Children, teens, and adults can improve their learning capacity with LENS Neurofeedback treatment. Treatments engage the brain to reset neuro-networks and restore neurological brain functioning. Symptoms may include learning disabilities such as dyslexia, dysgraphia, dyscalculia, and processing disorders such as ADHD symptoms or antisocial behavior.

Students of all ages report sharply improved reading and math skills after the first treatment. Results are accompanied by heightened mental clarity and emotional resilience, with long-term improved study and work performance. Moods and attitudes become more positive, with increased self-confidence in class or at work.

• Rebuilds healthy brain neural networks without medication.
• Reduces negative work and communication patterns,
• Resets mental clarity, memory, moods, and emotional resilience.

Call a clinician at our Mill Valley, California location.

Neurofeedback treatments are ideal for dyslexia, dysgraphia, dyscalculia, and processing disorders for adults and students of all ages. This direct therapy reduces brain inflammation, allowing the body to heal, rebuild neuro networks, and rebalance brain chemistry. This process reduces stress reactions, resulting in greater mental clarity, emotional resilience, and improved memory. Treatments are given in a comfortable and relaxed office setting. Light to mild conditions may require only one or two sessions, while severe or complex cases typically require more. The number of treatments needed depends on the client’s goals and objectives. Treatment protocols are individualized for children and teens. Adults, veterans, and seniors receive treatment protocols based on age, severity level, and objectives.

Learning disability is a classification that includes several areas of functioning in which an adult or child has difficulty learning in a typical manner.

While learning disability, learning disorder, and learning difficulty are often used interchangeably, they differ in several ways.

• Learning disorder refers to significant learning problems in an academic area. However, these problems are not enough to warrant an official diagnosis.
• Learning disability, on the other hand, is an official clinical diagnosis whereby the individual meets specific criteria as determined by a professional.

The good news is that these distinctions do not matter for Neurofeedback treatment. Whatever the degree, frequency, and intensity of symptoms, and whatever the diagnosis, neurofeedback will improve the condition beginning with the first session.

Since 1986, Echo Neurotherapy has carefully monitored our patients’ progress and continues to improve the EchoNeuro Protocol. One-third of our clients are children, and we have conducted over 20,000 individual sessions.

British researcher, Dr. John Gruzelier’s work, has shown in published, controlled studies that neurofeedback can beneficially affect concentration and empathic communication in conservatory-based classical musicians.

In Dr. Gruzelier’s words: “The LENS work seems to offer similar bi-modal improvements–that is, allowing for both sharper concentration and the emotional communication, by opening flexibility portals both to high and low-frequency brain activity as the situation requires.”

Silas had so many ear infections at age five that his adenoids were removed. As a teenager, his learning disabilities, including dysgraphia–trouble writing– and behavioral issues, stopped his progress in school. He had the curious OCD compulsion to touch paper whenever he was anxious. Homework was impossible. Listening to his mom’s words and following her instructions rarely happened. After his first neurofeedback session, his dreams became more vivid, and he started making sounds during class. His mom reported his behavior was less oppositional.

His mom also received treatment for her ADHD. She reported:  “Since neurofeedback treatment, I have enjoyed better concentration. I love to complete things now. I enjoy the endings as much as the beginnings. I am clear about what I need to do, and I finish it. I feel peaceful. Things happen around me, and I am calm. I give positive feedback because I love people and myself.
His oppositional behavior doesn’t activate me. My mind is clear. I know what I can and cannot do. I am focused and concentrate quickly. I look for opportunities to feel grateful.

After the second session, she reported that Silas could draw a straight line, but his dysgraphia was gone. He was easier to be around. When Mom spoke, he was not mad. She reported:

Silas is studying science. For the first time, he is able to actually care about school. He got 87% on his science test, which is unprecedented.

Meanwhile, I was being loaded with work from the office and managing it without anxiety. I was able to handle it systematically.  I’ve been waking at 5:00 or 5:30 AM fully rested after falling asleep faster. I’m loving closure as a new personality trait.

Session 4: Mom reported that Silas was mentally clear and could draw straight lines for a couple of days until he smoked pot. I’m productive and not stressed, even in situations with many jobs. I get a good night’s sleep. This week, I had my best workout ever at the gym.

Session 6: Silas was good. He did whatever he asked and reported, “ I like doing what I am told.”
No more smoking pot. Curiosity is creeping back.

Silas completed fifteen treatment sessions. In the end, he was off cannabis and reaching out socially, trying to find a girlfriend. His dysgraphia was gone entirely.