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1 of 2 found the following review helpful:
Alert to School Administrators Oct 06, 2006
No child left behind no longer needs to be a catchy phrase but can now become a reality in an education system that is willing to incorporate the ground breaking results of Dr. Thornton's research and Neurocognitive program.
The honest and committed efforts in school districts to improve the LD child's academic functioning has experienced only limited success. The focus of remediation programs that schools utilized was to train the dysfunctioning adacemic skill in order to imporve the child's cognitive ability. The goal was to bring about a change in the neuropsysiology of the brain by working from the outside (tutoring) to bring about change on the inside (improved cognitive ability).
The Neurocognitive program developed by Dr. Thornton, and so clearly presented in his book, requires a paradigm shift in our perception of remediation. The Neurocognitive approach directs remediation at the dysfunctioning neuropsysiology of the LD child to stimulate connections in the brain to function more effectively in the academic task, i.e. reading. Neurocognitive remediation works to change the brain functioning within the cerebral cortex in order for the child to achieve success on the outside academic task.
Neurocognitive biofeedback opens a whole new vista to our education system. The neurotherapy field itself is still in the initial stage developing and researching the vast potential of enhancing brain functioning through self-regulation training. Dr. Thornton, in his book, demonstrates the power of the Neurocognitive approach to transform the lives of learning disabled children. Educators, it will make a difference so that no child will be left behind.
Henry A. Malone, Ph.D., Psychologist.
1 of 2 found the following review helpful:
Improving Educational Outcomes With Neurocognitive Therapy for Individuals with Learning Disabilities, ADHD and Brain Injury Jul 07, 2006
Dr. Thornton's book is an excellent work which describes his ground breaking research for the development of a neurocognitive approach using the quantitative EEG for the treatment of brain functioning for those with learning disabilities, ADHD, and traumatic brain injury. There is convincing evidence throughout the book of an increase in cognitive effectiveness, using Dr. Thornton's neurocognitive intervention model, with a 15 point average gain in IQ, demonstrated in multiple studies. Dr. Thornton presents convincing evidence for using QEEG activated guided neurofeedback to quantify the relationship between cognitive activity and electrophysiological variables, thereby, increasing the cognitive effectiveness of the brain. One of the underlying principles in Dr. Thornton's approach to EEG biofeedback treatment is to activate the brain under relevant conditions such as listening and reading, while monitoring brain waves and adjusting current patterns of functioning using electronic guidance during trial and error learning. Brain mapping is used to guide the treatment.
Based on scientific investigation presented in Dr. Thornton's book, it seems likely that our school systems could make a dramatic difference in improving educational outcomes for those with learning difficulties, using Dr. Thornton's neurocognitive approach compared to traditional models. Dr. Thornton makes a sound argument for the efficacy of his approach compared to the current educational intervention programs, suggesting that traditional models are minimally effective and more costly and time consuming than his model. I applaud Dr. Thornton for his work and what his contributions could mean for helping a myriad of children, adolescents and their familites suffering from problems in brain functioning.
Elizabeth Shanshala Stubbs Ph.D.,Psychologist
8 of 9 found the following review helpful:
How to vastly improve educational outcomes for all those stuggling to learn. May 17, 2006
Dr. Thornton has compiled a truely important work. Readers will become convinced that we can do much better with our educational interventions by adopting a new paradigm.
The neurocognitive approach is a special kind of biofeedback. Biofeedback means interacting with a display of your physiology. EEG biofeedback begins by monitoring brain waves and encourages adjustments to current patterns of functioning with electronic guidance during trial and error learning. Dr. Thornton convincingly advocates that a certain type of brain mapping guide this intervention.
This book deserves to be broadly read and studied. The field of neurofeedback is currently vastly under-recognized. This book makes clear the extraordinary power and effectiveness of brain wave biofeedback in general and Dr. Thornton's approach in particular. Who cannot be impressed with muliple studies showing an average gain in IQ of 15 points?
I have never seen such compelling evidence that traditional educational programs pale in comparison to neurofeedback in general and QEEG activation guided neurofeedback in particular. Dr. Thornton achieves consistently strong results with learning disabilities.
At the inception of it's release, this book already has an auspicious history. I showed an early version of this book to the federal education department. Based on the bibliography and sound research basis presented here, the Institue of Educational Sciences has decided to request applications for further study of neurefeedback in education in several categories.
"The Institute's FY 2007 RFAs have already been released. They are available on the website (http://www.ed.gov/about/offices/list/ies/programs.html). Individuals interested in the use of neurofeedback to improve reading outcomes should check the National Center for Education Research, NCER topics on (1) Reading and Writing, (2) Interventions for Struggling Adolescent and Adult Readers, and (3) Cognition and Student Learning, In addition, they should check the NCSER topic on Reading, Writing, and Language Development."
Once these large randomized controlled trials are completed, this book will continue to be seen as a guide to what is possible. The implications for transforming all of special education are vast.
Gary Ames, Psychologist, Bala Cynwyd, PA.
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