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=Conner�s
Abbreviated Teacher Questionnaire, an index of hyperactivity
