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 Neurofeedback in School



take a 10% discount when you buy 3 titles,  12% Discount when you buy four, 15% when you buy six,  and 20% off when you buy ten.





Julian Isaacs How To Market and Deliver Neurofeedback Services to Schools

  $39 $49 $55



Mary Jo Sabo and Linda Vergara Steps to Integrating EEG Biofeedback in Public Schools

  $39 $49 $55



Mary Jo Sabo & Linda Vergara THE RIPPLE EFFECT: An in depth discussion of Brainwave biofeedback training in a public school.

  $39 $49 $55



 John Anderson Schools and Clinical Practice - Neurofeedback is not enough.

  $39 $49 $55


 PS8-17. A:

   Mary Jo Sabo:  Neurofeedback in a Public School




   John Anderson: 5 Years of NF in a Public Charter School-Building Linda Vergara:  Brain Wave Training as an Educational Tool in a Public School Setting (highly motivational-- a good tape to send to partents, or schools)




 Thom Hartmann  ADD at work,at home, at school








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 W040-2 How To Market and Deliver Neurofeedback Services to Schools Julian Isaacs
In 1998 the delivery of neurofeedback to schools in the Yonkers school district was the best covered national media topic in the area of biofeedback. Providing neurofeedback to school systems is one of the most effective methods to progress neurofeedback's acceptance because it is usually successful, schools provide a huge market, and the topic is newsworthy. It also recruits clients for private practice. The presenter of this workshop will share expertise gained from a variety of individuals' experience in the successful research and delivery of neurofeedback in public schools. This workshop will equip participants to successfully market and deliver neurofeedback services to schools, outlining a range of service delivery models from volunteer to full service provision.
Particular emphasis will be placed on methods of selecting neurofeedback training protocols which are safe and effective to use on children who have not received a QEEG. Techniques for the effective utilization of typical existing psychoeducational evaluation data will be outlined. Important safety, legal and ethical issues will be addressed and the adaptation of existing neurofeedback techniques and practices to the school environment will be covered in detail.
(i) Participants will learn to assess the suitability of candidate children in the school system for neurofeedback training.
(ii) Participants will learn how to correctly utilize school-based evaluations of children and integrate their findings with other specialized psychometric and other assessment instruments for evaluating neurofeedback candidates prior to and after neurofeedback treatment.
(iii) Participants will learn how to develop safe and effective neurofeedback training protocols for use with children who have not had a QEEG performed. This will include the use of relatively low cost EEG equipment for the assessment of EEG status pre-treatment.

W9HH2 Steps to Integrating EEG Biofeedback in Public Schools". Mary Jo Sabo and Linda Vergara

WA8AA2 Mary Jo Sabo & Linda Vergara THE RIPPLE EFFECT: An in depth discussion of Brainwave biofeedback training in a public school. (these are the people who have created the Yonkers' Enrico Fermi School Biofeedback program.) If you are itnerested in getting into the school system this is a great resource in which the main people whostarted thge program generously share their experience.
DESCRIPTION: 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.
 John Anderson Schools and Clinical Practice - Neurofeedback is not enough. WB8XX2:
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 clinical practice.
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.
Students who could not perform basic visual processing tasks needed specific visual training exercises to encourage the development of appropriate visual processing skills. Children with poorly developed nervous systems who had mixed hand, foot, and eye dominance needed specific physical exercises repeated daily with sufficient frequency, intensity and duration to encourage age appropriate neurological development.
These services were grouped loosely under the umbrella of a non-profit agency known as A Chance To Grow, Inc. (ACTG). New Visions School (NVS)
was a Public Charter Elementary School begun by ACTG to provide a way to bring these services to underserved children and adults in the inner city of Minneapolis. The gains realized by NVS students were
remarkable. Starting with at least a year deficit in reading to be enrolled in NVS, students have made an average of 1.6 years gain in reading level for each year NVS has been in operation. Where they were failing in their previous school placement and falling further and further behind in reading each year, now they were making more than a years gain for each year they were in NVS.
The services were also available to adults and children from the surrounding community both during the school year and through intensive summer programs. Results for these outside clients were equally impressive and encouraged ACTG to begin the process of raising funds to build an new building to more adequately house all of its programs.
In 1996 the Speech and Audiology dept. of ACTG began exploring the use of corrective measures for students with auditory processing deficits. They settled on a standard program developed by Kjeld Johansen of Denmark which uses specifically designed audiotapes to promote optimal hearing levels and right ear dominance. The first year only 10 students received this training and only 7 received pre and post testing. Of these, 6 improved and 4 showed significant improvements.
Audio/Visual Stimulation (AVS) was introduced on a limited basis in the fall of 1997. Michael Joyce, an associate of ACTG in Perham Minnesota, began a more comprehensive program at the same time. He performed pre and post TOVA’s and parent and teacher Burks’ Behavior Rating Scales with 34 students who received daily AVS sessions focused on increasing mental flexibility. Results were generally quite positive and in some cases were remarkable.
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.
__PS8-17. A:  Mary Jo Sabo:  Neurofeedback in a Public School
__PS8-15.A:   John Anderson: 5 Years of NF in a Public Charter School-Building
    Linda Vergara:  Brain Wave Training as an Educational Tool in a Public School Setting (highly motivational-- a good tape to send to partents, or schools)