MindMoves™ Technology at Work:
From Chaos to Coherence in 6 Weeks

CASE STUDY: NATHANIEL

One of the most difficult and challenging cases has turned out to be one of the most rewarding.  This is also a demonstration of how consistent, intensive, daily training with positive reinforcements for making ‘good choices’ provides profound results.
 
Symptoms of ADHD. Having completed two years of pre-school a 4-year-old boy was determined by his school to have symptoms of ADHD. It was recommended perhaps he be institutionalized as he had almost no language skills and children were being injured daily on the playground due to his interaction with them. He was brought in to me by his mother and teacher with the hope of diminishing his impulsivity, distractibility, and disruptive temper outbursts. 

Also his mother and teacher wanted to see improvement in his ability to listen and speak, to focus, to follow directions and to function peacefully in the classroom.  His mother also reported that the kindergarten entrance exam was in eight weeks and she wanted her son to pass the exam. She believed that holding him back a year would further compromise his already fragile “self-esteem.”  Nathaniel did not know his ABCs and he could not count to 20.
 
I perceived Nathaniel to be a very shy and apprehensive child, whining, sulking and clinging to his mother’s pant leg. He looked frail and underweight. With much coaxing and patience on my part, he tried to make eye contact with me while turned up-side down against the cushy chair.  I turned upside down to be face to face with him.  He thought that was funny.  We made a connection. Getting a ‘hook-up’ to the neurofeedback computer was difficult for him.  He asked fervently,   “Get it out of my head.” Later he reluctantly drew a sad bear.    
 
Further intake of symptoms revealed the following: headaches, he rubs his fists on the left side of his forehead (the left frontal lobe of the brain is known as the ‘try brain’) and he efforts when trying to pay attention, tongue hangs out to the left of his mouth and he drools; afraid to close eyes; has scary dreams; always hungry, stomach hurts a great deal especially when upset.  I suspected he manufactures ‘adrenaleutin,’ a neurotoxin which can cause burning in stomach, throat and head when upset. No report of concussions; had frequent ear aches/ strep infections when younger; no convulsions reported; his feelings get easily hurt; frequent physical arguments.
 
Analysis. Our analysis at the time determined Nathaniel to be ADD inattentive type with dyslexia and malnutrition. He had not had protein for more than 3 years. So his mother and I agreed on a diet including protein, nut butters, avocado, eggs, poultry and plenty of fresh vegetables and fruits. No sugar, no wheat, no packaged products of any kind except oatmeal, brown rice, or millet. I also recommended one Pro-Z gel cap per day, broken open and mixed up in food. This biologically activated form of zinc balances glucose metabolism, insulin production and reduces headaches and stomachaches.  (Please see my research abstract with Dr. Ken Tachiki below) Upon reflection and after many years of further study, it is possible that Nathaniel qualified as a candidate for Autism Spectral Disorders (ASD).  However, we did not have the technology to determine that assessment at the time. 

Getting On With The Program. Creating an environment of trust where Nathaniel could feel safe as he explored learning was of paramount importance.  This was accomplished in part by parental participation which was also a key to our success. The parents learned the MindMoves Sensory Integration Practices and vowed to make sure that Nathaniel practiced them 2 times a day at home until he took his test. 

Breakthrough. The EEG Spectral Analysis Session #5 (shown above right column) represents the dynamic shift that took place in Nathaniel’s brain in only seven days time.  Nathaniel’s mother rushed into my office that day alarmed and exclaimed, “Georgia, what have you done to my son?”  My stomach sank as I felt an energetic blast from her fear. “Where is Nathaniel?” I asked.  “He’s down the hall and won’t come in.” I went outside into the hall and got down on my hands and knees as that was the level we had been communicating on for the past week, except when in the biofeedback chair. He wasn’t there. “Nathaniel,” I cooed.  No response.  “Nathaniel, where are you?” I encouraged.  There was a giggle. And from around the corner peeked the most beautiful pair of smiling blue eyes I had ever seen.  Nathaniel was making eye-contact for the first time in his life!

“You see, Georgia, something’s wrong with my son.  What have you done to him, where has he gone?  He’s so, well… calm and wide-eyed.”  I just laughed and motioned for Nathaniel to come closer. He scurried toward me on his hands and knees.  I said, “Mom, meet your wonderful son, Nathaniel. Nathaniel, will please give your mom a hug? ” I went on to say, “This is the son that has always been behind the whimpering, the screaming, the headaches and stomachaches and power plays.  By the way, have you been doing your homework? Have you been seeing him whole, complete and perfect?”  Astonished and bewildered she hesitated, “Well, yes.  But it happened so quickly.”  “What can I say?  Isn’t this why you brought him to me?  Let’s just be grateful my ‘formula’ is working!”
 
As the days progressed, Nathaniel began to learn the values of making good choices and co-operation.  Each day brought new opportunities to move beyond the previous limitations revealing new capacities and true learning potential. The day Nathaniel came to session worried about how to get ‘all those girls’ to stop chasing him, I knew he had made a remarkable social shift. “Why don’t you stop running,” I suggested. “Hey, then they could touch me.”  “What do you really want to ask them Nathaniel?” He thought for a long moment and then stated, “They can play with me. Just don’t touch.” 

“Now you know how to use your language and make friends,” I encouraged.  “Hey! This is fun!” he giggled.  Nathaniel’s mom’s report above says it all.

ABSTRACT:
Neurofeedback and Pro-Z Supplement
Georgia Kathleen Connor,¹ M.A. and Ken H. Tachiki,² Ph.D.
 
Nutritional deficiencies are a very common occurrence today.  Reduced availability of essential nutrients due to production of food products  from lands exhausted after years of use, compounded by poor dietary habits of children, contribute to reduced availability of essential nutrients. The current estimate of deficiency of zinc in diets is 68%.  A study of elderly Europeans living at home reported that 87% were deficient in zinc.
 
Pro-Z, a nutritional supplement containing a biologically activated  form of zinc, was reported to be an effective clinical treatment for Type II diabetes.  Experimental findings indicate the clinical benefits resulting from: a)  improved intestinal transport of zinc, b)  cellular utilization of insulin, and c) cellular metabolism of glucose.
 
When Pro-Z was taken as a nutritional supplement, an unexpected and marked calming effect on the hyperactivity of patients enrolled for neurofeedback therapy was observed.  We report here a retrospective comparison of 4 clinical cases of patients treated for ten sessions of neurofeedback while concomitantly also receiving daily oral doses of Pro-Z.  A statistically significant improvement was noted between PRE and POST assessments of hyperactivity, headache and stomachache pain, attention problems and frustration for both treatment groups (with Pro-Z, all p<0.01;  without Pro-Z, all p< 0.04).  However, a comparison of the POST 10 neurofeedback session groups showed that Pro-Z supplementation resulted in a greater improvement in scores for pain of headaches and stomachaches (p<0.001); and although not statistically significant. lower mean values of hyperactivity (0.62 +/- 0.75 vs 1.4+/- 0.75; mean +/-SD).  The POST < /B>scores of the two groups for attention difficulties (1.0 vs 1.25) and frustration (1.0 vs .98) were similar.
 
Based on these observations, a study was initiated to investigate the clinical benefits of Pro-Z supplementation.  The results of this single blind, placebo-controlled study will be reported.  The calming benefit observed with Pro-Z supplementation will be discussed relative to neurofeedback training.
 

1  MindMoves™- EEG Biofeedback - Peak Performance in Learning
 
2  Chief Xenobiotics Laboratory and Neurofeedback Center, West Los Angeles VAMC, Los Angeles, CA and Department of Psychiatry and Biobehavioral Sciences, UCLA School of Medicine, Los Angeles, CA

Link to: Technology References

Link to: Technology References

Samples of Nathaniel's EEG Spectral Analysis

Day 1: Chaos Session #5 Beginning to calm down and focus Day 24: Coherence with 20 minute attention span

After 6 weeks of MindMoves™ intensive training, this 4-year old boy became kindergarten-ready, his mother wrote: “Nathaniel has his pre-kindergarten assessment interview. He did very well! He scored right in the middle. He was very well behaved, followed directions exactly; he was not restless, instead, was very focused and trying to do his absolute best. I was very proud of him that day.”  
 

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