Following 13 hours of Neurofeedback sessions targeting areas with deviations from the norm in QEEG Neurometric analysis, the family reported a decrease in their child's repetitive questions and obsessive behavior. There was a significant reduction in outbursts of anger, such as shouting and hitting, and the frequent absentmindedness had disappeared. The child also reported improved attention and concentration, which he could notice while attending lessons. However, his mother reported that he still showed little interest in his studies.

After 21 hours of Neurofeedback sessions, the mother stated that while he used to worry about many things, he no longer did, his repetitive questions decreased further, and his absentmindedness disappeared. She noted that there was no improvement in his academic performance at school, and he still didn't sit down to study on his own when he got home.

By the end of 33 hours of Neurofeedback sessions, the mother reported an improvement in her son's academic performance. His previously poor grades in English, Science, and History had improved, and he was now doing his homework at home. In addition, his family stated that he had begun to follow rules and become more patient. They also mentioned that he had overcome his fear of death during this session. The improvements he and his family noted were also observed in his special education. Reports from this education indicated increased attention, patience, and improvements in his memory. Previously, he would ask the same question repeatedly 10-20 times, but now it was down to 3-4 times. His mother stated that he no longer dwelled on the questions he asked, adding that he still hadn't memorized the multiplication table.

In 51 hours of Neurofeedback sessions, he reported receiving passing grades in four subjects he was failing and that his forgetfulness had decreased. The family also reported that his previously cruel behavior had diminished, and he no longer shouted. They said he had become more sharing, his jealousy had disappeared, and he now wanted to spend time outside instead of staying home. His repeated questioning had stopped. His fear of his mother dying was gone. The mother excitedly recounted how her son's eye twitching had completely disappeared, how he had stopped repeatedly asking if his clothes were clean or dirty, and how he had read a book for the first time. She also mentioned that while he previously didn't want guests over, he now wanted them to visit.

A year later, during a meeting with the mother and child, we determined that the progress was continuing and there was no deterioration whatsoever in the improved condition resulting from the treatment. At the end of treatment, the WISC-R test showed an increase in Verbal IQ from 56 to 64 (an 8-point increase), Performance IQ to 68, and Total IQ from 59 to 63 (a 4-point increase). The positive developments from neurofeedback treatment, combined with a good special education and school program to fill in any knowledge gaps, will enable him to function better in the coming years. I believe it would be very beneficial for the Ministry of National Education and our schools to develop and implement serious programs related to this.

 

Case 2: A 16-year-old first-year student at a Girls' Vocational High School was found to have complaints of forgetfulness, attention deficit, sensitivity, and behavioral problems (talking inappropriately, childish behavior, easily becoming aggressive towards parents and friends, sulking and being upset with friends) based on information we gathered from her and her family. It was also determined that she had suspicious thoughts (believing that people were talking about her, laughing at her). She described how, a year ago, she had cut her arms with a pen, cut her hands with a razor blade, and then bandaged them, and that she had become reluctant to go to school during the summer. She added that while her problems with her friends were less frequent now, she still misunderstood them, was in low spirits at school, and couldn't control her actions. She also isolated herself from her cousins ​​and considered them two-faced. Her anger lasted 15-30 minutes, during which she exhibited behaviors such as shouting, becoming aggressive, and using excessive profanity. It was learned that the patient, who did not exhibit behaviors such as hitting or breaking things, treated her mother badly with verbal insults. She reportedly used unspeakable words towards her mother, did not get along with her sibling, and also used abusive language towards them. Furthermore, she was not a successful student at school. She explained that she had failed a grade the previous year, and was currently failing in mathematics, physics, and chemistry, subjects she didn't understand at all. She said she liked literature, didn't study at home, and even when pressured by her mother to study, she could only concentrate for 10-15 minutes. She could only listen for 20-30 minutes of a 45-minute lesson before talking, playing with a pen, drawing unrelated to the lesson, reading another book, daydreaming during class, and falling asleep in her seat. Her mother reported that her daughter lacked self-confidence, couldn't retain what she studied, her hands got cold when stressed, she experienced numbness in her right hand, and she had a buzzing in her ears.

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Nu added that he constantly felt distressed, experienced occasional tremors, and bit his nails.

Regarding his birth history, his mother stated that she had a normal pregnancy, a normal birth, and that he breastfed less after birth. He also had a seizure at 7 months old and was given an antiepileptic drug until he was 7. When asked if he had received any head injuries, minor or major, I learned that he fell from a swing at 4-5 years old, causing swelling at the back of his head, and fell down the stairs at 6 years old, causing swelling on the front right side of his head, but he did not lose consciousness. The school's guidance department referred the family to a treatment center in the 3rd grade, where he was diagnosed with ADHD and given a short-acting amphetamine-based medication, but it did not help. During the conversation, it was learned that his father had also suffered epilepsy twice.

The patient, suspected of having specific learning disabilities, attention deficit disorder, and behavioral problems, was also considered to have mental retardation. QEEG, TOVA, WISC-R, and blood tests were requested. The blood tests were normal.

 

To understand her situation compared to her peers, a WISC-R was requested. According to the WISC-R administered, her Verbal Test IQ score was 56, her Performance Test IQ score was 68, and her Total Test IQ score was 59 (according to 1980 Turkish norms). This child fell into the Moderate Intellectual Disability group. This had been overlooked, and her continuation in a regular primary school was ensured by both the school and the family. Special education twice a week was recommended. A QEEG NxLink database review suggested a history of head trauma. It also suggested that she did not resemble the Giftedness or Learning Disability group. If serious, planned intervention is not implemented, this girl's IQ scores will continue to decline each year.

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In a 13-hour post-Neurofeedback session, following the application of neurofeedback treatment to areas showing deviations from normal in QEEG neurometric analysis, the patient stated that there was a decrease in putting their nails in their mouth, a softening in their behavior towards their mother, and that they now held onto their mother's arm while walking, something they never did before. The patient also indicated that they came to treatment willingly, but expressed their distress with the statement, "I don't want to go to school, I don't like school, I won't go, I have complaints." They mentioned experiencing distress and crying while getting on the school bus and having difficulties leaving school. It was learned that the patient's inappropriate talking and childish behaviors decreased. Their thoughts about friends talking about them diminished. During this period, they fell out with their closest friend. Their use of foul language towards their mother and sibling decreased. Sleeping in class (during math class), drawing, daydreaming, talking while playing with a pen, and tinnitus decreased. The patient's hands would get cold during stressful times, and they occasionally experienced numbness in the muscles of their right hand. They had no desire to study when they got home.

Following 20 hours of neurofeedback sessions, he stated in a follow-up interview that his nail-biting had significantly decreased, he no longer ate in front of the TV, watched excessive television, used up a lot of phone credit, and was less impulsive towards his mother. He mentioned that he had removed the posters from his wall, thinking they were just sitting there doing nothing and serving no purpose. His intense love for his favorite singers had diminished; his fanaticism in this area had lessened. His tics (in his nose) continued occasionally. His mother mentioned that he used to be very shy when speaking to his father, but now he could talk to him quite comfortably. His paranoid thoughts disappeared, his communication with friends improved, and his childish behavior decreased. While his swearing still continues, it has noticeably decreased. His tinnitus, anxiety, icy hands, trembling, excitement, and nervousness about something bad happening have all stopped. When asked about his school life, he said that while he previously didn't want to go to school, he now wants to. He said that while he never stood up for class before, he stood up for Literature class and generally for verbal subjects. Sleeping during lessons (especially math) stopped, daydreaming and playing with pencils decreased, and drawing stopped altogether. When he came home, he said he didn't have time to sit down and study. His mother excitedly said, "He's reading books now!" The patient, who used to get angry at his mother when he came home from school, now hugs her when he arrives.

 

After 32 hours of Neurofeedback sessions, the patient and his family said everything was going well, adding that he had no problems, that his nail-biting and swearing (after 22 hours of sessions) had stopped. His speech was rarely reactive. His tics and childish behaviors disappeared, and his communication with his father improved significantly. His paranoia about what his friends were saying about him disappeared, and his inappropriate talking decreased noticeably. His tinnitus, cold hands when stressed, and numbness in his right arm disappeared. He was still sometimes sensitive. He stated that he had the desire to study when he came home and that he brought his lessons to the sessions to study. His desire to go to school improved.

[Image caption: After 41 hours of Neurofeedback sessions...]

During the previous meeting, the patient reiterated that everything he had mentioned was still going well. He stated that he enjoyed going to school, had good communication with his friends, and that his school life was going well, adding that he didn't think his friends were talking about him. His grades had improved in all subjects. While he could only focus for 15 minutes out of 45, he continued talking in class, and his daydreaming, sleeping, playing with pens, and drawing behaviors had decreased compared to before. He stated that he could concentrate in subjects he enjoyed, such as literature, history, and religion, and that he wanted to study when he got home, but he didn't sit down to study. The patient said that his nail-biting habit, childish behaviors, and tics were completely gone. However, it was learned that he had become very aggressive towards his mother again and had started using foul language. While his communication with his father was good, he sometimes argued with his sibling, but he didn't use foul language as much as before. It was also added that his inappropriate talking had noticeably decreased. The positive developments regarding motivation and aggression were not yet permanent. The family's parenting style was questioned again, and it was learned that the "Stop, Think, Act" punishment and reward system was no longer being continued. The need for persistence in this regard was emphasized again.

 

Following 50 hours of Neurofeedback sessions, it was learned that the patient, after seeing his report card, drew on his arm with a pen, upsetting his family. While his understanding of math problems had improved, he felt insecure when going to the board or raising his hand. He didn't do his homework at home, saying his motivation for studying had disappeared, and when he went to school, he said he would study at home. He had low self-confidence and continued to use foul language and exhibit behavioral problems. He was resentful towards his mother, expressing this resentment by saying, "Die, perish." His mother stated that the tics, nail-biting, and daydreaming during class had disappeared. However, as his awareness increased, he realized his academic shortcomings, leading to disappointment and a recurrence of the behavioral problems.

Following 60 hours of Neurofeedback sessions, he stated that everything was going well, that he was now more careful about the words he used towards his mother, and that his behavior towards her had improved. He mentioned that he was getting high grades in some subjects at school, that he had no problems with his classmates, and that he no longer bit his nails. Following this meeting, it was decided to repeat the WISC-R and TOVA tests.

In the meeting after 70 hours of Neurofeedback sessions, she stated that her nail-biting behavior had stopped, her behavior and movements at home were gentler and more appropriate for a young girl, her actions were less impulsive, and she had matured. She also mentioned that she had a good relationship with her younger sibling who had passed their school, that her self-confidence had increased, that she no longer talked in her sleep, that she no longer worried about things, and that she could go places alone in the city.

The repeated WISC-R tests resulted in a Verbal IQ score of 67, a Performance IQ score of 81, and a Total IQ score of 72 (according to 1980 Turkish norms). An increase of 11 points in Verbal IQ, 13 points in Performance IQ, and 13 points in Total IQ was observed. While special education was recommended at the start of treatment, the family never followed this suggestion. The increase in IQ with Neurofeedback treatment was similar to what we have observed in our other children. If we hadn't treated them, their IQ scores would have declined. The 13-point increase with Neurofeedback therapy, and the fact that this happened without special education, was a striking result. This suggested that the brain could be brought back to normal IQ levels with serious special education and a structured school approach. “Why not?” These children will live in the same society as all of us, and if their trainable brains aren't corrected with the right methods, the problems they create will affect us as members of society.

[Image caption:]

One month after treatment, we learned from the family that all the positive developments had become firmly established. The family no longer experienced any behavioral problems. Following our recommendations, they applied to a fully equipped hospital for a report to ensure the child received special education. Five months after treatment, the positive developments continued.