Posts Tagged ‘Hyperbaric Oxygen’
This is the 2nd post in the “Pretty Pictures” series. To review the first post, see Pretty pictures from qEEGs and what they show.
The last article about pretty pictures that showed qEEG information of patients using biomed treatments was admittedly a teaser to whet your appetite to learn more about qEEGs as a means to validate a treatment by showing the improvements in the electrical patterns of the brain. Before I continue with this post I will reiterate what we learned in the previous post that “GREEN IS GOOD — LINES ARE BAD.” That rule will apply for all the images that follow. Also remember that the bump at the front of each head map is the nose; the two bumps on the sides are the ears and your vantage point is from above as if you are looking down on the child’s head facing forward.
Speech and language centers—receptive, expressive, and integrative–are often impaired in children on the autism spectrum. For the majority of children, speech is something that is predominantly a left brain function. Because this post is focusing on speech and the improvements that can be seen from the types of therapy we do at our clinic using our specific protocols, the next set of images I will present will highlight changes that occurred in the left side of the brain. Changes that are necessary for improved speech and language are predominantly functions of the left temporal lobe, posterior-inferior frontal lobe, and portions of the anterior-inferior parietal lobe. As you look at the picture above, the areas involved in speech and language are represented by a region that is several centimeters in size and lies adjacent to where the red (frontal lobe), green (temporal lobe), and gold (parietal lobe) come together and touch each other. Unfortunately the brain is not so simple as to just use these areas for effective speech and language. Therefore, for many children to effectively understand language and effectively speak, the brain often calls upon anatomically similar regions on the right side of the brain to help it out.
In the “BEFORE” image, you see VERY LITTLE GREEN on the left side of the brain. Instead you see yellow, orange and red brain wave activity that represents overactivity. This overactivity causes interference in the child’s ability to understand spoken language, process it appropriately, and then speak effectively. The following analogy should help you understand this concept better. If a child’s teacher is in a quiet room and asks, “Tell me what you did last night,” the child first hears the question (receptive language), processes what the teacher wants to be done (integrative language), and then tells the teacher the answer to what was asked (expressive language). However, if the radio or TV is blaring away (analogous to excess brain activity depicted as yellow, orange, or red on a QEEG), depending on how loud it is and how close the child is to the teacher will determine how much the child hears the question, can process what to do, and then give the teacher the correct answer. The reason is obvious why language did not occur at the desired moment in time, that being because there was too much activity and interference (analogous to “colors” other than green and interference “lines”).
The pictures below show young five and a half year old boy who came to our office naïve to biomedical treatments. Dr. Neubrander started him on two distinct protocols he has developed that combine methyl-B12 and soft chamber HBOT in very specific ways.
After implementing our protocols over the course of 30 days, a different pattern emerged. In the “AFTER” image, you now see A LOT OF GREEN on the left side of the brain. These green areas are the areas that correspond to the speech and language centers and demonstrate that within 30 days of intense therapy, following very specific protocols, we had made substantial”electrical improvements” in the speech and language regions of the brain. This corresponded to major “clinical improvements” documented by significant gains in language as well as cognition. Though I have not discussed it previously, the area of the brain that is responsible for executive functions–how we think and act–is located in the frontal lobes of the brain (the red area in the picture at the beginning of this post). As you compare the before and after pictures above, and additional before and after pictures of this child that will follow immediately below, not only do you see substantial improvements in the language zones, but you also see significant positive changes in both the left and right frontal areas of the brain responsible for executive functions. This is the reason that the child’s parents were amazed at how much his awareness had improved, how he was now “present” to the things going on all around him, and how he was (according to their own words), “now in our world!” As you study the before and after images below, you will see that they demonstrate quite nicely that many areas of the brain were improving, not just his speech and language centers. Though probably unnecessary, it is important to point out the obvious, that being that we cannot fix the brain in 30 days. Therefore you will see that though the “after” picture is much better than the “before” picture, we still have more work to do to “finish the job”.
Before I move on to the next case, I believe that it is important to point out that treatments need to be continued for the best results. Fortunately this boy’s family continued following Dr. Neubrander’s treatment protocols and by their 12 month follow-up, their child had continued to make significant progress and was well on his way to full or almost full recovery, something that typically requires two to three years of combined types of treatments to achieve.
In the prior blog post we showed before and after “Qs” using our MB12 protocol. You should go back and review the “Case 2: MB12 only” images now that you have a better understanding of what information the “Q” shows in relation to the improvements seen in the areas of the brain that controls our speech and language and cognitive functions. Notice the red on the left side, as well as the red in the front and on the right side is also gone and the tremendous number of red lines is also greatly reduced.
To end this post I am going to introduce a set of “Qs” using another one of our protocols, HBOT at 1.5 atmospheres of pressure. Below the “pretty pictures” I will be quoting the doctor’s notes after 30 days of treatment. Pay close attention to the left side of the brain and read the doctor’s notes below.
From the doctor’s notes:
- A severely autistic 7 year old male from a foreign country presented to me totally naïve to biomedical treatments
- He was started on methyl-B12 shots once every three days, basic antioxidants, and my 1.5 atmosphere HBOT “Diagnostic Protocol”
- My speech pathologist evaluated him at baseline and again after 30 days of therapy
- At the end of the 30 days, the parents and speech pathologist reported the following:
- Per the parents: “Mild improvements in speech and language, cognitive abilities, socialization, and emotional responses.”
- Per the speech pathologist: “From my evaluation there is an 8 month improvement in receptive language and a 16 month improvement in expressive language.”
So ends this post. I hope that you are able to see the value in how a qEEG can be used to document the progress a treatment makes in a patient. Most people do not need a “Q” to see the progress of a treatment as they can observe the patient’s positive or negative gains by the behaviors expressed. But for those who have had a “before” and “after” qEEG performed, the documentation it provides will let parents and the doctor see how effective a treatment is for the patient. In addition, if no “immediate gains” were noted, or if gains were not as strong or as intense as the parents wanted to see, the “Q” will help everyone see that the treatment is a valuable one for the child and therefore a treatment that needs to be continued long enough for the hoped-for benefits to be realized by all.
Stay tuned as next week we shall investigate the X spot in autism.