||Info & Links for Parade & Psychology Today
Magazine Readers of the Articles on Neurofeedback
- The goal of this page is to help you find information
- We've provided links to many pages within our site and other sites which will
help you learn more about EEG biofeedback or neurofeedback-- about where to find a
local provider, about going to courses or meetings on neurofeedback, and about getting
audio or video tapes about it and info on EEG Biofeedback equipment.
- Futurehealth is the organizer of the world's largest meeting
on neurofeedback and is publisher of numerous tapes of past meetings. We will be
releasing, later this summer, the first textbook on neurofeedback. Use the navigation bar
below to explore the many areas Futurehealth covers... and learn about the Future of
health and the opportunities we offer to help you start taking charge of your life.
If you are interested in neurofeeback for ADDHD or other neurobehavioral
continuum diagnoses, such as oppositional defiance, Tourrettes, autism, neurofeedback in
the schools, then we have audio and video tapes you should be interested in-- tapes of
lectures and workshops given by the people interviewed in the recent Psychology Today,
Parade and New York TImes articles and the NPR Radio interview on neurofeedback. At
the February 1998 Winter COnference on Brain Function modification & Training, we
taped virtually all of the neurofeedback experts quoted in the articles. A sampling
of the tapes, with descriptions of the workshops are listed further in the page.
Linda Vergara, the assistant Principal of the ENrico Fermi School, in Yonkers
gave an impassioned talk on the value of neurofeedback in schools, particularly inner city
schools,and participated in a workshop on The RIpple Effect Program-- the neurofeedback
program at the Enrico Fermi School, with Mary Jo Sabo and Jim Georgi, the people who
developed and implemented the program.
John Anderson talked about his work over the last 5+ years in Minneapolis
schools. Joel Lubar, Siegfried Othmer and Susan Othmer have presented at the Winter Brain
Conference since its founding in 1993.
If you are a parent interested in understanding the basics of neurofeeback and
ADD/HD, we recommend The ADD Book by Joel Sears and Lynda Thompson-- which has sold
over 50,000 copies in the first few months it's been out. We have several tapes of
lectures and workshops by Lynda Thompson and her husband and colaborator, Michael
- Rob Kall
President, Futurehealth, Inc.
Audio & Video Tapes from Winter Brain Workshops
Neurofeedback In Schools
A8AA2 Mary Jo Sabo & Linda Vergara: THE
RIPPLE EFFECT: An in depth discussion of Brainwave biofeedback training in a public
For over three years, MaryJo Sabo and the Biofeedback Consultants
Inc. Team have developed and expanded a research-oriented EEG
Brain Wave Biofeedback Program in a public urban school.
The Program, referred to as The Ripple Effect, explores the Theta/Beta Ratio and currently
trains over 30 students. This workshop will focus on how the Program began, initial
challenges, funding, methodology, data collection and analysis, including immediate and
long-term outcomes. Also discussed will be how the program blends with the public school
system's existing special education procedures. Group and case studies will be explored.
B8XX2: John Anderson: Schools and Clinical
Practice - Neurofeedback is
This WS presents data on more than 100 students + specific case
histories. It will also challenge your assumptions with data on AVS, HSAS, VT, and NPP
which address needs that NFB cannot. These methods can be an exciting adjunct to a
Abstract: 5 years of experience using NFB in the
public schools and in clinical practice has shown that NFB alone is not sufficient to
address all the needs presented by students in the school or by clients in a clinical
practice. Other interven tions may be more effective and may be necessary before NFB can
work. Screening or testing for these needs & then providing training specific to their
resolution can signif icantly enhance a private practice. It is also a highly effective
approach to the difficulties faced by our public and private schools.
Neurofeedback training was introduced to the
Minneapolis Public Schools in 1990. Housed in Shingle Creek School in North Minneapolis,
the program saw only a few students but results were encouraging so the program continued.
The program moved to Harrison School in 1991 and then found a permanent home in New
Visions School in 1992. New Visions School also incorporated other unique educational
interventions such as Vision Therapy (VT) and Neuro- Physiological Programming (NPP). It
became clear that these interventions were effective for students when NFB was not or was
a helpful adjunct to NFB when this was indicated.
This workshop presents ways clinicians can
incorporate these methods into a private clinical practice and will also cover how to
bring these methods into the public and private schools in virtually any area. Sources of
funding will be discussed including state grants for technology, special education
services and demonstration projects.
ADD/HD & Attention
Description: In the past we
used short term interventions including medications and behaviour modification to help
both our child and adult clients with ADD. Today we are able to offer more lasting
solutions. The ADD Centre program has as its foundation, neurofeedback. But neurofeedback
training, though necessary for a lasting change, is not necessarily sufficient to effect
maximum improvement. In addition the ADD Centre program offers a balanced diet of metacog-
nitive strategies for learning, biofeedback to decrease tension and increase alertness,
advice on a healthy diet and supplements and a potpourri of simple to use techniques to
help families with organization, communication, and a positive approach to each others
idiosyn- crasies (behaviour problems). Occasionally there is certainly a role for the
short term use of medication. This multimodal approach forms the basis for a new public-
ation, The ADD Book, New Understandings, New Approaches from Little Brown, N.Y. by Dr.
William Sears and Dr. Lynda Thompson.
In this workshop we will describe these interventions and how they are combined for different
presentations of ADD. This workshop will outline: (1) a feedback program using EEG, EDR
and peripheral temperature for ADD clients; (2) teach learning strategies to improve
reading, listening, organizing and remembering and, (3) show how neurofeed- back and
metacognitive strategies are combined in the ADD Centres program, (4) provide an
opportunity for discussing strategies for helping parents reorganize household time and
job management in a manner that models both an efficient and a positive approach to
accomplishing tasks, (5) discuss strategies for increasing the ADD childs self esteem
through study-time techniques which reinforce the strategies being taught with
neurofeedback in the centre.
More detailed workshop description
Metacognition Combined with Neurofeedback: an Effective
Educational Approach to ADD
1. For Child Clients
2. For Adult Clients
Participants may be at any stage of experience: however, the
objectives are worded to apply to participants who have had some experience with the use
of neurofeed- back with children and / or adults who have ADD or ADHD.
Terminal Objective: To enable the participants to be able to
apply the combined approach of Metacognitive strategies and NF to ameliorate the symptoms
(short attention span, distractibility, impulsive approach to work) of ADD and the
associated academic difficulties, including under- acheivement due to a disorganized
approach to work.
At the completion of the seminar the participants should be
1. to distinguish sub-groups of ADD children and apply the
correct use of SMR vs beta training to each group.
· impulsive (may be either under or over aroused)
2. to select appropriate electrode placement which may vary
with arousal, impulsivity and presence or absence of language difficulties.
· to recognize and distinguish two groups of children with
ADD according to their level of alertness and apply the appropriate EDR feedback to each
3. To recognize three groups of ADD Adults and apply
appropriate training strategies for each group.
At the completion of the seminar the participants should be
1. to define metacognition
2. to apply a 4 step metacognitive strategy for junior high,
high school and college students
· to reading new material
· to listening to
3. to apply a 3-3-3 step metacognitive strategy
· to organizing a written or verbal presentation
4. to apply cognitive strategies to elementary school math and
5. to improve a clients setting of goals and management of
time (high school and adult clients)
Metacognition combined with Neurofeedback:
At the completion of the seminar the participants should be
1. to develop a training protocol for an ADD client that
combines appropriate neurofeedback, EDR and peripheral temperature feedback, and training
in metacognitive strategies.
Description of Seminar:
This seminar will be hands-on: First the participants will
partake in a reading assignment and, second, they will do a quick written assignment.
After discussion of strategies used, one volunteer will be hooked up for neurofeedback and
others will assist to train her combining learning strategies with brain-wave feedback.
Discussion will include methods to be used at home.
To get the seminar started, a short didactic lecture at the
beginning will cover the sub-types of ADD and appropriate Neurofeedback approaches to each
and introduce the concept of metacognition. This will be followed by the participants
being challenged with a brief reading assignment that is given to students at the ADD
Centres who are in grade 7 and above. When the participants have completed this task there
will be a discussion of the techniques they used and these will be compared with the
approach of children and even college level students with ADD.
The leaders present a 4 step strategic approach to reading,
preparing for exams or presentations, and listening to boring lecture materials. The
participants will then be invited to spend a few minutes reading a passage using the
metacognitive approaches just discussed and discussing the differences they experienced
when using these techniques. They will repeat this procedure revamping the lecture outline
they had previously worked on.
Participants will then be given a short, fun, challenging
written assignment to organize. However, like often happens to busy students, they only
have a few minutes to organize how they are going to present their material. The 3-3-3
writing strategy will then be discussed.
Organizing thinking processes, using strategies for efficient
reading, and practicing various visual and auditory/verbal memory techniques will be
emphasized. Throughout the presentation the rationale for combining neurofeedback with
training and learning skills will be underscored. This combination effectively improves
performance and leads to high levels of customer satisfaction. Clients have immediate
benefits from applying meta- cognitive strategies and long term benefits from the
combination of strategies and NF.
- A8U4 Lynda &
- Effective Interventions For ADD
A8S4 Joel F. Lubar: Choosing the Optimal EEG Patterns for the Enhancement of Attention
& Peak Academic Performance: Assessment, Treatment Protocols, & Demonstrations.
During the past twenty years we have developed protocols for the treatment of attention
deficit\Hyperactivity disorder. These protocols involved basically increasing beta
activity and decreasing theta activity over central cerebral cortex for the innattentive
component of ADD\HD. In individuals that have the hyperactive form of attention deficit/
hyperactivity disorder the SMR protocol is used initially. This involves training patients
first to increase SMR (12 to 15 Hz over sensorimotor cortex) and then the using the beta
paradigm to increase cognitive processing. In this workshop I will demonstrate
specifically how an assessment is made in order to determine whether an individual has an
EEG pattern consistent with the diagnosis of attention deficit/hyperactivity disorder and
also whether to train referentially or bipolar and and which frequencies to reward and
which frequencies to inhibit.
We have published research that showing that it is possible to enhance attentive
processes in non-ADD/HD individuals. This often involves working with other portions of
the beta band and inhibiting partions of the theta-alpha(thalpha) region. I will
demonstrate how to assess where to set the parameters for training in order to enhance
reading and listening performance for specific locations associated with Broca's and
Wernicke's areas. Next I will demonstrate how this methodology can lead to procedures for
enhancing other types of activities often designated as "peak performance"
including certain types of athletic activities where visualization is important before a
specific movement is performed. These more complex protocols involve being able to
identify rather specific EEG patterns and reinforcing these patterns. The way in which
this is done will be demonstrated specifically using EEG BF instrumentation.
A8B4: Judith Lubar Patterns of EEG Changes In Patients With ADD/HD and
Co-Morbidities Including Anxiety, Depression, Passive Aggressive Behavior, Chemical
Dependancy, and Learning Disabilities..
- Families with addiction and genetics associated with ADD/HD present a special challenge
in neurofeedback and psychotherapy because of the cluster of comorbidities which seemed to
increase in intensity from one generation to the next. These comorbidities have to be
sorted out in the evaluation process and dealt with in both psychotherapy and neurotherapy
- The workshop demonstrates how to recognize, based upon EEG criteria, when the patient
needs psychotherapeutic intervention or intervention for learning disabilities in addition
to neurofeedback training in order for the entire treatment program to be successful. Case
histories and concomitant EEG feedback changes in reactivity in individuals who were
depressed,anxious,passive aggressive and/or experiencing addictions illuminate the
description of the appropriate EEG therapeutic changes which make the treatment outcome
successful. EEG based termination criteria will also be described.
Mike Linden The
Complete ADD Testing & Treatment Workshop
- This workshop reviews the symptoms and etiology of ADD. I will
discuss in detail using testing (behavior rating scales, CPT tests & Q-EEG
evaluations) to accurately diagnos ADD & develop individualized treatment plans.
- Selection of ADD candidates for NF training and monitoring the
NF process to ensure the most success will be presented.
- FUTUREHEALTH Inc 211 N. Sycamore, Newtown, PA 18940, 215-504-1700 fax 215-860-5374