Reprinted with permission:

This paper presents Wechsler (WISC-R) profiles and changes following the application of an EEG biofeedback treatment regimen for brain-based learning disabilities. EEG biofeedback trained increases in activation (increased amplitude of 14Hz brainwave energy) of the central and sensorimotor cortex's neural activation network resulted in increases in bi-hemispheric skills (complementary verbal-expressive and visual-motor abilities) prerequisite to a successful learning posture, the acquisition of reading and integration of higher-order learning. Enhanced/normalized academic, physical, psychophysiological, abilities were reflected in changes in brainwave energy signatures and WISC-R data. Brainwave signatures and WISC-R profiles "normalized" as a result of training with significant remediation of learning disorders. There was significant growth in WISC-R Full Scale, Verbal, and Performance IQ scores, reflecting improved brain function and resultant test performance, with a "normalization" of Verbal-Performance IQ anomalies. An inverse relationship was observed between energy levels at 5Hz and 7Hz and pretreatment FSIQ levels. Classic Bannatyne patterns were found to be representative of the learning disabled with pretreatment FSIQ scores within the low-average to high-average intellectual ranges. Child clinical psychologists are trained in assessment, psychotherapeutic and intervention skills. We operate as informed therapeutic professionals. Yet, until very recently, when dealing with the learning disabled, while we could assess the integrity of brain function, social skills, academic and intellectual status, etc., we could not impact on the learning disabled child's impaired brain function; of which the learning disability was merely a reflection. With EEG biofeedback training, it is possible to go beyond supportive psychotherapy and utilize a therapeutic medium within which we may directly impact on the brain state characterizing learning disabilities. The first laboratory based group to use EEG biofeedback for working with hyperkinesis (Lubar & Shouse, 1976; Shouse & Lubar, 1979) pointed the way. The literature on private practice based EEG biofeedback training for the remediation of brain based learning disability is severely limited. Tansey & Bruner (1983) reported the first successful application of a clinical, private practice based, EEG sensorimotor rhythm biofeedback training regimen for the treatment of learning disorders. Over the past eight years, I have published on the positive impact of this clinical, office-based regimen, for brainwave energy realignment/normalization, on a wide variety of disorders; including asthma (Tansey, 1982), hyperactivity concurrent with a developmental reading disorder and oculo-motor-vestibular dysfunction (Tansey & Bruner, 1983), learning disabled with diagnoses of Neurologically Impaired (NI), Perceptually Impaired (PI), and learning disabled with Borderline FSIQ levels (Tansey, 1984; Tansey, 1985a), Petit Mal epilepsy (Tansey, 1985b); Giles de la Tourette's Syndrome (Tansey, 1986), and most recently with twenty-four youngsters (11 PI, 11 NI, 2 ADD) with brainwave signature patterns reflective of a brain-based learning disability (Tansey, 1990). Historically, hyperactivity and learning disabilities, with or without concurrently manifesting perceptual-motor and/or verbal-expressive deficits, have been attributed to ongoing underactivation of a medial bilaterally organized premotor system (SMA) and more generally the sensorimotor (Rolandic) cortex. Such reporting of "underactivation" of a medial bilaterally organized premotor system (SMA) for hyperactives via EEG brainwave monitoring (Tansey, 1983, 1984, 1985, 1990) has recently received independent verification in the New England Journal of Medicine's November 15, 1990 issue. Therein was presented evidence of frontal hypometabolism in hyperactives significant global and regional reductions of cerebral glucose metabolism; with the largest reductions in the pre-motor cortex and superior pre-frontal cortex (Zametkin, Nordahl, Gross, King, Semple, Rumsey, Hamburger & Cohen, 1990). Lubar, Bianchini, Calhoun, Lambert, Brody & Shabsin (1985) and Tansey (1984, 1985, 1990), while pursuing distinctly different treatment methodology, in different clinical settings, utilizing different electrode types, sizes, and electrode placements, report mutually corroborating findings of consistent patterns for amplitudes of various brainwave bands for the learning disabled. Notably, the learning disabled present with significantly higher amplitudes of brainwave activity in the 7Hz "Theta" band than in the 14Hz "sensorimotor" band. Such reports point to how EEG biofeedback data (brainwave signatures) plus WISC-R profiles can be used to maximize the diagnostic efficacy of the psychologist/biofeedback clinician's contribution to a truly comprehensive learning disability evaluation and effective treatment plan. The Purpose of this paper is to further describe the clinical features of children who had their learning disorders successfully treated via EEG biofeedback training (Tansey, 1990); with an additional emphasis on Wechsler changes reflecting the remediation.