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Neuromedics Technology Inc.

 

95 Pascal Lane

Austin, TX 78746

Tel.  (512) 633-2327

 
Research Summary

 

The table below summarizes some of the research findings involving our technology.  You can download Acrobat PDF files of the original studies from our Research page.

Most of the tests (metrics) used are components of standardized intelligence (IQ) tests.  Note the percentage changes; these are for the experimental group and reflect changes which occurred over the course of treatment.  Typical treatments sequences involved 40 sessions of 20 minutes per session.  See the notes at the bottom of this page for more information.

 

 

Study

Size (N)

Treat- ment

# sess- ions

Metric (6)

Pre- and post- results (mean)

Difference (4,5)

Percent change

Significance P Value (3)

Larry Micheletti

Doctoral Dissertation

(1)

99

LSS only:

 10 hz + 18 hz protocol

(2)

40

20 minutes each

WRAT-R

99.48

+7.32

+7.36

0.001

106.8

WRAT-S

90.62

+8.19

+9.04

0.01

98.81

Raven's

113.4

+7.2

+6.35

0.001

120.6

SBIR Phase I

40

EDLSS;

lead/lag protocol

40

22 minutes each

PPVT-R

91.25

+9.2

+10.1

0.01

100.45

WRAT Arithmetic

80.45

+3.65

+4.53

0.01

84.1

WRAT Spelling

74.9

+4.4

+5.87

0.01

79.3

WRAT Reading

77.85

+3.0

+3.85

0.05

80.85

SBIR Phase II 

[Summary of all test groups]

25

EDLSS;

  lead/lag protocol

 40

WRAT Reading

105.1

+13.6

+12.94

0.001

118.7

Raven's

105.9

+9.1

+8.6

0.001

115.0

Fiona Keyhoe

 

 

Doctoral Dissertation

 

14

10 hz + 18 hz protocol

(2)

40

 

 25 minutes each

WRAML verbal memory

84.23

+8.31

+9.86

0.000

92.54

WRAML visual memory

92.46

+6.00

+6.49

0.043

98.46

WRAML learning

97.54

+12.77

+13.1

0.0005

110.31

WRAML general memory

89.23

+11.15

+12.5

0.000

100.38

WRAML memory screen

92.46

+7.92

+8.6

0.0015

100.38

CATQ hyperactivity index

59.62

-9.39

-18.7

0.014

50.23

 

 

Notes:


(1) Dr. Micheletti's study compared the effects of LSS on children with ADD/ADHD who either used, or did not use, stimulant medications to control their condition. It appears that there is some synergy between the two treatments (but see his study for details). With an N of 99, Dr. Micheletti has also completed the largest known study to date of the effects of LSS on ADD/ADHD.


(2) The 10 hz + 18 hz protocol, also developed by Dr. Russell, alternates between those two frequencies with short "off" periods between stimuli. The intent is to increase both alpha (for relaxation) and beta (associated with exercise of cognitive skills and attention).


(3) "Significance level" is a statistical measure of P Value intended to show that results are not due to random variations of various sorts. In clinical and experimental psychology, a result is considered "significant" if this value is equal to or less than 0.05. Results on the order of 0.01 or 0.001 are considered to be "very significant."


(4) We are showing in this table only significant changes. Some other measures, such as WRAT-M (mathematical ability) showed no significant changes. What seems clear from the various results is that the most significant changes due to LSS and EDLSS always consist of improved verbal skills.


(5) Several of these studies tested the students immediately before and after the course of LSS treatment, and again several weeks later. We noted that the improvements in IQ scores continued during that period, and we believe that these positive changes were due to the treatments. Therefore the final post treatment scores are utilized in the summary tables.


(6) Researchers chose a range of metrics, which cannot always be directly compared. WRAT=Wide Range Achievement Test; Raven's=Raven's Progressive Matrices (non-verbal IQ); WRAML=Wide Range Assessment of Memory and Learning; PPVT=Peabody Picture Vocabulary Test. These scales are normalized with 100=average, i.e., equivalent to IQ. CATQ=Connerís Abbreviated Teacher Questionnaire, an index of hyperactivity
 

 

 
 
 

 

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