Re: What does high Delta mean?

[Guest guest]

,

The rhythm generator for the delta rhythm is the brain stem. If you find a spike of delta in one site or some contiguous sites, it can be an indicator of a lesion--normally a white-matter damage, so the neurons are still functional but not connected, so they aren't sending or receiving signals and drop to the lowest common-denominator rhythm, delta. This is not likely the issue if you are seeing delta all over the brain.

There is some evidence that, as delta is the unconscious mind, SYNCHRONOUS delta (not just delta) can be related to a kind of connection to the collective unconscious.

Generalized delta can be an indication of dissociation as well. People who have had traumatic experience will often have high levels of delta in which are buried the experiences that could not be processed.

And generalized delta can also be related to poor blood supply and hypo-oxygenation, which results in neurons being unable to sustain higher frequency pulse rates.

Pete

I was wondering if someone could help me understand why a person wouldhave high Delta amplitude in eyes open, eyes closed and at task? Whenlooking at the spectrum it is consistently the highest amplitude band.

I wish I could remember the sources where I had heard it from but Ihave gotten a couple of bits of information and am not sure how tounderstand them. One is that delta is generated from the brain stemand it correlates to trauma, one was that people with high delta tend

to be sensitive to others and their surroundings correlating withempathy and social awareness (i.e., mental health professionals) andthe third is brain lesions.Does anyone have any info on this or references I could check out?

.. -- Van Deusenpvdtlc@...

http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

jim

Re: What does high Delta mean?

,

The rhythm generator for the delta rhythm is the brain stem. If you find a spike of delta in one site or some contiguous sites, it can be an indicator of a lesion--normally a white-matter damage, so the neurons are still functional but not connected, so they aren't sending or receiving signals and drop to the lowest common-denominator rhythm, delta. This is not likely the issue if you are seeing delta all over the brain.

There is some evidence that, as delta is the unconscious mind, SYNCHRONOUS delta (not just delta) can be related to a kind of connection to the collective unconscious.

Generalized delta can be an indication of dissociation as well. People who have had traumatic experience will often have high levels of delta in which are buried the experiences that could not be processed.

And generalized delta can also be related to poor blood supply and hypo-oxygenation, which results in neurons being unable to sustain higher frequency pulse rates.

Pete

On Fri, Jul 25, 2008 at 5:44 PM, <ecnath> wrote:

I was wondering if someone could help me understand why a person wouldhave high Delta amplitude in eyes open, eyes closed and at task? Whenlooking at the spectrum it is consistently the highest amplitude band. I wish I could remember the sources where I had heard it from but Ihave gotten a couple of bits of information and am not sure how tounderstand them. One is that delta is generated from the brain stemand it correlates to trauma, one was that people with high delta tendto be sensitive to others and their surroundings correlating withempathy and social awareness (i.e., mental health professionals) andthe third is brain lesions.Does anyone have any info on this or references I could check out?

.. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Pete,

What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?

Mike

Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

--

Van Deusen

pvdtlcgmail

http://www.brain-trainer.com

305/433-3160

The Learning Curve, Inc.

The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now!

[Guest guest]

Mike,

I'm really enjoying your posts, because you are raising some of the logically natural questions that many of us have had in the beginning stages of learning about the wonders of braintraining. That being said, I'll throw in my two cents on your "WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?" question. This involves a paradigm shift for many of us. . . The meaning is in the symptoms, not the measurements, especially not at a single site. You'll never know "why," though by knowing someone's history you can spend a lot of valuable time and energy speculating. if your interpretation of the EEG and the client's identified symptoms don't jive, the experienced symptoms trump the EEG. Of course if you've got a pot smoker who won't cop to using, then showing them evidence of use in the EEG can sometimes be enlightening, but still, that would invole more than measuring a single spot. Patterns of activity and relationships among areas of the cortex are typically more meaningful. This is where Pete's approach comes in.)

I think Dr. Swingle's book, which was relesed relatively recently (reviewed by Dr. Seigfreid Othmer on www.eeginfo.com), describes some interpretive strategies for finding evidence in the EEG for different symptoms - largely to be able to tell the client what you suspect gives them difficulty, thereby cultivating credibility with the client. A bit of a parlor trick, I guess, but if someone is skeptical about the EEG then perhaps it's helpful. Swingle has a long and well respected history with this work, and I'm looking forward to reading his book myself.

I believe that Pete's assessment and training strategy can help you organize your thinking about what you're seeing in your daughter's EEG as it relates to moving forward with an actuall training plan. After you've actually trained her for awhile you'll probably begin to notice some trends in how her brain responds.

I've worked with several developmentally different/ cognitively challenged children and adults. All of them had EEGs characterized by relatively high delta throughout the cortex. And they all experienced noticable improvements. Their EEGs still have higher levels of delta than my more typically developed clients, but they are functioning better than before, and in some ways their improvements are more life changing, because they pertained to more basic functions (bladder control, for instance).

The theoretical makes much more sense as you get into the reality of facilitating change.

Good luck and many blessings to you as you work with your daughter.

--------- Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now!

[Guest guest]

,

It seems that I have combined my thoughts about your question with my thoughts in response to Mike in another post. So sorry for getting you two mixed up, but of course I still mean what I said about luck and blessings to you as you train your daughter!

--------- Re: What does high Delta mean?

,

The rhythm generator for the delta rhythm is the brain stem. If you find a spike of delta in one site or some contiguous sites, it can be an indicator of a lesion--normally a white-matter damage, so the neurons are still functional but not connected, so they aren't sending or receiving signals and drop to the lowest common-denominator rhythm, delta. This is not likely the issue if you are seeing delta all over the brain.

There is some evidence that, as delta is the unconscious mind, SYNCHRONOUS delta (not just delta) can be related to a kind of connection to the collective unconscious.

Generalized delta can be an indication of dissociation as well. People who have had traumatic experience will often have high levels of delta in which are buried the experiences that could not be processed.

And generalized delta can also be related to poor blood supply and hypo-oxygenation, which results in neurons being unable to sustain higher frequency pulse rates.

Pete

On Fri, Jul 25, 2008 at 5:44 PM, <ecnath> wrote:

I was wondering if someone could help me understand why a person wouldhave high Delta amplitude in eyes open, eyes closed and at task? Whenlooking at the spectrum it is consistently the highest amplitude band. I wish I could remember the sources where I had heard it from but Ihave gotten a couple of bits of information and am not sure how tounderstand them. One is that delta is generated from the brain stemand it correlates to trauma, one was that people with high delta tendto be sensitive to others and their surroundings correlating withempathy and social awareness (i.e., mental health professionals) andthe third is brain lesions.Does anyone have any info on this or references I could check out?

.. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Mike,

Remember that the TLC approach is not designed to be normative (comparing your brain against a database of brains someone decided were " normal " , whatever that might mean) but to be descriptive (comparing your brain against itself). If I see a brain that has delta higher than alpha with eyes closed, then I might consider that was pretty high. If the delta bars on the histogram are taller than any other frequency--delta is dominating--then I'd consider that might be high. If the brightest colors on the maps page are on the delta maps--and especially if they expand are get brighter going from EC to EO to Task, then I'd be thinking it was pretty strong.

But we look at the brain through the window of what the client wants to change, so a person who has sleep problems or one who has severe attention issues or functional failures in sites where delta is high, would be a candidate to try to reduce delta.

And we always remember Pete's first rule of Neurofeedback: " If you see something unusual in the brain, first assume it's something you did, or the client did, or the equipment did, before you blame it on the brain. " Delta can also appear as an artifact where there is eye movement, or eyeblink activity or even sometimes cable movement. It's important to notice it WHILE you are gathering the assessment file and, seeing it, shut things down and check your hookups and electrodes and coach the client to see if you can make the " delta " go away without even touching the brain.

As for developing any kind of hypothesis from one set of amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old person came to sit in my training chair. What goals do we have for the process? I'd want to see how the frequencies changed amplitudes and relationships if we compared left with right and front with back and compared the midline with the two sides. I'd want to see whether the numbers were for eyes closed, open or at task, and how they shifted as we changed states. And then I wouldn't form any hypothesis about the person necessarily; I'd form hypotheses about what training approaches would be most likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?

..-- Van Deusenpvdtlc@...http://www.brain-trainer.com

305/433-3160The Learning Curve, Inc.

[Guest guest]

Mike,

Remember that the TLC approach is not designed to be normative (comparing your brain against a database of brains someone decided were " normal " , whatever that might mean) but to be descriptive (comparing your brain against itself). If I see a brain that has delta higher than alpha with eyes closed, then I might consider that was pretty high. If the delta bars on the histogram are taller than any other frequency--delta is dominating--then I'd consider that might be high. If the brightest colors on the maps page are on the delta maps--and especially if they expand are get brighter going from EC to EO to Task, then I'd be thinking it was pretty strong.

But we look at the brain through the window of what the client wants to change, so a person who has sleep problems or one who has severe attention issues or functional failures in sites where delta is high, would be a candidate to try to reduce delta.

And we always remember Pete's first rule of Neurofeedback: " If you see something unusual in the brain, first assume it's something you did, or the client did, or the equipment did, before you blame it on the brain. " Delta can also appear as an artifact where there is eye movement, or eyeblink activity or even sometimes cable movement. It's important to notice it WHILE you are gathering the assessment file and, seeing it, shut things down and check your hookups and electrodes and coach the client to see if you can make the " delta " go away without even touching the brain.

As for developing any kind of hypothesis from one set of amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old person came to sit in my training chair. What goals do we have for the process? I'd want to see how the frequencies changed amplitudes and relationships if we compared left with right and front with back and compared the midline with the two sides. I'd want to see whether the numbers were for eyes closed, open or at task, and how they shifted as we changed states. And then I wouldn't form any hypothesis about the person necessarily; I'd form hypotheses about what training approaches would be most likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?

..-- Van Deusenpvdtlc@...http://www.brain-trainer.com

305/433-3160The Learning Curve, Inc.

[Guest guest]

Mike,

Remember that the TLC approach is not designed to be normative (comparing your brain against a database of brains someone decided were " normal " , whatever that might mean) but to be descriptive (comparing your brain against itself). If I see a brain that has delta higher than alpha with eyes closed, then I might consider that was pretty high. If the delta bars on the histogram are taller than any other frequency--delta is dominating--then I'd consider that might be high. If the brightest colors on the maps page are on the delta maps--and especially if they expand are get brighter going from EC to EO to Task, then I'd be thinking it was pretty strong.

But we look at the brain through the window of what the client wants to change, so a person who has sleep problems or one who has severe attention issues or functional failures in sites where delta is high, would be a candidate to try to reduce delta.

And we always remember Pete's first rule of Neurofeedback: " If you see something unusual in the brain, first assume it's something you did, or the client did, or the equipment did, before you blame it on the brain. " Delta can also appear as an artifact where there is eye movement, or eyeblink activity or even sometimes cable movement. It's important to notice it WHILE you are gathering the assessment file and, seeing it, shut things down and check your hookups and electrodes and coach the client to see if you can make the " delta " go away without even touching the brain.

As for developing any kind of hypothesis from one set of amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old person came to sit in my training chair. What goals do we have for the process? I'd want to see how the frequencies changed amplitudes and relationships if we compared left with right and front with back and compared the midline with the two sides. I'd want to see whether the numbers were for eyes closed, open or at task, and how they shifted as we changed states. And then I wouldn't form any hypothesis about the person necessarily; I'd form hypotheses about what training approaches would be most likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?

..-- Van Deusenpvdtlc@...http://www.brain-trainer.com

305/433-3160The Learning Curve, Inc.

[Guest guest]

I’ve just ordered the TLC assessment tool, so am looking

forward to trying it out – mainly because I have been confused by several

cases where we are seeing behavioural changes without EEG changes. My son is a

case in point. He is/was a bit of a daydreamy child, who works slowly, and has

to be reminded to do things (like get ready for soccer or brush his teeth)

frequently. He has received about 7 hours of training at Cz and C3 (single monopolar),

to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are

almost difficult to believe (and my favourite change – his facial expression

is consistently more alert) … but his theta/beta ratio remains the same,

and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training

hemisphere asymmetry without planning to?

Tim Harkness

From:

braintrainer [mailto:braintrainer ] On Behalf

Of Van Deusen

Sent: 26 July 2008 21:47

To: braintrainer

Subject: Re: What does high Delta mean?

Mike,

Remember that the TLC approach is not designed to be

normative (comparing your brain against a database of brains someone decided

were " normal " , whatever that might mean) but to be descriptive

(comparing your brain against itself). If I see a brain that has delta

higher than alpha with eyes closed, then I might consider that was pretty

high. If the delta bars on the histogram are taller than any other

frequency--delta is dominating--then I'd consider that might be high. If the

brightest colors on the maps page are on the delta maps--and especially if they

expand are get brighter going from EC to EO to Task, then I'd be thinking it

was pretty strong.

But we look at the brain through the window of what the

client wants to change, so a person who has sleep problems or one who has

severe attention issues or functional failures in sites where delta is high,

would be a candidate to try to reduce delta.

And we always remember Pete's first rule of

Neurofeedback: " If you see something unusual in the brain, first

assume it's something you did, or the client did, or the equipment did, before

you blame it on the brain. " Delta can also appear as an artifact

where there is eye movement, or eyeblink activity or even sometimes cable

movement. It's important to notice it WHILE you are gathering the

assessment file and, seeing it, shut things down and check your hookups and

electrodes and coach the client to see if you can make the " delta " go

away without even touching the brain.

As for developing any kind of hypothesis from one set of

amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old

person came to sit in my training chair. What goals do we have for the

process? I'd want to see how the frequencies changed amplitudes and

relationships if we compared left with right and front with back and compared

the midline with the two sides. I'd want to see whether the numbers were

for eyes closed, open or at task, and how they shifted as we changed

states. And then I wouldn't form any hypothesis about the person

necessarily; I'd form hypotheses about what training approaches would be most

likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of

microvolts, remains a puzzle to me, especially without a Q. Hopefully,

however, at least one can make a educated guess. I realize

that there are lots of variables that impact amplitudes (e.g., sensor location,

time of day etc., etc.). In ADHD, thanks to to the work of Monastra et

al., there are at least some age-based norms to assist in interpretation of

data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta

amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta

of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD

YOU develop?

..

Error! Filename not specified.

--

Van Deusen

pvdtlc@...

http://www.brain-trainer.com

305/433-3160

The Learning Curve, Inc.

[Guest guest]

I’ve just ordered the TLC assessment tool, so am looking

forward to trying it out – mainly because I have been confused by several

cases where we are seeing behavioural changes without EEG changes. My son is a

case in point. He is/was a bit of a daydreamy child, who works slowly, and has

to be reminded to do things (like get ready for soccer or brush his teeth)

frequently. He has received about 7 hours of training at Cz and C3 (single monopolar),

to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are

almost difficult to believe (and my favourite change – his facial expression

is consistently more alert) … but his theta/beta ratio remains the same,

and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training

hemisphere asymmetry without planning to?

Tim Harkness

From:

braintrainer [mailto:braintrainer ] On Behalf

Of Van Deusen

Sent: 26 July 2008 21:47

To: braintrainer

Subject: Re: What does high Delta mean?

Mike,

Remember that the TLC approach is not designed to be

normative (comparing your brain against a database of brains someone decided

were " normal " , whatever that might mean) but to be descriptive

(comparing your brain against itself). If I see a brain that has delta

higher than alpha with eyes closed, then I might consider that was pretty

high. If the delta bars on the histogram are taller than any other

frequency--delta is dominating--then I'd consider that might be high. If the

brightest colors on the maps page are on the delta maps--and especially if they

expand are get brighter going from EC to EO to Task, then I'd be thinking it

was pretty strong.

But we look at the brain through the window of what the

client wants to change, so a person who has sleep problems or one who has

severe attention issues or functional failures in sites where delta is high,

would be a candidate to try to reduce delta.

And we always remember Pete's first rule of

Neurofeedback: " If you see something unusual in the brain, first

assume it's something you did, or the client did, or the equipment did, before

you blame it on the brain. " Delta can also appear as an artifact

where there is eye movement, or eyeblink activity or even sometimes cable

movement. It's important to notice it WHILE you are gathering the

assessment file and, seeing it, shut things down and check your hookups and

electrodes and coach the client to see if you can make the " delta " go

away without even touching the brain.

As for developing any kind of hypothesis from one set of

amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old

person came to sit in my training chair. What goals do we have for the

process? I'd want to see how the frequencies changed amplitudes and

relationships if we compared left with right and front with back and compared

the midline with the two sides. I'd want to see whether the numbers were

for eyes closed, open or at task, and how they shifted as we changed

states. And then I wouldn't form any hypothesis about the person

necessarily; I'd form hypotheses about what training approaches would be most

likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of

microvolts, remains a puzzle to me, especially without a Q. Hopefully,

however, at least one can make a educated guess. I realize

that there are lots of variables that impact amplitudes (e.g., sensor location,

time of day etc., etc.). In ADHD, thanks to to the work of Monastra et

al., there are at least some age-based norms to assist in interpretation of

data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta

amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta

of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD

YOU develop?

..

Error! Filename not specified.

--

Van Deusen

pvdtlc@...

http://www.brain-trainer.com

305/433-3160

The Learning Curve, Inc.

[Guest guest]

I’ve just ordered the TLC assessment tool, so am looking

forward to trying it out – mainly because I have been confused by several

cases where we are seeing behavioural changes without EEG changes. My son is a

case in point. He is/was a bit of a daydreamy child, who works slowly, and has

to be reminded to do things (like get ready for soccer or brush his teeth)

frequently. He has received about 7 hours of training at Cz and C3 (single monopolar),

to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are

almost difficult to believe (and my favourite change – his facial expression

is consistently more alert) … but his theta/beta ratio remains the same,

and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training

hemisphere asymmetry without planning to?

Tim Harkness

From:

braintrainer [mailto:braintrainer ] On Behalf

Of Van Deusen

Sent: 26 July 2008 21:47

To: braintrainer

Subject: Re: What does high Delta mean?

Mike,

Remember that the TLC approach is not designed to be

normative (comparing your brain against a database of brains someone decided

were " normal " , whatever that might mean) but to be descriptive

(comparing your brain against itself). If I see a brain that has delta

higher than alpha with eyes closed, then I might consider that was pretty

high. If the delta bars on the histogram are taller than any other

frequency--delta is dominating--then I'd consider that might be high. If the

brightest colors on the maps page are on the delta maps--and especially if they

expand are get brighter going from EC to EO to Task, then I'd be thinking it

was pretty strong.

But we look at the brain through the window of what the

client wants to change, so a person who has sleep problems or one who has

severe attention issues or functional failures in sites where delta is high,

would be a candidate to try to reduce delta.

And we always remember Pete's first rule of

Neurofeedback: " If you see something unusual in the brain, first

assume it's something you did, or the client did, or the equipment did, before

you blame it on the brain. " Delta can also appear as an artifact

where there is eye movement, or eyeblink activity or even sometimes cable

movement. It's important to notice it WHILE you are gathering the

assessment file and, seeing it, shut things down and check your hookups and

electrodes and coach the client to see if you can make the " delta " go

away without even touching the brain.

As for developing any kind of hypothesis from one set of

amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old

person came to sit in my training chair. What goals do we have for the

process? I'd want to see how the frequencies changed amplitudes and

relationships if we compared left with right and front with back and compared

the midline with the two sides. I'd want to see whether the numbers were

for eyes closed, open or at task, and how they shifted as we changed

states. And then I wouldn't form any hypothesis about the person

necessarily; I'd form hypotheses about what training approaches would be most

likely to move the client in the direction he wanted to go.

Hope this is helpful.

Pete

What is high and what is low, in terms of

microvolts, remains a puzzle to me, especially without a Q. Hopefully,

however, at least one can make a educated guess. I realize

that there are lots of variables that impact amplitudes (e.g., sensor location,

time of day etc., etc.). In ADHD, thanks to to the work of Monastra et

al., there are at least some age-based norms to assist in interpretation of

data.

If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta

amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta

of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD

YOU develop?

..

Error! Filename not specified.

--

Van Deusen

pvdtlc@...

http://www.brain-trainer.com

305/433-3160

The Learning Curve, Inc.

[Guest guest]

Tim,

If you are seeing the changes you describe in your son with the training you are doing, I would restate your question: WHY should we look for changes in the EEG?! What could it possibly matter? Unless, of course, you sought out NF because you wanted to change his EEG for some reason...

Normally, if I do something to produce a change, and the change happens, I move on to the next issue. Certainly it's possible that he will still have some issues you want to work on after the improved ability to stay present stabilizes. You've been challenging the brain to shift into a higher state of activation, and it's responding. Maybe all that's changed is his ability to stay in that state for longer and longer periods of time.

As I've written a number of times previously on the list, the TLC (as I use it) is to guide us to patterns in the EEG that help explain problems the client wishes to change. Its main goal is to give us valid hypotheses for what kind of training is likely to produce the desired change in performance, mood, behavior, learning, body issues not necessarily to produce cool-looking graphs. If QEEG's pre and post often don't show any particular change even in clients whose real-world results are gratifying, I have no intention of demanding such a thing from the TLC.

Pete

I've just ordered the TLC assessment tool, so am looking forward to trying it out – mainly because I have been confused by several cases where we are seeing behavioural changes without EEG changes. My son is a case in point. He is/was a bit of a daydreamy child, who works slowly, and has to be reminded to do things (like get ready for soccer or brush his teeth) frequently. He has received about 7 hours of training at Cz and C3 (single monopolar), to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are almost difficult to believe (and my favourite change – his facial expression is consistently more alert) … but his theta/beta ratio remains the same, and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training hemisphere asymmetry without planning to?

..-- Van Deusenpvdtlc@...

http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Tim,

If you are seeing the changes you describe in your son with the training you are doing, I would restate your question: WHY should we look for changes in the EEG?! What could it possibly matter? Unless, of course, you sought out NF because you wanted to change his EEG for some reason...

Normally, if I do something to produce a change, and the change happens, I move on to the next issue. Certainly it's possible that he will still have some issues you want to work on after the improved ability to stay present stabilizes. You've been challenging the brain to shift into a higher state of activation, and it's responding. Maybe all that's changed is his ability to stay in that state for longer and longer periods of time.

As I've written a number of times previously on the list, the TLC (as I use it) is to guide us to patterns in the EEG that help explain problems the client wishes to change. Its main goal is to give us valid hypotheses for what kind of training is likely to produce the desired change in performance, mood, behavior, learning, body issues not necessarily to produce cool-looking graphs. If QEEG's pre and post often don't show any particular change even in clients whose real-world results are gratifying, I have no intention of demanding such a thing from the TLC.

Pete

I've just ordered the TLC assessment tool, so am looking forward to trying it out – mainly because I have been confused by several cases where we are seeing behavioural changes without EEG changes. My son is a case in point. He is/was a bit of a daydreamy child, who works slowly, and has to be reminded to do things (like get ready for soccer or brush his teeth) frequently. He has received about 7 hours of training at Cz and C3 (single monopolar), to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are almost difficult to believe (and my favourite change – his facial expression is consistently more alert) … but his theta/beta ratio remains the same, and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training hemisphere asymmetry without planning to?

..-- Van Deusenpvdtlc@...

http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Tim,

If you are seeing the changes you describe in your son with the training you are doing, I would restate your question: WHY should we look for changes in the EEG?! What could it possibly matter? Unless, of course, you sought out NF because you wanted to change his EEG for some reason...

Normally, if I do something to produce a change, and the change happens, I move on to the next issue. Certainly it's possible that he will still have some issues you want to work on after the improved ability to stay present stabilizes. You've been challenging the brain to shift into a higher state of activation, and it's responding. Maybe all that's changed is his ability to stay in that state for longer and longer periods of time.

As I've written a number of times previously on the list, the TLC (as I use it) is to guide us to patterns in the EEG that help explain problems the client wishes to change. Its main goal is to give us valid hypotheses for what kind of training is likely to produce the desired change in performance, mood, behavior, learning, body issues not necessarily to produce cool-looking graphs. If QEEG's pre and post often don't show any particular change even in clients whose real-world results are gratifying, I have no intention of demanding such a thing from the TLC.

Pete

I've just ordered the TLC assessment tool, so am looking forward to trying it out – mainly because I have been confused by several cases where we are seeing behavioural changes without EEG changes. My son is a case in point. He is/was a bit of a daydreamy child, who works slowly, and has to be reminded to do things (like get ready for soccer or brush his teeth) frequently. He has received about 7 hours of training at Cz and C3 (single monopolar), to elevate 11-13 and 13-16, and squash 3-7 and 8-10.

We have behavioural changes at home and at school which are almost difficult to believe (and my favourite change – his facial expression is consistently more alert) … but his theta/beta ratio remains the same, and amplitudes of theta have actually increased.

Where should I look for the EEG change? Have I been training hemisphere asymmetry without planning to?

..-- Van Deusenpvdtlc@...

http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Pete,

It's interesting you should mention early or unusual births. That is what happened with our daughter. My wife started bleeding (actually in the kitchen while I was out playing softball) and was rushed to the hospital. We were scheduled for a c-section anyway in a couple of days, so they did it early. There was no indication of anything unusual at the hospital, but as she grew and developed slowly and behind the norm, we new she was different and special.

jim

Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Pete,

It's interesting you should mention early or unusual births. That is what happened with our daughter. My wife started bleeding (actually in the kitchen while I was out playing softball) and was rushed to the hospital. We were scheduled for a c-section anyway in a couple of days, so they did it early. There was no indication of anything unusual at the hospital, but as she grew and developed slowly and behind the norm, we new she was different and special.

jim

Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]



,

Thanks for the reply. Pete's approach is what our doctor is following. We are not looking for a why but rather for a 'how to help'. I believe we are on track with the training that the doctor developed. And it is soon time for another QEEG to see how we're doing. She made a lot of improvements early on in the training which is why we decided to do home training, thinking that more would be better. Well, more is not always better. It's the quality of what you are doing that is important which is what we are struggling with now (but that is another story).

Long ago, I stopped comparing our daughter with anyone else. She is an individual and is who she is. She needs things customized for her, which is what we are doing in the biofeedback, along with everything else we do. One size does not fit all.

jim

Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now!

[Guest guest]



Hi Jim. Your position is in line with the new push for personalised medecine.

Mark

Re: What does high Delta mean?

Jim,

Very often we see children who had early births or long or difficult birth processes (cord wrapped around the neck, long time in the birth canal, etc.) whose brains simply don't provide much oxygen. That's another thing to consider in yur daughter's case.

Pete

On Sat, Jul 26, 2008 at 8:14 AM, Wurster <jwurstercomcast (DOT) net> wrote:

Pete,

Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.

..

-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now!

[Guest guest]

Hi ,

Our daughter is 20 and, in any case, she is special.

Thanks for your comments.

jim

Re: What does high Delta mean?

Hi Jim --I didn't see how old your dd is, if she was born after 1990 then it is quite possible she is a crystal child (indigos were the previous generation) - which means you are blessed with a highly intuitive child. Mainstream medicine would see this children as developmentally delayed but in fact they are not. Intuitives generally have high delta as part of their gift. It is appropriate for a child to have delta during the developmental process and will overtime gain more power in the other frequencies during maturation. Crystal children are very sensitive to chemicals, allergens, and emotionally - a way to make life easier is through NAET. You are a very lucky family to have a crystal child, she chose you! TSan Diego> > > Pete,> > Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.> > .> > -- > Van Deusen> pvdtlc@...> http://www.brain-trainer.com> 305/433-3160> The Learning Curve, Inc.>

[Guest guest]

Hi ,

Our daughter is 20 and, in any case, she is special.

Thanks for your comments.

jim

Re: What does high Delta mean?

Hi Jim --I didn't see how old your dd is, if she was born after 1990 then it is quite possible she is a crystal child (indigos were the previous generation) - which means you are blessed with a highly intuitive child. Mainstream medicine would see this children as developmentally delayed but in fact they are not. Intuitives generally have high delta as part of their gift. It is appropriate for a child to have delta during the developmental process and will overtime gain more power in the other frequencies during maturation. Crystal children are very sensitive to chemicals, allergens, and emotionally - a way to make life easier is through NAET. You are a very lucky family to have a crystal child, she chose you! TSan Diego> > > Pete,> > Thanks for the explanation. My daughter has high delta and that is what we are training for. In her case, it would seem to be indicative of a trauma she experienced. My daughter also has other diagnoses of PDD-NOS, ADHD, MR, sensory integration, just to name a few.> > .> > -- > Van Deusen> pvdtlc@...> http://www.brain-trainer.com> 305/433-3160> The Learning Curve, Inc.>

[Guest guest]

Pete,I enjoyed this discussion.I use a serie of neurodevelopmental movements to re-activate the primitive reflexes from the brain stem. I use this approach before I use neurofeedback training with children with high delta and most of the time the changes are so significant that I do not use the NF. I have used this approach for over 14 years measuring the evident changes in attention span and learning functions. I used to observe the amazing changes with the Draw A Person test. After being trained with neurofeedback I discovered the possibility of measuring the changes in the brain patterns using the Monastra's norms at CZ and have observed the changes on the amplitude of 4-8 hz.I do not have a data base, I do not have a Full Cap for qEEG but I have the TLC and use it for the past 2 years. I measure the changes from before the intervention, after 80 sessions and after 150. The parents clearly see the changes in different behaviours but are also very encouraged to see the changes on the qEEG with the TLC. The changes are especially evident in the sum of the amplitude for the whole spectrum: for example: at C3 EC one child went from 141 to 111 and at C4 EC she went from 155 to 114 after 80 sessions of neurodevelopmental program.I would love to use a Full Cap system and am looking at different data base for the future but I am not sure what is the best option and do not have the money at this point. The TLC is an amazing tool for me at this point: it allows me to show the parents the "severity" of the child's difficulty at paying attention and the immaturity of the brain at carrying the nervous influx. They also can see the improvement from an objective measure that coincides with their daily experience with the changes in their child's behaviours.The example that I give here is from a girl not only with a difficult birth but also with 3 open-heart surgeries in the first 6 months of her life. Thank you PeteSuzanne DayNeuropsychologist (Québec and Alberta)Psychological Associate (Ontario)suzanne.day@...Ph. and F. web: www.wisechoiceeducationalservices.comOn Jul 26, 2008, at 3:46 PM, Van Deusen wrote:Mike, Remember that the TLC approach is not designed to be normative (comparing your brain against a database of brains someone decided were "normal", whatever that might mean) but to be descriptive (comparing your brain against itself). If I see a brain that has delta higher than alpha with eyes closed, then I might consider that was pretty high. If the delta bars on the histogram are taller than any other frequency--delta is dominating--then I'd consider that might be high. If the brightest colors on the maps page are on the delta maps--and especially if they expand are get brighter going from EC to EO to Task, then I'd be thinking it was pretty strong. But we look at the brain through the window of what the client wants to change, so a person who has sleep problems or one who has severe attention issues or functional failures in sites where delta is high, would be a candidate to try to reduce delta. And we always remember Pete's first rule of Neurofeedback: "If you see something unusual in the brain, first assume it's something you did, or the client did, or the equipment did, before you blame it on the brain." Delta can also appear as an artifact where there is eye movement, or eyeblink activity or even sometimes cable movement. It's important to notice it WHILE you are gathering the assessment file and, seeing it, shut things down and check your hookups and electrodes and coach the client to see if you can make the "delta" go away without even touching the brain. As for developing any kind of hypothesis from one set of amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old person came to sit in my training chair. What goals do we have for the process? I'd want to see how the frequencies changed amplitudes and relationships if we compared left with right and front with back and compared the midline with the two sides. I'd want to see whether the numbers were for eyes closed, open or at task, and how they shifted as we changed states. And then I wouldn't form any hypothesis about the person necessarily; I'd form hypotheses about what training approaches would be most likely to move the client in the direction he wanted to go. Hope this is helpful. PeteOn Sat, Jul 26, 2008 at 3:17 PM, <Mikegriffchpaaol> wrote:What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?.-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Pete,I enjoyed this discussion.I use a serie of neurodevelopmental movements to re-activate the primitive reflexes from the brain stem. I use this approach before I use neurofeedback training with children with high delta and most of the time the changes are so significant that I do not use the NF. I have used this approach for over 14 years measuring the evident changes in attention span and learning functions. I used to observe the amazing changes with the Draw A Person test. After being trained with neurofeedback I discovered the possibility of measuring the changes in the brain patterns using the Monastra's norms at CZ and have observed the changes on the amplitude of 4-8 hz.I do not have a data base, I do not have a Full Cap for qEEG but I have the TLC and use it for the past 2 years. I measure the changes from before the intervention, after 80 sessions and after 150. The parents clearly see the changes in different behaviours but are also very encouraged to see the changes on the qEEG with the TLC. The changes are especially evident in the sum of the amplitude for the whole spectrum: for example: at C3 EC one child went from 141 to 111 and at C4 EC she went from 155 to 114 after 80 sessions of neurodevelopmental program.I would love to use a Full Cap system and am looking at different data base for the future but I am not sure what is the best option and do not have the money at this point. The TLC is an amazing tool for me at this point: it allows me to show the parents the "severity" of the child's difficulty at paying attention and the immaturity of the brain at carrying the nervous influx. They also can see the improvement from an objective measure that coincides with their daily experience with the changes in their child's behaviours.The example that I give here is from a girl not only with a difficult birth but also with 3 open-heart surgeries in the first 6 months of her life. Thank you PeteSuzanne DayNeuropsychologist (Québec and Alberta)Psychological Associate (Ontario)suzanne.day@...Ph. and F. web: www.wisechoiceeducationalservices.comOn Jul 26, 2008, at 3:46 PM, Van Deusen wrote:Mike, Remember that the TLC approach is not designed to be normative (comparing your brain against a database of brains someone decided were "normal", whatever that might mean) but to be descriptive (comparing your brain against itself). If I see a brain that has delta higher than alpha with eyes closed, then I might consider that was pretty high. If the delta bars on the histogram are taller than any other frequency--delta is dominating--then I'd consider that might be high. If the brightest colors on the maps page are on the delta maps--and especially if they expand are get brighter going from EC to EO to Task, then I'd be thinking it was pretty strong. But we look at the brain through the window of what the client wants to change, so a person who has sleep problems or one who has severe attention issues or functional failures in sites where delta is high, would be a candidate to try to reduce delta. And we always remember Pete's first rule of Neurofeedback: "If you see something unusual in the brain, first assume it's something you did, or the client did, or the equipment did, before you blame it on the brain." Delta can also appear as an artifact where there is eye movement, or eyeblink activity or even sometimes cable movement. It's important to notice it WHILE you are gathering the assessment file and, seeing it, shut things down and check your hookups and electrodes and coach the client to see if you can make the "delta" go away without even touching the brain. As for developing any kind of hypothesis from one set of amplitudes at one site, I wouldn't. I'd want to know why this 45-year-old person came to sit in my training chair. What goals do we have for the process? I'd want to see how the frequencies changed amplitudes and relationships if we compared left with right and front with back and compared the midline with the two sides. I'd want to see whether the numbers were for eyes closed, open or at task, and how they shifted as we changed states. And then I wouldn't form any hypothesis about the person necessarily; I'd form hypotheses about what training approaches would be most likely to move the client in the direction he wanted to go. Hope this is helpful. PeteOn Sat, Jul 26, 2008 at 3:17 PM, <Mikegriffchpaaol> wrote:What is high and what is low, in terms of microvolts, remains a puzzle to me, especially without a Q. Hopefully, however, at least one can make a educated guess. I realize that there are lots of variables that impact amplitudes (e.g., sensor location, time of day etc., etc.). In ADHD, thanks to to the work of Monastra et al., there are at least some age-based norms to assist in interpretation of data.If, for example, at Cz and A1/A2, you have a 45 year-old adult with a delta amplitude of 13 uV, theta of 10 uV, alpha of 8 uv, low beta of 5 uV, beta of 5, and hi beta of 10 uV, WHAT SORT OF HYPOTHESES OR POSSIBLE MEANINGS WOULD YOU develop?.-- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Suzanne,

My oldest, 15, struggles with ADD, no hyperactivity. She is a typical teen in that getting her to do neurotherapy can at times be a challenge. Her willingness to do excercises isn't going to be any better. Can you give me an idea of what these excercises are like? What is likely to be her "teen" response to these excercises? She enjoys dance and excercise but they are done in an adult type environment. I hope you understand what I am asking.

-Nita

Subject: Re: Re: What does high Delta mean?To: braintrainer Date: Tuesday, July 29, 2008, 1:33 PM

For home trainers, or pros who wish to learn more about this, Suzanne has made an excellent DVD which combines information of what neurodevelopmental repatterning is and how it works--and contains demonstrations with explanations of the actual exercises that can be done at home. You can find it at http://www.brain- trainer.com/ software/ adjunctproduct. html .

On several occasions I've worked with Suzanne to use the TLC to demonstrate pre and post patterns with the exercise program between the measurements. More importantly, as I always say, the real-world effects are what we really care about producing, and the exercise program does lead the brain through developmental movements that it may have missed at the appropriate developmental stages--but which are still effective, given the brain's inherent plasticity, even years after they "should" have occurred

[Guest guest]

Suzanne,

My oldest, 15, struggles with ADD, no hyperactivity. She is a typical teen in that getting her to do neurotherapy can at times be a challenge. Her willingness to do excercises isn't going to be any better. Can you give me an idea of what these excercises are like? What is likely to be her "teen" response to these excercises? She enjoys dance and excercise but they are done in an adult type environment. I hope you understand what I am asking.

-Nita

Subject: Re: Re: What does high Delta mean?To: braintrainer Date: Tuesday, July 29, 2008, 1:33 PM

For home trainers, or pros who wish to learn more about this, Suzanne has made an excellent DVD which combines information of what neurodevelopmental repatterning is and how it works--and contains demonstrations with explanations of the actual exercises that can be done at home. You can find it at http://www.brain- trainer.com/ software/ adjunctproduct. html .

On several occasions I've worked with Suzanne to use the TLC to demonstrate pre and post patterns with the exercise program between the measurements. More importantly, as I always say, the real-world effects are what we really care about producing, and the exercise program does lead the brain through developmental movements that it may have missed at the appropriate developmental stages--but which are still effective, given the brain's inherent plasticity, even years after they "should" have occurred