The effects of EEG neurofeedback and neuro -cognitive processing in the educational environment of an arts -based private elementary /middle school

This is a randomized, controlled study investigating the effectiveness of electroencephalogram (EEG) neurofeedback and neuro-cognitive processing in an educational environment of a small unique private arts-based elementary/middle school. The study sample was twenty-four (N = 24), separated into 12 controls and 12 neurofeedback subject groups. The study divided the groups by first and second semester providing two 18-week sessions containing a total of 25 one-hour therapeutic periods, using EEG neurofeedback and neuro-cognitive coaching sessions. The students using the EEG neurofeedback and neuro-cognitive therapy made improvement in overall academic areas and the behavioral aspects of attention problems: hyperactivity, internalizing problems, and adaptive skills. The area of statistical significance, was in auditory discrimination (p = <.001). This study has implications for increasing perception of auditory information, thereby expanding concentration and focus skills which in-turn lead to increases in nonverbal intelligence in both the special needs and average populations. These findings are of interest to educators, neurofeedback therapists, psychologists and the medical community.