Common Questions Regarding Attention Deficit Disorder

There are many misconceptions and questions regarding Attention Deficit Disorder (ADD, ADHD).  The following are some of the more common ones I hear in my practice:

1.  “How can I tell if my child has ADD?”

        There are a lot of misinformation and uniformed opinions available about this disorder, and unfortunately it may often even come from people who are supposed to know.  Most people think in terms of symptoms, and this is logical as it is  real world problems a person experiences that gets our attention and matters the most.  However, these should not be used as the determining criteria as to whether or not the disorder is present in a person.  There are other problems that can cause ADD symptoms, which are often missed, and if an assumption is made that ADD is present without the proper testing, a big problem can occur.  In misreading the real cause of the child’s symptoms, and assuming it is ADD, one can miss finding and correcting the true underlying cause(s).  This unfortunately happens frequently.  The only objective way to determine if someone’s symptoms are truly coming from ADD is to examine the underlying neurological processes and see if the misalignment that causes the disorder is actually present.  This can be done easily through a simple form of testing by the proper professional.

2.  “Does my child have to be hyperactive to have ADD or ADHD?”

        No, there are actually three distinct forms of the disorder: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (a combination of the first two forms).  Hyperactivity as a symptom is not uncommon, but certainly not necessary for the disorder to be present.  The inattentive form of the disorder is quite prevalent.

3. “Is medication the only effective form of treatment for ADD/ADHD?”

        The common serious side-effects and rigors of medication unfortunately cause many parents to deny even the possibility of the disorder’s presence in their children.  As a result, proper testing and, in most cases, relatively easy treatment of the disorder does not take place and the child is left to unnecessarily struggle and often fail both academically and socially.  There is a highly successful, side-effect free treatment option (which we shall discuss later).

4.  “My child has been doing fine until she hit third grade.  Now, all of a sudden, she is struggling.  Can ADHD come on out of nowhere like this?”

        While the sudden onset of the disorder is possible, particularly when there is some type of brain trauma, in most cases what is being described here is a case where ADHD has always been present, but the effects are now starting to manifest.  The high intelligence typically found with the disorder can mask its effects until the cumulative complexity of material being learned and/or the increasing abstractness of the subjects (math for example) finally catches up with them and becomes overwhelming.  This is one of the points at which it can really come to a parents’ attention, although earlier testing and treatment is very important.

As we mentioned earlier, there is an important alternative to medication in the treatment of this disorder.  Neurofeedback is a drug and side-effect free procedure in which the individual learns to retrain the attention mechanisms of the brain, alleviating the condition.  Once training is completed, no further treatment is necessary.

Is it too late to get help for this school year?

About this time of year I frequently hear this concern raised.  Unfortunately, it is often put another way, “Should we just forget about this year, and hope next year is better”.  The parent will usually continue: “We have tried our best, we’ve talked to him (or her), we’ve encouraged him, we’ve pushed him as hard as we can, we’ve even tried tutoring and counseling, hoping for the best, and nothing seems to have gotten better.  The school is talking about holding him back and putting him in a special class.”

Usually, as I inquire further into the child’s problems, I will hear that he (or she) is having significant problems academically and can’t seem to focus or retain what he’s learned at home, or is having lots of behavior problems at school, lacks confidence, is isolated… or all of the above.

There are really two parts to this question.  For the first part, no, it is definitely not too late to get help for this school year.  It is at the end of the school year that the evaluations and decisions are made as to what is best for the child in the coming year and we are definitely not at that point yet.  I have worked with many teachers, and I am consistently told that if they see significant improvement in academics and/or behavior before the end of the year, it can definitely effect their decisions.

A parent’s attitude toward this question is also critically important to their child.  Your decision to accept these problems as unavoidable, and/or to give up on this school year, as opposed to not giving up and continuing to find the solution to your child’s difficulties, makes an indelible impression on how your child sees themselves and their approach to solving problems.  If you take the first option, things will probably get worse for them as they will sense your’ giving up, and they will too.  They will also think less is expected of them and they may put forth less effort.  If you choose the second option, and ground that for them firmly in the fact that the problems do not represent their true self or abilities, and that they are worth these extra efforts to solve the problems, then you have the opposite effect and their self esteem and effort climbs. So does your chances of final success for the school year.

The second part of the question regards whether or the not the proper underlying cause of the problem is being addressed.  While tutoring and counseling definitely have their place, the problems mentioned here are more likely stemming from ADHD.  This is a disorder that many parents reject testing for and if present, treating, because they understandably fear what they think is the unavoidable use of medication with its undesirable side-effects and rigors.  There is, however, a much preferable alternative to this scenario. An effective, non-side effect treatment known as Neurofeedback allows for a child or adult to relearn the concentration and sensory mechanisms of their brain.  From this, the attention and/or hyperactivity disorder can be alleviated.  If you would like more information in regards to Attention Deficit Disorder or Neurofeedback, please do not hesitiate to contact Alta Neuro-Imaging (located in Placentia, CA).

Lazy, Excitable, Oversensitive… ADHD?

In my 17 years of practicing Neurofeedback (EEG-Biofeedback) in Orange County,CA  for Attention Deficit/Hyperactivity Disorder (ADHD), mild Autism, chronic Anxiety, chronic Depression, and Sleep Disorders, I have heard these problems described by a wide variety of terms and phrases other than the above.  What’s in a name?  Well, in some cases… a lot.  We, as people, and in some cases, our situations, are often defined by the language we use.  In the case of conditions that are treatable, this language may determine the help that people get, or don’t get, and the judgments (erroneous?) that are made about them. 

In regards to ADHD, the terms used to describe these children and their behavior often determines their self-concept, and how others see them.  This, in turn, may determine which doors are opened to them and which are closed, what they believe they can and cannot do, and, therefore, what their future will be.  In some cases these terms may actually be accurate.  In other cases, the wrong words may be used because of a lack of awareness of the proper terminology. 

Approximately 85% of ADHD is genetic and, as in the past, this disorder was unknown and many parents of ADHD children may apply the same self-limiting terms to their children as they themselves lived in the shadow of.  However, since the language used may determine so much for these children, it is important to do reliable testing and/or treatment to find out what is really going on.  One form of effective, drug and side-effect treatment involves Neurofeedback.  During the process of the therapy, patients re-train control mechanisms of the brain that deal with concentration and/or hyperactivity.  Unlike other forms of ADHD treatment, re-training of the brain is permanent once the program is completed.

There are three sub-types of ADHD: Primarily Inattentive, Hyperactive-Impulsive, and Combined Form (combination of two previous sub-types).  Different terms may be misused to describe these forms of ADHD.  Let’s take a look at a few of the more common ones.       

Primarily Inattentive:  Lazy; Daydreaming; Tuning Out; Spacy; Bored; Unmotivated; Procrastinating; Unconfident.   While children may indeed exhibit these states without the presence of ADHD, the inattentiveness brought about by the disorder is often improperly described by these terms and can lead to mis-labeling, and the child missing out on the opportunity for help.

Hyperactive:  Excitable; Wild; Active; Physical; Hyper.  Once again, these conditions, particularly if temporary, don’t necessarily indicate ADHD.  However, if these behavior styles are typical, proper testing is necessary to get them the most help possible.

Impulsive:   Aggressive; Oversensitive; Immature; Emotional; “Jumps to Conclusions”.   As above, if persistent, it is best to determine the cause of these problems through the proper testing, and if the child screens positive for the disorder, it should be corrected through the right treatment.

It is imperative to find a veritable form of testing to see if one or more of the above mentioned symptoms is associated with ADHD.  If you reside in the Southern California area and would like your child or yourself to be tested for this disorder, please feel free to contact us.

Children with ADHD Often Rejected by Peers

Enjoyable and healthy peer relationships are essential for a child’s normal development .  A child’s peer relationships have also been found to be an important predictor of adult success and fulfillment in their social relationships and occupation.  Difficulty in finding friends leads to feelings of low self-esteem, and this in turn worsens the other problems a child with ADHD may be encountering: academic difficulty, behavior problems in class, and a variety of problems at home.  In addition, children with poor social skills are at increased risk for delinquency and school drop-out. 

The child with ADHD often lacks the ability to learn the social skills that are essential to succeed in life.  These children may become socially inept, and their lack of interpersonal skills can cause them many important difficulties.  For a child, positive relationships with friends is an essential component of a happy childhood, and furthermore, provides a critical buffer against stress and helps to protect them from psychological and psychiatric  problems.  ADHD children can lack these positive interactions and thus are at risk for a number of emotional problems.  Approximately 65% of these children suffer from peer rejection, and are less likely to be chosen as seatmates, activity partners, and best friends. 

As these children grow older, these problems seem to get worse.  Inappropriate behavior, or simply difficulty in connecting, and the resulting sadness, hopelessness, and resignation can lead to further social rejection.  As adults, they often have difficulty finding and maintaining successful careers.  Relationships and familial matters usually suffer significantly as well.  Problems with the law are much higher for these individuals too.  Approximately 70% of the inmates in California penal institutions have been diagnosed with ADHD.         

 Causes of Rejection

It is difficult to determine all the factors that make a child unpopular.  There are three sub-types of ADHD: inattentive, impulsive-hyperactive, and the combined form (a combination of the previous two).  There are subtle social cues people exchange when interacting, such as tone of voice, the look in one’s eyes, and posture.  When there is a deficit of attention, these subtle cues are missed, and the inattentive child doesn’t know to adjust their behavior appropriately to make and keep a good connection with the person they’re relating to.  Inattentive children become bored more easily and may become disruptive to the class, and have a hard time adjusting their behavior as situations change in the classroom.   They may also be less “tuned in” to activities and games, and this limits participation, on which social connections are made.

Children with the impulsive-hyperactive and combined forms of ADHD often behave inappropriately and/or aggressively, they may engage in more fighting and interrupting of others.  They are more likely to want to dominate play, run, yell, tease and make rough physical contact inappropriately.  These behaviors can make others uncomfortable, and set up a process of peer rejection.  Furthermore, these children will often attract other children with similar behavior, and they may reinforce each other’s bad behavior, making the problems worse.

Remedies

Unfortunately, some parents will not get their children the help they need and deserve.  Many parents deny the possibility of their child having ADHD, and the need for testing and treatment, because they understandably fear the rigors and side-effects of medication. 

An alternative method to medication is Neurofeedback, a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life.  This  form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain. 

For additional information pertaining to Neurofeedback therapy for ADHD or various other disorders, please contact the director of the Alta Neuro-Imaging Orange county, CA location.

Prevalence of ADHD

Attention Deficit/Hyperactivity Disorder- “ADD” or ADHD- affects approximately nine percent (9%) of the children in the United States.  It is one of the more prevalent, and most studied, of all childhood psychiatric disorders.  A new study reports that only about a third of them are getting proper treatment.

“There is a perception that ADHD is over diagnosed and over treated,” says lead researcher Dr. Tanya E. Froehlich, from Cincinnati Children’s Medical Center.  “But our study shows that for those that meet the criteria for ADHD, the opposite problem- under diagnosis and under treatment- seems to be occuring.  Interestingly, Froelich commented further that “…girls were more likely to be under diagnosed.”

Also of importance are the findings of the National Health and Nutrition Examination Survey.  The researchers found that of the children who met the criteria for ADHD, only 47.9% had been diagnosed with the disorder, and of these, only 32% were being treated consistently with medications.

There are three sub-types of the disorder: primarily inattentive, hyperactive-impulsive, and combined (a combination of the two previous types).  Attention Deficit Disorder is not a trivial problem; it can have a serious, detrimental impact on a persons life in terms of learning, social relationships, and self-image, as well as success and happiness in adult life.  In addition to the negative impact the disorder has on the individual, it can wreak havoc on family dynamics.

As we saw earlier, approximately fifty percent of the actual cases of ADHD are identified, and of these, only a third are receiving proper treatment.  One of the major reasons for these unfortunate facts is parents’ understandable fears of the serious side-effects and rigors of medication.  Fearing that medicating their children is the unavoidable response to testing them, or, if the disorder is already present, thinking that medication is the only treatment available.  Many parents avoid testing and treatment altogether and abandon their children to their fate.  This is a distressing scenario.

The good news however, is that medication is not the only, and certainly not the most successful, form of treatment for ADHD.  There is an alternative to this scenario.

The alternative is Neurofeedback.  It is a drug-free, painless procedure which a child or adult does to re-train the mechanisms in charge of attention within the brain.  Neurofeedback is permanent; once treatment is complete, no further treatment is necessary.  Parents no longer need to avoid testing and/or treatment for fear of the “drug solution”.  They do not have to be forced to accept poor grades, endless hours of homework, calls from the school, and feelings of hopelessness.

They can get help for their children if they so need.

If you would like more information about Neurofeedback, please contact Dr. Ferrari at his Southern California office, Alta Neuro-Imaging Neurofeedback.

A “Short Course” Summer Remedy for ADHD

Does this sound familiar to you?  “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming.  Their grades are below average, yet I know that they are intelligent.  Homework takes forever, and is a constant battle.  If this were not enough, they are frequently getting into trouble at school, and it’s the same at home.  The poor kid can’t get a break, and the family is constantly in an uproar.  We always dread the start of the next school year, and things seem to be getting steadily worse.”

If the academic performance and/or behavioral part of this statement sounds familiar to you, there is a good chance that your child may be suffering from ADHD.  The destruction of the child’s self esteem, and the conflict and chaos wrought on family dynamics can be devastating.

A further complication to this problem is that many parents, thinking that the side effects and rigors of life-long medication are the only remedy, try to deny the problem and avoid testing and treatment.  Fortunately, medication is definitely not the only form of successful treatment.  We’ll discuss this more in a moment.

The problems mentioned above and the hectic schedule of the school, sports, etc. often make it near impossible to get help during the school year.  However, when the school year ends, and the summer is finally here, an opportunity presents itself to make a big change for the better.  Neurofeedback treatment for ADHD requires thirty sessions, each being thirty minutes long, with a minimum of one session a week.  During the school year the pace of life can be so hectic that the treatment may take four to seven months to complete.  In the summertime, the opportunity presents itself for a “Short Course” treatment, which can be completed in one to two months.

One of the gifts of childhood is an innocence, which (as long as their self esteem isn’t too damaged) prompts them to believe (without anything actually occurring to bring it about) that next year will always be better.  If the child’s parents actually correct the problem over the summer, then a beautiful thing happens to the child’s belief in his/her self.  They discover that, “you know what?… I was right to believe in myself… things are better this year.”  When parents intervene for their children in this way, not only does their performance and/or behavior turn around for the better, but the parents also give their child an incredible boost in self-confidence and self-reliance.  These are wonderful gifts to give your child!

Neurofeedback is an effective, drug and side effect free, painless procedure in which the child learns to re-train the attention mechanisms of the brain, alleviating the condition.  Once training is complete, no further treatment is necessary.

To request information on the treatment of Attention Deficit Disorder (ADD, ADHD), Mild to Moderate Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, and Peak Performance Training please contact:

Dr. Stephen Ferrari for  Orange County Neurofeedback

What causes A.D.D.?

The causes of ADHD for Orange County children can be described in terms of neurological structures within the brain with slight malfunctions, or in terms of what causes these malfunctions in the first place. The first is usually obscure and confusing to most us and is hard to relate to our daily world. The second is more understandable and practical in my opinion, and that is the approach we shall take.

Genetic: Approximately 80-85% of this disorder is genetically based (in our DNA or family tree). While consistently passed on to each successive generation, this gene does not always manifest, or show up in all offspring. This means that while it may be present in one or both parents, in may skip generations or manifest in one of a parents’ children and not another. In looking back up the family tree you may see it in an aunt or an uncle, or a grandparent (or not if it was not properly diagnosed).

Oxygen Deprivation At Birth: There are a number of conditions, which can bring this about. Premature Birth, Jaundice, and difficulty in labor can all result in oxygen deprivation at birth. Those these condition do not always cause ADHD, they certainly can.

Drugs and Alcohol in the Prenatal Environment: Excessive alcohol and /or drug use by the mother while the child is in the uterus can cause a number of problems, and ADHD is one of them. In addition to this problem, there are also other learning and behavioral disorders which can compound the ADHD problem.

Head Trauma: Injury to the head or neck can also bring about this disorder. This can be the result of a cesarean or forceps assisted delivery, a serious fall or blow to the head, or something as routine as a “normal” childhood fall from a tree or down to the stairs. This cause is less predictable as there are many injuries as serious as a skull fractures which don’t result in ADHD, while often mild injuries can bring it about.

While it is interesting (and in some instances prevention is possible) to know the causes of this disorder, the majority of the time the cause of ADHD is not in any way a parent’s fault. Misplaced guilt, or the idea that a child’s problems reflect on them (not my child!) can cause pain and anxiety and many parents will deny the possibility of the problem and the necessary testing and/or treatment. Often parent also resist testing because they dread the possibility of what think are the unavoidable side effects and rigors of ADHD medication. This is definitely not the only solution!

Individuals can retrain the attention mechanisms and/or impulse control mechanisms of the brain during Neurofeedback.  It is a painless, drug free procedure which alleviates the condition. No further treatment is necessary once the training is complete.

For more information, please contact Dr. Stephen A. Ferrari at his Southern California Neurofeedback center.

Frequently asked Questions Regarding Neurofeedback

1. What does the EEG (electoencephalograph) show?
The EEG shows activity levels of different parts of the brain and the relative balance or imbalance, which underlies ADD/ADHD.

2. Can everyone do Neurofeedback?
Most people are good candidates for retraining these parts of the brain. Approximately 85% of the people with ADD/ADHD, through proper training, can bring about this correction.

3. Are there age requirements for doing the training?
We normally start testing and training at the age of 4. There are no upper limits to the age at which ADD/ADHD can be corrected through successful Neurofeedback training.

4. How can Neurofeedback do all the things listed in your brochure (i.e. chronic depression, chronic anxiety, pain management, sleep disorders, migraine headaches)?
Various imbalances in the brain underlie the various conditions that Neurofeedback is successful in treating. Working with different parts of the brain enables one to correct imbalances or disorders.

5. How will we know if the Neurofeedback is working?
The patient and/or the parents, as well as the teacher, will have every indication that this is working through evidence of changes in their performance and behavior difficulties. Neurofeedback is the type of treatment whereby improvements come steadily throughout the training, as opposed to having to wait to the end to see these improvements.

6.  Is Neurofeedback permanent?
Yes, this part of the brain holds any adjustments it learns permanently. Individuals with ADD/ADHD, Autism Spectrum disorders, chronic depression, and/or chronic anxiety, who are good candidates for the training (as determined in the evaluation), and who successfully complete the training, will have permanent results. There will be no need for any other treatment.

7.  Are there other actions that must be done to insure success?
No, all treatments are conducted in our office.

8.  How many sessions are necessary to complete the training?
The treatment typically consists of 30, one-half hour sessions. A minimum of one session a week is required.

9.  How can you tell if one is ADD or ADHD?
The underlying neurological condition of both of these disorders is the same. In some individuals it is expressed in attention difficulties. In others, the difficulty is with impulse control and hyperactivity. Furthermore, in some cases there may be a combination of all symptoms. The symptoms determine what sub-type of the disorder is present.

10. Are there other techniques used for different conditions?
Yes, techniques used vary depending on the disorder.

11.  Does it hurt or is it uncomfortable?
No, Neurofeedback is safe, painless, non-invasive drug free treatment. It is not uncomfortable in any way. Most patients find it enjoyable and satisfying.

At Alta Neuro-Imaging, southern California children and adults can undergo Neurofeedback treatment for Attention Deficit Disorder, mild to moderate Autism Spectrum disorders, sleep disorders, chronic depression, chronic anxiety, as well as peak performance.

EEG Biofeedback or Neurofeedback for ADD/ADHD

Neurofeedback, also known as EEG Biofeedback, is a form of treatment for Attention Deficit Disorder-ADD/ADHD, which is a highly effective alternative to drugs. The underlying cause of this disorder is a misalignment, in terms of speed, between two brain activities, which need to work together for proper focus, and/or impulsivity-hyperactivity control. Approximately 85% of the individuals with this disorder are capable of retraining this part of the brain.

This part of the brain will hold whatever adjustments it learns to make permanently. Therefore, for individuals who are good candidates (85%) for this form of treatment, and who complete the treatment, the problem will be corrected for life. Neurofeedback treatment for ADD/ADHD typically consists of thirty, 30-minute sessions. A minimum of one session per week is necessary, and all the work is done at our facility (there are no exercises or drills that need to be completed at home).

Individuals vary as to how many sessions per week they are capable of. Some can only do one per week, which is perfectly acceptable, there are always many patients which work at this pace and their results are good. Most patients are capable of 2-3 sessions per week. The impact of the number of sessions per week an individual does is twofold. The first is naturally the amount of time it takes to complete treatment. Once a week takes approximately seven and a half months, while three times a week, for example, takes approximately two and a half months. Secondly, since “real-life” improvement is taking place as the individual is going through the treatment, the number of sessions per week the individual is doing will determine the speed of improvement. For most of us, the faster life is improving, the more motivated we are to work hard at what is making that happen. Therefore, there is a psychological advantage in terms of motivation, in doing more sessions per week.

The improvements to be gained are life altering. There are three types of Attention Deficit Disorder; Primarily Inattentive, Hyperactive-Impulsive, and the Combined form. For children this can mean significantly improved grades, greatly improved homework sessions, and much better behavior. For adults, the improvements usually translate into significant improvement in workplace performance, better relationships and parenting abilities, and a more relaxed and enjoyable lifestyle.

Incidentally, there are also other condition/disorders that neurofeedback is very effective at treating. Among these are High-functioning Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, Stress Management, and Peak Performance Training (improved workplace, athletic, or academic performance).

Neurofeedback is an effective, drug free, painless procedure in which the individual learns to retrain the attention and/or impulse control mechanisms of the brain, alleviating the condition. Once training is completed, no further treatment is necessary.

To request information on the treatment of Attention Deficit Disorder (ADD, ADHD), Mild to Moderate Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, and Peak Performance Training contact:

Dr. Stephen A. Ferrari
Alta Neuro-Imaging Neurofeedback
1075 Yorba Place
Suite 105
Placentia, CA 92870
714.990.6536
Website: www.ocbiofeedback.com

The Joy of Homework

Ideally (and I do mean ideally) homework should be a time (and not too long of a time) for a child to practice skills learned in the classroom, share with their parents what they are learning, show off their new abilities, and gain confidence in themselves. It can and should be a positive, affirming experience for all involved.

However, for many children and parents, it is quite often the opposite (if it gets completed at all). For them it can be “evening-killing” stressful, conflict-filled, prolonged period of frustration, failure, and blame. It is often a confidence-shattering time for the child, which erodes the positive bond between parent and child (not to mention that between the parents), and is disrupting to the whole family dynamic.

For these children, just getting the assignment written down and the correct books in the book bag to go home may be a daunting task. Papers invariably get lost, either on the way home or going back to school, where they may or may not get turned in at all (this is particularly exasperating after all the work it took to get it done). If by some miracle everything necessary to do the homework makes it home, the energy it takes to recall the instructions, understand the assignment, and complete the task may prove to be too much.

Furthermore, the learning required to do the task in the first place may not have happened in the classroom. The same issue that is causing the problem at home may be short-circuiting the learning process at school, but we’ll talk more about that in a minute.

For parents who come home from work tired themselves, or for homemakers who never get away, the last thing they want to do is jump into this task (who wants to do third grade again?), and so, the avoidance and blame game ensue. Finally, because the origin of these problems for the child is often genetic, the same traits may be present in one or more of the parents, further multiplying the problems.

When this scenario is present, there is a good chance that the underlying problem is ADD or ADHD (Attention Deficit Disorder). This is a relatively minor disorder, which, was we have just seen, can have far reaching, serious effects on a child, a parent, and a family. Many parents avoid considering or testing for this cause because they, understandably, fear the necessity of drugging their child.

Fortunately, there is a highly successful alternative to this scenario. Neurofeedback is an effective, drug-free, painless procedure in which the child learns to retrain the attention mechanisms of their brain, alleviating the condition. Once training is completed, no further treatment is necessary.

As all the above-mentioned factors can make the problem worse with each passing year, it is imperative to have your child, or a child you know has or you suspect of having ADD (ADHD), evaluated and/or treated as soon as possible.

To request information on the treatment of Attention Deficit Disorder (ADD, ADHD), Mild to Moderate Autism Spectrum Disorders, Sleep Disorders, Chronic Depression, Chronic Anxiety, and Peak Performance Training contact:

Dr. Stephen A. Ferrari
Alta Neuro-Imaging Neurofeedback
1075 Yorba Place
Suite 105
Placentia, CA 92870
714.990.6536
Website: www.ocbiofeedback.com