stroll, & Bachen,
1989) and
 have neuropsychological deficits
(Rutherford, Stephens, Potter, & Fernie,
2005).
http://www.americanboardofsportpsychology.org/portals/24/absp-journalhammond1.pdf

MORE CONCUSSION STATS
 47% of athletes do not report feeling any
symptoms after a concussive blow
 <10% sports-related concussions involve
a loss of consciousness, e.g., blackouts,
seeing stars
Sports Concussion Institute, Los Angeles, CA; http://www.concussiontreatment.com/concussionfacts.html

FINAL CONCUSSION STATISTIC 
 Most concussion symptoms disappear
within 2 weeks
 10 to 20% of concussion sufferers "are
still experiencing symptoms anywhere
from weeks to months to years later"
http://espn.go.com/espn/story/_/id/9902116/report-details-concussion-risks-high-school-athletes

EFFECTS AT THE NEURONAL LEVEL
Immediately after an
injury, whenone’s brain
tries toperform a task
and nothing happens,
the brain stops trying.
It’ssort of like whena
flea jumps and hits the
lidof ajar: it willnever
jump higher than the lid
again.

EFFECTS AT THE NEURONAL LEVEL
Post-injury, the
brain’s process of
repair is similar to a
bad electrician who
randomly crosses
wires & unplugs
circuits until a light
comes back on.

Neurofeedbackdefined.com/neurotherapy
RESULTS OF BRAIN’S POOR REPAIR PROCESS
It won’t
attempt to
send signals
down
pathways
once it has
tried & failed
Pattern of
overworking
gets wired in,
even after the
healing that
happens over
the first 18
months
Brain may
begin working
extremely hard
to even
accomplish
some simple
tasks

For a child, it may be years before the deficits from the injury become apparent
Brain Injury Association of America, http://www.biausa.org/brain-injury-children.htm
COGNITIVE DEFICITS CAN BE LIFELONG
Impaired
reasoning
skills
Impaired
judgment
Difficulty
processing
information;
poorfocus
&memory

PHYSICAL IMPAIRMENTS COGNITIVE IMPAIRMENTS EMOTIONAL IMPAIRMENTS
speech short term memory deficits mood swings
vision impaired concentration denial
hearing slowness of thinking self-centeredness
headaches limited attention span anxiety
motor coordination impairments of perception depression
spasticity of muscles communication skills lowered self-esteem
paresis or paralysis planning sexual dysfunction
seizure disorders writing restlessness
balance reading lack of motivation
fatigue judgment difficulty controlling emotions
Brain Injury Association of America, http://www.biausa.org/brain-injury-children.htm
NUMEROUS EFFECTS OF CONCUSSION

 “Confusion and
controversy about
concussion
management persist…
despite growing
awareness of sports-
related concussions &
education campaigns,
….”
Institute of Medicine of the National Academies.
“Sports-Related Concussions in Youth: Improving the Science, Changing the Culture.” October 30, 2013
http://www.iom.edu/Reports/2013/Sports-Related-Concussions-in-Youth-Improving-the-Science-Changing-the-Culture.aspx
STILL CONFUSION & CONTROVERSY

III.
Brain
Regulation
vs.
Brain Dysregulation

WHAT IS A REGULATED BRAIN?
A body of 50 years of
research has proven
that
there is an
accepted normal
pattern of brainwave
activity for any given
situation
Brain and Body Solutions. http://www.brainandbodysolutions.com/neurological-dysregulation-syndrome.html

A REGULATED BRAIN:
It is a
“Command Center”
that runs efficiently &
productively in all
circumstances

 It’s like a
harmonious
symphony whose
conductor’s
timing is
precise
A REGULATED BRAIN:

What Does the Brain Regulate?
Anger Empathy Obsessive
Thoughts
Anxiety Headaches/
Migraines
Perception
of Pain
Attention Impulsivity Response
Time
Behavior Mood Self-Talk
Emotions Motivation Sleep

IV.
Brain Dysregulation

WHAT IS A DYSREGULATED BRAIN?
Imbalanced
Improperly regulated
Producing
inappropriate
brainwave activity
Imprecise timing
Brain and Body Solutions. http://www.brainandbodysolutions.com/neurological-dysregulation-syndrome.html

BRAIN DYSREGULATION:
LITERALLY, THE BRAIN IS OUT OF ORDER

DYSREGULATION
EXAMPLE 1: TOO MUCH BETA
http://neurofeedbackdefined.com/what-is-neurofeedback
It’s not optimal for the
beta frequency—
the “go” brainwave—
to be dominant at night,
or it causes
insomnia

DYSREGULATION
EXAMPLE 2:TOO MUCH DELTA
It’s not optimal for
the delta frequency—
the “sleep” brainwave—
to be active during the day,
or it causes
daytime drowsiness

DYSREGULATION
EXAMPLE 3: INATTENTION
It’s not optimal for
the theta frequency—
the “relax” brainwave—
to be active while a student
tries to learn new material,
or it causes
inattention & spaceyness

A Snapshot
of a
Dysregulated
Brain:
ADHD

DYSREGULATION: A BRAIN MAP
Too much theta
= inattention

The Dysregulated Brain Manifests
Itself In Disorders Such as….
ADD/ADHD
(Attentional Issues)
Cognitive Issues
(Focus, Memory, Processing Speed,
Flexibility—
Especially Cog Issues Due to
Anesthesia or Chemo Brain)
Migraines
& Headaches
Addiction Depression PTSD/Trauma
Anxiety Fibromyalgia Stress
Autism &
Asperger’s
Hypersomnia
(Daytime Sleepiness)
Nightmares &
Night Terrors
Brain
Injuries
Insomnia Tantrums

What are
Some of the Causes
of Brain
Dysregulation?

1) AdverseChildhoodExperiences
2) Disorder in the Home
3) Inadequate Sleep
4) Multi-Tasking with Media
5) Head Injury / Sports Concussion

1) Addictive Behaviors
2) ADHD
3) Anxiety
4) Learning Disabilities

Re-Cap
1. Brain Regulation

V.
How Can the
Dysregulated
Brain
Become
Regulated?

A POWERFUL
INTERVENTION:
NEUROFEEDBACK
(ALSO CALLED
EEG BIOFEEDBACK
OR NEUROTHERAPY)

NEUROFEEDBACK IN A NUTSHELL

THE ESSENCE OF NEUROFEEDBACK
When your BRAIN becomes
aware of its own activity…
Your brain can change it

Operant Conditioning:
The brain learns self-
regulation through rewards &
inhibitors
NEUROFEEDBACK IS OPERANT CONDITIONING

NEUROFEEDBACK IS A PERSONAL TRAINER
Trains
electrical
activity &
timing
of the brain

NEUROFEEDBACK CAN BE COMPARED TO
LEARNING HOW TO RIDE A BIKE
Extra tools such as
training wheels or a
friendly hand help
guide the process
of learning how to
ride a bike

IMPROVEMENTS ARE TYPICALLY
PERMANENT
 Changes are
permanent
 Just as you never
forget how to ride a
bike, your brain
typically never
forgets how to self-
regulate

Better Brain
Regulation
Improved
Brain
Performance

Better Brain
Regulation
 Better attention
 More alert
 Calm focus
 Better control over
behavior & emotions
 Increased resilience
to stress
 Improved sleep
patterns
 Grace under
pressure
Improved
Brain
Performance

What is
Neurofeedback NOT?

NEUROFEEDBACK IS NOT….
 A forcible cure to
make your child
vacuum the house
 A panacea
 A quick fix
 A “Holy Grail”

NEUROFEEDBACK IS NOT….
 A parenting replacement
 Counseling/therapy
 A new age fad
 Hypnosis
 “Mind over matter”
 Invasive
 Painful

Re-Cap
1. Brain Regulation
3. Neurofeedback is….
4. Neurofeedback is not….

What
Does
Neurofeedback
Look
Like?

The computer provides
the brain feedback on:
a) how each brainwave
frequency is
performing, and
b) how the brain might
improve its
performance
WHAT HAPPENS IN A
NEUROFEEDBACK SESSION?

The brain responds
to the feedback,
learning new
developmental skills
WHAT HAPPENS IN A

 Sensors are placed
on ear(s) & scalp
 Sensors pick up
electrical activity
coming from
brainwaves
 Each session: 25-35
minutes of feedback
http://neurofeedbackdefined.com/neurofeedback-therapy
WHAT HAPPENS IN A

HOW MANY SESSIONS?
 2-3x/week (up to 10)

HOW MANY SESSIONS?
 Generally, in the first
5-8 sessions, clients
notice improvements

HOW MANY SESSIONS?
 Generally, in the first
5-8 sessions, clients
notice improvements
 20-30 sessions are
recommended to
achieve one’s goals
to maintain lasting
results

HOW MANY SESSIONS?
 The greater the
brain
dysregulation, the
more sessions an
individual will need

 Ages 7 through 11:
The pre-pubescent
brain tends to
respond more
quickly
 However, ANY age
may benefit!
OPTIMAL AGE FOR NEUROFEEDBACK

VI.
What Does
Research Tell Us about
the Efficacy
of Neurofeedback?

BrainPaint’s Efficacy

BRAINPAINT RESULTS: ALL CLIENTS
0
10
20
30
40
50
60
70
80
90
100
2
Sessions
5
Sessions
10
Sessions
20
Sessions
All Clients & All Issues (n=16,490)
Percentage
of People
Reporting
Progress
80%
report
symptoms
are “better”
or
“resolved”
by the 20th
session.
Per BrainPaint Rack Card

Research, in General,
Demonstrating
NF’s Efficacy
with
Mild Traumatic
Brain Injury

NEUROTHERAPY FOR POST-CONCUSSIVE SYNDROME
 Neurofeedback: effective in significantly
improving or redressing symptoms of post-
concussion syndrome, as found in “a number of
different studies” (2004)
 Core deficits of post-concussion syndrome:
 Attention deficits & difficulty sustaining mental effort
 Fatigue & tiredness
 Learning & memory problems
 Socialization problems
 Frequent headaches
 Post-concussion syndrome: (a range of residual symptoms that persist 12 months
or more after the injury, often despite a lack of evidence of brain abnormalities on MRI
and CT scans).
Duff, Jacques. “The usefulness of quantitative EEG (QEEG) and neurotherapy in the assessment and treatment of post-concussion syndrome.”
Swinburne University of Technology, Brain Sciences Institute, 400 Burwood Rd, Hawthorn 3122, Australia. Clinical EEG and neuroscience: official journal of the EEG and
Clinical Neuroscience Society (ENCS) (Impact Factor: 3.16). 11/2004; 35(4):198 .209. http://www.researchgate.net/publication/8222613_The_usefulness_of_quantitative_EEG_(QEEG)
_and_neurotherapy_in_the_assessment_and_treatment_of_post-concussion_syndrome

NEUROTHERAPYFORPOST-CONCUSSIVE SYNDROME
 2013 Study Results:
 Incidence and severity of headaches:
reduced after 5 neurofeedback sessions
eliminated after 20 sessions
 Brainwave activity was measured at normal
levels via EEG (electroencephalography)
Linden, M., PhD. “The Effects of QEEG Guided Neurofeedback on Post-Concussion Syndrome: Case Study”
http://www.lindenalc.com/wp-content/uploads/2013/09/Sport_Neuropsych_Society_Concussion_Poster_May2013-2.pdf

 2012 International Brain Injury
Association Review of Evidence:
 Neurofeedback remediates symptoms of
both open- & closed-head injuries
 Serious cognitive deficits were
ALLEVIATED in individuals who failed to
improve under conventional treatment
Moss, Donald, et al. “The Use of Heart Rate Variability Biofeedback and Neurofeedback for Traumatic Brain Injury.” Biofeedback.
Spring 2015, http://www.aapb-biofeedback.com/doi/abs/10.5298/1081-5937-43.1.03?journalCode=biof

 2015 in Biofeedback Journal:
 Post-Concussive Syndrome has similar
symptoms to PTSD
 Neurofeedback results in physiological
release of trauma, further resulting in
overall improved physiological functioning

 2015 Biofeedback Journal:
 Severe brain injury caused: emotional &
cognitive dysregulation
 Neurofeedback resulted in:
 improved attention
 emotional control
 life-satisfaction
 self-esteem

MY ANECDOTAL EXPERIENCE
 After 75 neurofeedback sessions, my symptoms are
resolved. No more:
 Daytime fatigue and sleepiness
 Nighttime sleeplessness
 Blank mind
 Difficulty forming sentences when talking
 Severe short-term memory deficits
 ADHD symptoms
 Fibromyalgia symptoms: incessant muscle
pain/weakness

Research, in General,
Demonstrating
NF’s Efficacy
on Children with
ADHD &
Other Academic Challenges

EFFICACY OF NEUROFEEDBACK ON
ADHD

NEUROFEEDBACK & ADHD
 American Academy of
Pediatrics (AAP):
 EEG biofeedback is an
“evidence-based
child/adolescent
psychosocial
intervention”
 AAP: over 60,000
pediatricians
http://coe.csusb.edu/documents/CRPsychosocialInterventions.pdf

NEUROFEEDBACK & ADHD
http://coe.csusb.edu/documents/CRPsychosocialInterventions.pdf
 EEG Biofeedback =
 A Level 1 (Best Support)
for children & adolescents
with “attention &
hyperactivity behaviors”
(May-Oct 2013)
 Endorsed “as effective
as medication”

Neurofeedback’s Efficacy with
ADHD, LD, & Teen
ADHD/Depression/Suicide

 In this next slide:
 The first large randomized controlled
trial to evaluate the long-term
effectiveness of in-school computer
training for ADHD
NEUROFEEDBACK RESEARCH: ADHD
“Computer Feedback Can Help Students With ADHD Train Their Brains”
February 17, 2014
http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Computer-Feedback-Can-Help-Students-With-ADHD.aspx

NEUROFEEDBACK (NF) RESEARCH:
ADHD
Year
Author
Subjects Sessions Results
2014
Naomi
Steiner,
MD, et al;
in
Pediatrics—
thejournalof
theAmerican
Academyof
Pediatrics
104
7- to 11-
year-olds
with ADHD
40 sessions
in an
elementary
school
setting
Prompt & greater
improvements in
ADHD symptoms,
which were
sustained at the
6-month follow-up
Conclusions:
1) NF is a promising
attention-training
treatment for children
with ADHD
2) NF can contribute to
lasting improvements for
these children

ADHD
Year
Author
2001
Carmody
et al
8 children
age 8-10 years
not taking
medication
(4 with ADHD,
4 without)
35-47 sessions
in an elementary
school setting
6-month time
span
Less
impulsivity
Improvements in
teacher-rated
attention

Year
Author
2006
deBeus
et al
52 children
age 7-10
diagnosed with
ADHD;
50% inattentive
type, 50%
combined); 46%
had comorbid
conduct disorder,
depression, or
anxiety disorders,
typical of the ADHD
population
20 sessions Significantly improvements in:
• hyperactivity ratings at home & school
• attention ratings at home
• ability to work with others
• organization
• study habits
• attitude
• internalizing symptoms
• computerized tests of attention
1/3 of the group was able to reduce
medication dosage
NEUROFEEDBACK (NF) RESEARCH: ADHD

Year
Author
2006
Beauregard
Levesque
et al
20
unmedicated
children
age 8-12 with ADHD
Note: All subjects
received stimulant
medication, parent
training & counseling,
and educational
assistance
40 sessions
3x/week for
13½ weeks
Significantly
improvements
in:
cognitive
functioning,
attention, &
hyperactivity
Functional magnetic
resonance imaging
(fMRI) detected
increased activation
of the anterior
cingulate cortex—a
key player in HOW we
pay attention
Commentary on this study from Jim Robbins in his book, A Symphony in the Brain:
“a landmark study…using state-of-the-art brain imaging technology at the University of Montreal.
It should go a long way toward silencing the critics of the science of neurofeedback” (151).

Year
Author
2002
Monastra
et al
100
6-19 yrs-old
with ADHD;
51 chose NF
All subjects
received stimulant
medication, parent
training &
counseling, and
educational
assistance
34-50
sessions
1x/week
WITH MEDS:
Significant improvement
on:
• parent & teacher
behavioral ratings
• TOVA (Test of Variables
of Attention)
• qEEG measures of
cortical arousal
WITHOUT MEDS:
After a 1-week
medication
washout, only the
NF group retained
their improvement

EFFICACY OF NEUROFEEDBACK WITH
LEARNING DISABILITIES

Year
Author
2005
Fleischman
et al
2 identical twin girls
with mild
development delay &
ADHD symptoms
n/a IQ scores
increased 22 &
23 points (Full
scale IQ)
• Improvement in
ADHD symptoms
• Gains maintained
after 1 year
1996
Linden
et al
18 children age 5-15
with ADD & LD
40 sessions
in 6 months
Significant
increase in IQ
Reduced inattentive
behaviors
2003
Fernandez
et al
10 LD children 20 sessions
2x/week
Significant
improvement
on WISC
performance
Better cognitive
performance

Year
Author
2006
Follow-up
of 2003
Fernandez
10 LD children 2 years after
initial
20 sessions
Positive behavioral
changes
Remission of LD
symptoms
2004
Orlando
6th, 7th, & 8th graders
with identified
learning problems,
ADHD, or “Other
Health Impaired”
28 weekly
sessions
over
7 months
Improved reading
test scores;
increased time on
basic reading
Improved IQ
scores (verbal &
full scale)
2006
Jacobs
2 boys with learning,
attention, mood,
social, &
developmental
deficits
2x/week for
6 months
Improvements in:
• academic
functioning,
• home behavior
• peer relationships
Improved in all
tracked
symptoms with
no adverse
effects

READING DISABILITIES
Year
Author
2012
Nazari MA,
et al
6 children
Aged 8-10
20 sessions
30 minutes/each
with 2-month
follow-up
 Improvements in
behavioral
deficits;
 Significant
improvement in
reading and
phonological
awareness skills
Conclusion:
EEG analysis possibly
indicates integration
of sensory & motor
areas that explains the
improvements in
reading skills and
phonological
awareness

NEUROFEEDBACK (NF) RESEARCH: ADHD,
TEEN DEPRESSION & SUICIDE
Year Subjects Sessions Results
2010-
2012
In
Juneau,
Alaska
16+ teens at
Yaakoosge
Daakahidi
Alternative High
School who
voluntarily
signed up for the
“class” in order
to have NF
sessions
(Total # of students
unknown)
20-40
sessions
 Increased
attendance rates
 Increases in
credits earned & in
course completion
 Declines in
student disruptive
& discipline
behaviors
• The district had the
highest suicide rate
in the nation before
2010
• But, during the 2
years that BrainPaint
was available to
students, the suicide
rate was zero

If Neurofeedback
is Backed
by Such a
Large Body of
Research,
Why is it Neither
Widely Known
nor Widely Offered?

NEUROSCIENCE’S “BEST KEPT SECRET”
 Lost government
funding in the 1970s:
 The National
Institutes of Health
(NIH) chose to focus
funding on
pharmaceuticals
 Has not been widely
available

NEUROSCIENCE’S “BEST KEPT SECRET”
 Lousy P.R.:
No large, formally
organized marketing
group (as the
pharmaceutical
industry does well)
 Only 21st-century
technology has
made it possible for
greater availability,
such as Bill Scott’s
BrainPaint system

Final Re-Cap
1. The dysregulated brain *can* learn to
regulate itself
2. NF is a powerful tool—helping people
function better & feel better, permanently
3. NF is evidence-based

BrainPaint Neurofeedback Helps
People Suffering From….
ADD/ADHD
(Attentional Issues)
Cognitive Issues
(Focus, Memory, Processing Speed,
Flexibility—
Especially Cog Issues Due to
Anesthesia or Chemo Brain)
Migraines
& Headaches
Addiction Depression PTSD/Trauma
Anxiety Fibromyalgia Stress
Autism &
Asperger’s
Hypersomnia
(Daytime Sleepiness)
Nightmares &
Night Terrors
Brain
Injuries
Insomnia Tantrums

What are YOUR
Final Thoughts
On Neurofeedback?

Final Thoughts, or Takeaway
 Neurofeedback is a powerful training tool

 Neurofeedback is a powerful training tool
 Neurofeedback is easy!

 Powerful training tool
 Neurofeedback can teach the brain to function
at its pre-injury levels, or better

 Teaches brain to function at its pre-injury levels,
or better
 Neurofeedback results are relatively quick

 Teaches brain to function at its pre-injury levels,
or better
 Results are relatively quick
 Neurofeedback results are permanent

NEUROFEEDBACK HAS HELPED
OLYMPICATHLETES,CEOS,AUTISTIC CHILDREN,TRAUMA
VICTIMS,CHILDREN WITH AD/HD,
VETERANS WITH PTSD, & THE LIST GOES ON….

Linda Guzman Ellenberger
Proprietor & Clinician
Elevate Brain Training
Email: ElevateBrainTraining@gmail.com
Spring 2015

OLYMPICBEACHVOLLEYBALLCHAMPION
KERRIWALSH-JENNINGS ONNEUROFEEDBACK
 “The training
increased [my]
mental agility and
allowed [me] to
remain more calm
during tense
moments of
competition.”
 Gold medal winner:
2012 Summer
Olympics in London
 http://www.ahpinstitute.com/neurofeedback
-elite-athletes/

2006 WORLD CUP CHAMPION ITALIAN
SOCCER TEAM AFTER NEUROFEEDBACK

FRENCH TENNIS GREAT
MARY PIERCE ON NEUROFEEDBACK
 French tennis great
Mary Pierce, two-time
singles champion at
Grand Slam
tournaments, has
been nominated to
the International
Tennis Hall of Fame.

AMERICAN TENNIS PLAYER
MIKE BRYAN ON NEUROFEEDBACK
 American tennis player
Mike Bryan, who has
undertaken 20 NF
sessions. “I feel a
difference," Bryan has
said. "I can hold my
focus longer, I can turn
it on when I need it and
I can get into an
optimal brain state out
there.”
 Bronze medal in
Beijing, 2008

ALEXANDREBILODEAU,
CANADIANMEN’SMOGULCHAMPION,
CREDITED HISGOLDMEDALTONEUROFEEDBACK
 Alex, 26, became
the first athlete to
win back-to-back
gold medals in
moguls, having
also won the event
in 2010 in
Vancouver.

ANECDOTAL
NEUROFEEDBACK SUCCESSES

 “Every time I close
my eyes, I see my 6-
year-old son dying
on the operating
table”
 After only 1 session,
John reported: “This
is the 1st time I’ve
closed my eyes since
the accident, that I
have *not* seen my
son on the operating
table”
Before After
29-YEAR-OLD TRAUMA VICTIM, JOHN

 Mohammed: “I used to
be the biggest baddest
bully in the school.”
 Mom:“I asked God, ‘Why
did you give him to me?’”
 “very bad”
“could never sit and do
something”
 Mohammed:
 “I’mdifferent”
 “Itcalms medown”
 “Itmakesmefeelgood”
 Mom: “Ilookedforwardto
hissessions”
 “afterhewasfinished,he
feltmorerelaxed”
 “absolutelynormalkid”
Before After
Source: Jim Robbins’ A Symphony in the Brain, p. 144
10-YEAR-OLD MOHAMMED
Before After

 Chris’s Mom: “He
wakes at least 3-4
times a week, terrified
from nightmares”
 4 sessions: Nightmares
disappeared
Before After
7-YEAR-OLD CHRIS
Before After

 Diagnosed with ADHD
as a boy
 As a teen,
 used drugs
 started stealing, even
though his family had
plenty of money
 hung out on the streets
 9sessions: FstoAs
 Rememberedhislunch
money&hisbooks
 Focused&carriedona
conversationwithoutbeing
distracted
 Mom: “Hewas
interesting—forthefirst
time,Iwasgettingtoknow
mykid”
Before After
Source: Jim Robbins’ A Symphony in the Brain, p. 155
16-YEAR-OLD VERN

 Her anxiety was so
paralyzing & painful
that she
couldn’t go to school
couldn’t fall sleep
hours after being
around an alcoholic
family member
 Anxiety attacks: gone
 She’s able toattend
school more regularly
 She can now fall asleep
withease—after being
around her alcoholic
family member
Before After
13-YEAR-OLD ANNA
Before After

 Severe depression &
anxiety kept him from
being able to attend
school since 5th grade
 11th grade: he could
complete 0 of his 20
weekly independent
study assignments
 His mom spoke to his
teachers for him
 After only 6 sessions,
Eric is able to complete
all 20 of his weekly
assignments
 He doesn’t want his
mom talking for him
anymore: He speaks to
his teachers directly
 He has hope
Before After
17-YEAR-OLD ERIC

Neurofeeedback for Concussions 05 2015 FINAL DRAFT

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