Boost your brain for 2020  - students can achieve Distinctions

http://www.weirduniverse.net/blog/comments/einsteins_brain_waves?fbclid=IwAR0PAeodJdpT4ub6RGrwejYjlfBTUKG2oPTLTtGueOaV2y6AUInMgVs18iA

CLICK THE ABOVE LINK.  Guess who got his brain measured too!

(1) Good syncronised brain (isf neurofeedback) + (2) Good study skills + (3) Good Teacher  

  • You are reading this because you already have a good teacher (3) & some study skills (2).  As a psychologist involved in study skills 1991, University of Victoria, Canada,  study skills is a must have.  ISF  neurofeedback (1) enables and boost students ability to focus, comprehend and recall lessons taught.  Teachers will have a easier time and parents will be happier too.  Nature must combine with nurture.
  • All brains are created differently.  Some are blessed with well syncronized brain waves that makes understanding the day's lesson so easy while some are quite the opposite.
  • Neuroplasticity exist in all of us and all it needs is a boost/trained/tuned towards optimal levels.
  • Brain training increases neuro networks for the whole brain.  This is why you NEED TO TRAIN the whole brain.  (training just the frontal lobe is the weakness of head band therapy).
  • Good brain training will see electrodes being shifted to different locations, and with different combinations being applied onto the scalp to achieve syncronicity.  In practice we combine a 2-19 electrodes onto the scalp to "CONNECT", increase neuro connections taking into consideration the brain's amplitude, asymmetry, phase, coherence levels.

Eight ways neurofeedback improves academic performances.  Neurofeedback is effective for students of all ages. (you need to train the whole brain not just frontal lobes for focus.  You need to train memory  which most headband type of "training" neglect).

1.AttentionBeing a good student requires one to sit and listen during lectures and classes. Neurofeedback improves the brain’s ability to maintain attention for longer periods of time which directly impacts how much information is absorbed in any given class session. Neurofeedback is particularly necessary for students who struggle with ADD or ADHD, as it minimizes distractions.

 2.Focus – Students often face heavy workloads and long study hours during the day. Neurofeedback directly improves students ability to focus, making it easier to complete work with speed and accuracy.  This is called fluency or mastery .

3.Memory – Studying for certain subjects often requires a substantial amount of memorization for exams. Neurofeedback works to enhance the brain’s ability to absorb and hold information for easier recall in times of need.

4. Test Performance – If a student struggles with test taking in general, neurofeedback strengthens the student’s ability to focus while actually taking the tests, promoting better test outcomes. Test results are sure to reflect a person’s strengthened ability to memorize as well.

Good PSLE SCORE? Yes!

5. Sleep Quality– The success of students is heavily determined by the amount and quality of sleep a person gets. The brain does not function at its optimal level if the brain is tired. This is especially important for a math exam.  Neurofeedback specifically improves overall sleep quality.

6. Anxiety Reduction –  ISF Neurofeedback is used to lower a person’s anxiety. When it comes to school performance, anxiety can be crippling, especially in times of high stress such as during final examinations. Training the brain to function calmly and effectively will reduce anxiety levels, setting a student up for success.  This is important for athletes too.

7. Mood Improvement The spillover effect of stresses of life outside of school do not disappear during the semester. If a person struggles with mood issues, such as depression, this will have a negative impact on school performance. When the brain is functioning more calmly and working at it’s highest optimum frequency, depression symptoms often decline and/or disappear.

8. Learning Disability Improvement – If your child or you struggle with a learning disability, school can be much more difficult with which to keep up. Certain tasks may take longer and may not register as easily. Neurofeedback works to reduce the symptoms of learning disabilities to ensure for better success. Each person has different, unique needs, which is why neurofeedback sessions begin with taking a quantitative EEQ brain map to pinpoint where in the brain these issues are initiating. The protocol for the neurofeedback sessions is then determined based on these individual needs.

PARIETAL LOBES

light blue areas shows under activity in both P3P4

The parietal lobes is divided into 2 functional regions.  It helps in sensation, perception and integrates sensory input.  It constructs a spatial coordinate system to represent the world around us. Individuals with damage to the parietal lobes often show striking deficits, such as abnormalities in body image and spatial relations (Kandel, Schwartz & Jessel, 1991).

Damage to the left parietal lobe can cause "Gerstmann's Syndrome."
Problems one can experience:  right-left confusion, difficulty with writing (agraphia), difficulty with mathematics (acalculia), disorders of language (aphasia) and the inability to perceive objects normally (agnosia).

Damage to the right parietal lobe can experience difficulty in making things (constructional apraxia), denial of deficits (anosagnosia) and drawing ability.

Memory and personality can be affected if there is damage to the area between the parietal and temporal lobes.

Left parietal-temporal lesions can affect verbal memory and the ability to recall strings of digits (Warrington & Weiskrantz, 1977),
and the right parietal-temporal lobe is concerned with non-verbal memory.  The right parietal-temporal lesions can produce significant changes in personality.

Perhaps this is why I take more time to train this hemisphere too.    Most students do not have head injuries but are their brains optimal?  If that is true, we would be having millions of geniuses in school.  One very important note to parents, students who play high contact sports have high probability to reduce cognitive excellence.  This is why cars and boats have good bumpers to cushion collisions and hopefully to save lives.  A MRI may say your child is ok, but a QEEG wont!  Both scan the brain but the QEEG reads electrical activities within the brain.

Many inherit a headband gadget that can only train the frontal lobes because they only have sensors there and totally neglects the other parts of the brain.  Do we also train the frontal lobes?  

We train the whole brain because they are inter and intra connected.

 

References:

  • Kandel, J., Schwartz, J., & Jessell, T. Principles of Neural Science. 3rd edition. Elsevier. New York: NY, 1991.
  • Kimura, D. (1977). Acquisition of motor skill after left hemisphere damage. Brain, 100:527-542.
  • Warrington, E., & Weiskrantz, L. An analysis of short-term and long-term memory defects in man. In J.A. Deutsch, ed. The Physiological Basis of Memory. New York: Academic Press, 1973.
  • Westmoreland et al. Medical Neurosciences: An Approach to Anatomy, Pathology, and Physiology by Systems and Levels. Little, Brown and Company. New York: NY, 1994.

Neurofeedback reduces stress for school teachers, increase clarity or executive functions.  School Teachers spend lesser time to grade assignments and have more time to relax after neurofeedback training.  Ask for ISF neurofeedback. 

 

From PSLE score of 150 to As in Secondary school

Knowing exactly where to train is the key.

How we do it?

  1. Step 1 :  QEEG - quantitative electroencephalogram.  You can train when you can see where to train.  Is it focus, memory, comprehension, clarity of thought that requires training?
    (QEEG is a brain scan/brain mapping).
  2. It takes 40 - 60 sessions (20min/session)
  3. This is not a miracle 24/hour pass test or exam.  Brain training builds neuro networks like building muscles, it takes time.
  4. If you cannot complete 40-60 sessions, do not start.  Training needs time to train all sites.
  5. All brains are different, hence 40-60 sessions to see a difference.

Stress, depression, meltdown?

This is due to the over activity and unregulated brain waves.  ISF Neurofeedback is the key to quickly reduce this over activity in the brain.  (Totally non invasive and drug free).
You will need 10 sessions done in 5 visits in 2 -3 weeks for effective calming.

Types of Neurofeedback training used here:

  • This type of  4 channel clinical Neurofeedback, ie. minimal 4 channels - 5 electrodes on scalp + 2 ear clips.
  • ISF Neurofeedback - 2 channel or 19 channel.  (This is the cutting edge of neurofeedback - I am the only licensed therapist in Malaysia & Singapore.

Many parents spend thousands of dollars on tuition per annum ( ISF NFB cost 20% of that).  Like building a muscle in the gym, the training last for years.
Once the student becomes intrinsically motivated, the rest is smooth sailing the brain waves.  

Brain training cost:

$7000 (20 min x 60 sessions)  Note:  2 sessions will be done per home visit
$1200/5 visits / 2 sessions  (10 sessions)

 

  1. QEEG  (cost $800) is highly recommended, otherwise, how else can we tell how syncronized or not the brain is.

Research Articles:

  • IQ - Neurofeedback.  Othmer, S (2000). Refer to changes in IQ of up to 23 points. Increase in TOVA scores (a common measure of attention and performance) for 85% of 726 students and 363 adults.
  • EMG and EEG biofeedback training in the treatment of a 10-year-old boy. Tansey, M. A. (1991) Australian Journal of Psychology, 43(3), 147-153. Average 20 point improvement in IQ for 24 children.
  • Neurofeedback Combined with Metacognitive Strategies. Thompson & Thompson (1999) Applied Psychophysiology and Biofeedbck, Dec; 23(4)243-63). Average 12 point improvement in IQ for 111 adults and children.

Neurofeedback for sports:

Focus - relax - release

singapore sports school
Reduce anxiety, Increase focus... calm steady and ready to squeeze "one shot one kill"

Neurofeedback improves athletes focus and reduces anxiety.

RJC Student

Diploma Aerospace Engineering - my own son.

  • Albert, A.O, Andrasik, F, Moore, J.L & Dunn, B.R. (1998). Theta/beta training for attention, concentration and memory improvement in the geriatric population. Applied Psychophysiology and Biofeedback,23(2), 109. Abstract.
  • Arns, M., Kleinnijenhuis, M., Fallahpour, K., & Bretler, R. (2007).  Golf performance enhancement and real-life neurofeedback training using personalized event-locked EEG profiles.  Journal of Neurotherapy, 11(4), 11-18.
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  • Boyd, W.D & Campbell, S.E. (1998) EEG biofeedback in schools: The use of EEG biofeedback to treat ADHD in a school setting. Journal of Neurotherapy, 2(4), 65-71.
  • Budzynski, T.H. (1996). Braining brightening: Can neurofeedback improve cognitive process?Biofeedback, 24(2), 14-17.
  • AC milan became champions the year they started Neurofeedback

    Carmody, D. P., Radvanski, D. C., Wadhwani, S., Sabo, J. J., & Vergara, L. (2001). EEG biofeedback training and attention-deficit/hyperactivity disorder in an elementary school setting.Journal of Neurotherapy, 4(3), 5-27.

  • Carter, J. L., & Russell, H. L. (1991). Changes in verbal performance IQ discrepancy scores after left hemisphere frequency control training: A pilot report. American Journal of Clinical Biofeedback, 4(1), 66-67.
  • Cunningham, M., & Murphy, P. (1981). The effects of bilateral EEG biofeedback on verbal, visuospatial and creative skills in LD male adolescents. Journal of Learning Disabilities, 14(4), 204-208.
  • Egner, T., & Gruzelier, J. H. (2001). Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans. NeuroReport, 12, 4155-4159.
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  • Fehmi, L. G. (2007).  Multichannel EEG phase synchrony training and verbally guided attention training for disorders of attention.  Chapter in J. R. Evans (Ed.), Handbook of Neurofeedback.  Binghampton, NY: Haworth Medical Press, pp. 301-319.
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  • Fehmi, L. G. (1978). EEG biofeedback, multichannel synchrony training, and attention. Chapter in A. A. Sugarman & R. E. Tarter (Eds.), Expanding Dimensions of Consciousness. New York: Springer.
  • Foks, M. (2005).Neurofeedback training as an educational intervention in a school setting: How the regulation of arousal states can lead to improved attention and behaviour in children with special needs. Educational & Child Psychology, 22(3), 67-77.
  • Fritson, K. K., Wadkins, T. A., Gerdes, P., & Hof, D. (2007).  The impact of neurotherapy on college students’ cognitive abilities and emotions.  Journal of Neurotherapy, 11(4), 1-9..
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  • Kwon, H., Cho, J., Lee, E. (2009). EEG asymmetry analysis of the left and right brain activities during simple versus complex arithmetic learning. Journal of Neurotherapy 13(2), 109 – 116.
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  • Norris, S. L., Lee, C-T., Burshteyn, D., & Cea-Aravena, J. (2001). The effects of performance enhancement training on hypertension, human attention, stress, and brain wave patterns: A case study. Journal of Neurotherapy, 4(3), 29-44.
  • Norris, S. L., Lee, C., Cea, J., & Burshteyn, D. (1998). Performance enhancement training effects on attention: A case study. Journal of Neurotherapy, 3(1), 19-25.
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Email:  wilson@neurofeedback-asia.com

65-88228128 whats app me