Due to a genetic blood disorder, "Victor"  suffered a massive stroke at the age of 13 that affedted his entire right hemisphere and resulted in the loss of 25% of his brain.

At age 15, after two years of extensive physical therapy and rehabilitaion, he began EEG Neurofeedback treatments.

Prior to treatment he had the following difficulties:

• Problems with concentration and memory
• Difficulty completing class assignments
• Concern about passing class exams
• Feelings of impatience and low self-esteem
• Inability to raise his left arm above chest height
• Unable to cross his arms or touch his nose with his left hand.
• Pronounced limp on left side
• Inability to skip or jump

After 60 treatments with Real-Time, All-Digital EEG Neurofeedback, "Victor" experienced the following changes:

• Improved concentration and memory
• Improved classroom performance
• Improved reading and math, enabling him to complete and pass 8th grade with high profiency
• Improved balance and equilibrium
• Able to run, jump and skip
• Able to raise both arms above his head
• Able to cross his arms
• Able to touch his nose with his left hand

Following the treatment, his mother sent me the following email:

"Dear Elaine,

I will never get tired to thank you for all your kindness and support with ....

Take care, CEF"

"Joan" has Down's Syndrome.  Her parents brought her to me when she was 28 years old.  They had heard that Real-Time, All-Digital Neurofeedback could help improve the functioning of individuals with Down's Syndrome.  Their goal for "Joan" was to improve her communication skills.

Condition prior to treatment:

• Very shy, did not maintain eye contact
• Did nor reach out socially in her day care setting
• Communication consisted mainly of grunts, gestures, and pointing
• Although she had the ability to speak and had a very limited vocabulary, she only used words when prompted
• Often had boughts of crying or tantrums when frustrated

After 18 EEG Neurofeedback sessions her parents and social workers in her day care setting noted the following changes in her behavior:

• Became more social with others during activites in her day care setting
• Maintained eye contact
• Began to speak in appropriate  two and three word sentences
• Tantrums and crying episodes decreased dramatically
• All levels of social and intellectual functioning, based on previous day care evaluations, increased

"Mark" has Cerbral Palsy, uses a walker, and has difficulty with balance, physical stamina, and muscle spasms.  He has with difficulty with articulation (the production of speech sounds), memory, and processing information.

As a child he suffered from severe epileptic seizures and was so heavily medicated that he became zombie-luke and his ability to learn and process information was severly diminished.  When he was 12, the amount of medication needed was gradually reduced and then discontinued.  The fog of sedation he was living under was finally lifted.

I was hired to provide one-on-one, intensive academic instruction for "Mark" when he was 17 years old.

From January 2001 through June of 2003 I provided educational therapy for an average of 4 hours per week throughout the school year.  "Mark" made extremely limited progress and had problems retaining what he learned.  There was almost no change hin his academic progress.

• He had no concept of number quantity, could not count to 10
• He did not understand money and did not recognize coin denominations
• He could not recite the alphabet, but knew all the letter sounds
• He was unable to read single-syllable words (cat, pop, etc.) or basic sight words (numbers, colors, etc) unprompted.
• Inspite of his apparent lack of academic skills, he was knowledgeable about the world around him
• His expressive language was very limited
• His behavior was socially appropriate and he was well-liked by both regualar and special education students
• He enjoyed having age-appropriate books being read to him and understood what was read

In September 2003, I began providing Real-Time, All-Digital EEG Neurofeedback twice a week, in addition to the educational therapy; "Mark" was now 20 yearsold.

By April 2004:

• He was able to read and comprehend short paragraphs consisting of short sentences of single-syllable words
• He could count, add, and subtract with the numbers 1-10
• He recognized coin denominations and understood coin values
• He could recite the alphabet without prompting
• His articulation ability improved dramatiacally 
• His expressive language improved and revealed an extensive vocabulary along with a great sense of humor
• His balance and physical stamina improved
• His muscle spasms diminished

In June of 2004, at the age of 21, "Mark" left high school and was able to "graduate" in cap and gown.  A few weeks after graduation, his parents sent me a photograph and the following notes:

“Thank you for helping me find my way,
Love …" (printed in "Mark's" own handwriting)

"Elaine, You are a special angel.  Thanks for
all your work with ….
Take Care, Dave and Cathy”