“The distinguishing feature of CADD (Common Attention Deficit Disorder) is excessive theta activity over the sensory motor cortex on top of the brain. Prominent characteristics of this condition are being easily distracted, daydreaming, and having problems retaining information. To give an example of how a CADD case is treated, let’s look at Molly. Molly, who was nine years old, had been adopted by a loving and strongly supportive family. She was polite and shy, a little afraid, as many children are on the first visit, and clearly unhappy about herself. Molly reported that she had trouble paying attention in class and was often reprimanded by the teacher for “daydreaming.” Molly had no behavior problems in school or at home, but she found doing her homework unpleasant, and this trait caused some family friction. Molly tearfully revealed that she felt that she could not learn as quickly as her classmates and “always'” forgot what she had just studied. She felt stupid.

Molly’s case is one of the kinds that often go undiagnosed. Working hard, she still cannot perform well, so she concludes that she is simply stupid and that her teachers and parents either have not discovered that fact or are trying to be kind by telling her that she is smarter than she knows she is. With poor self-esteem and the feelings of emotional abandonment that adopted children commonly endure, Molly was on a path in life toward disappointment, unfulfilled dreams, and personal dissatisfaction.

The first visit included an assessment of the five hot spots on the brain. She had excessive theta amplitude over the top of her brain. Her theta/beta ratio was 3.5 when it should have been below about 2.3. I used a protocol to suppress theta and enhance beta amplitude. When the brain was performing correctly, theta decreasing and beta increasing, a balloon icon moved around the computer screen. Molly started racking up points as the balloons moved. As she became capable of effecting the desired brainwave changes, the conditions that needed to be satisfied to move the balloons were made increasingly difficult. In addition, because the initial assessment found that the Alert harmonic reliably reduced the amplitude of the theta waves, Molly used the harmonic at home when she did her homework. Using this treatment not only helped her stay focused and increased retention but also progressively lowered the theta waves and therby reduced the total number of neurotherapy sessions required.

A year or so after her treatment was completed, Molly’s parents wrote a letter from which the following paragraph is excerpted: “We are both very grateful for all you did for Molly. It was a real tribute to you that after only one week of school, Molly brought in her flute to play a ‘solo’ for her new classmates and she wasn’t even nervous about it! Last year at this time that would have been impossible for her.” Molly’s self-esteem was profoundly changed by the neurotherapy, and her newfound self-confidence helped her to succeed in school. As a colleague of mine has said, “Fix self-esteem and you fix everything.”

Molly’s case illustrates the simplest form of CADD and is the easiest to correct; it takes the fewest sessions and usually responds favorably to home treatment with the Alert harmonic.” pp. 144-145 Biofeedback for the Brain by Paul G. Swingle Ph.D. Questions? Treatment begins with a brain map qEEG. Call Fort Wayne Neurofeedback to set an appointment and ask questions. Ph. 260 432-8777