In 1997, Michael Joyce began using a unique dual frequency AVE session using the TruVuTM eyesets (independent field stimulation used with the DAVID Paradise units) to treat ADD and reading-challenged students in two Minnesota primary schools (Joyce & Siever, 2000). He measured the children for changes in inattention, impulsiveness, reaction time, and variability as measured with the TOVA (Greenberg & Waldman, 1993), a computerized continuous performance test (CPT). Improvements were seen after an average of 33 sessions (over a ten-week treatment period). These results clearly show improvements in all TOVA measures, including inattention, consistency and impulsivity. Joyce also evaluated reading ability in students from the SPALDING reading program school. The children were tested on the STAR (Standardized Test for the Assessment of Reading).This measure shows that the control group performance decreased slightly while the AVE group improved considerably.
An unpublished study done by Lawrence Micheletti compared four groups of children with ADHD. There was a control group, a stimulant (Adderall/Ritalin) group, an AVE group, and a group combing stimulants and AVE. Pre scores were taken, as well as post scores immediately following treatment, and post-post scores, after four weeks. The children received 20-minute sessions, five days a week for four weeks, for a total of 40 sessions. For raven IQ and spelling, the AVE alone group reported the greatest results; for reading and math, a combination of AVE and stimulants produced the best results.
A large-scale study of 200 children employed the use of AVE in a school setting to address inattention, impulsiveness and behavioural challenges on school-age children. Students selected had a history or learning and reading challenges, impulsiveness, and a propensity to be distracted and to distract others. Parents and teachers completed a behaviour reading scale, while the students completed a standardized reading inventory. Students participated in two to three AVE sessions per week, averaging 30 sessions in three months.
Behavioral and personality ratings were compiled using the BDS, and oral reading proficiency was assessed with the Slosson-R reading test. Students showed significant reductions in anxiousness, depression, hyperactivity and inattention. On average, students gained eight months in grade-equivalent reading scores.
Several studies show that AVE is a useful tool for treating attentional disorders. The frequencies used in its operation are similar to those frequencies used with common NF techniques. As added bonuses, the ability to have pre-programmed sessions makes AVE easy to use by people not skilled in NF, such as teachers and parents. A single clinician may also treat several children at one time, thus drastically cutting costs. The results include many behavioral improvements in addition to the primary attentional concerns.
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Carter, J. & Russell, H. (1993). A pilot investigation of auditory and visual entrainment of brain wave activity in learning disabled boys. Texas Researcher. Vol 4, 65-72.