Neurotherapy at Crossroads

Neurotherapy is a technique that utilizes the concept of biofeedback to balance brain processing through the use of neurotherapy equipment. It is one of many modalities that we may use as part of the overall program. It is used in conjunction with neurodevelopment therapies, neurocognitive therapies, neurofunction therapies and speech and language therapies if indicated.

Crossroads Institute's develops individualized programs based upon complete qEEG brain maps, neurodevelopmental assessments, cognitive abilities assessments and a basic understanding of how the brain functions for specific kinds of neurological issues and conditions.

Our equipment is the same that most neurotherapists use..... the difference is in how we apply it. And that is a key difference.

We look at subcortical interactions as well as cortical functions and make sure all systems are in balance (health of the brain, function of the brain, development of the brain, maturation of the brain). The benefit to this approach is a healthy and balanced brain as well as a desired physiological outcome and behavioral response.

To achieve this goal we employ a combination of neurotherapy, neurocognitive and neurodevelopment techniques. They are designed to develop a full mind/body connection.

 

Over the last 25 years, multiple studies have demonstrated the effectiveness of Neurotherapy in producing improvements in academic performance, learning challenges, memory issues, attention deficits, IQ scores, scholastic grades and achievement test scores (Linden et al., 1996; Lubar, 1991; Lubar, 1995; Lubar et al., 1995b; Lubar & Lubar, 1984; Tansey, 1985).

According to literature from Behavioural Neurotherapy Clinic, Tansey (1991) worked with 24 children with attention deficits and learning disabilities. Following Neurotherapy these children showed a normalization in brainwave signatures. More significantly, 22 of the 24 subjects manifested increases in full scale IQ scores on the WISC-R of at least 15 points, with the remaining 2 obtaining an increase of 13 and 14 points. These results are consistent with an increase in bi-hemispheric skills (complementary verbal-expressive and visual-motor abilities). These are the very skills that are prerequisite to a successful learning posture; they are also necessary for the acquisition of reading and for integration of higher-order learning (Tansey, 1990; Tansey, 1991).Others have duplicated these studies with consistent results. 

A study conducted by Rossiter and La Vague took this one step further. They wished to compare the effects of Neurotherapy to stimulant medication in reducing ADHD symptoms. The study compared the effects of medical stimulant treatment to 20 sessions of Neurotherapy. Each group was matched with the same number of students as well as by age, IQ, gender and diagnosis. The Test of Variables of Attention (TOVA) was administered pre and post treatment. The results of the study showed that both groups improved significantly. The areas of improvement included inattention, impulsivity, information processing and variability. Since the results did not differ, the study indicates that neurotherapy is equally effective as medication without any of the side effects or complications. (Rossiter & LaVaque, 1995)

When neurotherapy is used in conjunction with our other methods for overcoming attention and learning issues, the results are stronger and more robust.