Author: Kirtley Thornton, Ph.D.

A nine-year hold female with a history of a learning disability was self-referred to our clinic. She was evaluated under cognitive activation procedures with the Lexicor 24 channel unit. The activation tasks involved auditory memory, reading memory, eyes closed, auditory and visual attention and problem solving with the Raven’s matrices. The sampling range was set to 256K to allow for information up to the 64-Hertz range to be included in the analysis. The normative comparison database was collected employing a 256K sampling rate.

Her QEEG results were compared to the activation database on the values relevant to success at the task. For this particular subject, she showed problems in the coherence and phase values emanating from the T3 location to the other 18 locations in the 10-20 system. Her values ranged from .50 Standard Deviations (SD) below the norm to 1.5 SD below the norm. Her problem was particularly evident during the recall stage as her phase alpha values from T3 were 2-4 SD below the norm. This problem was addressed by having her pause the audiotape and quietly recall to herself the information she had just heard.

She also showed deficiencies in the left frontal locations (F7-Fp1-F3) as the coherence and phase values between these locations averaged about 1 SD below the norm for both beta1 (13-32 Hertz) and beta2 (32-64 Hz) across all nine cognitive tasks administered. All the theta values and beta values were within normal ranges for all cognitive tasks.

The treatment protocols were directed towards increasing the phase and coherence values from the T3 locations to the other 19 locations during activation conditions (i.e. listening to auditory tapes). The following table presents the pre and pos testing on both auditory memory and reading memory. Note that generalization of improvement was obtained on the reading memory task, despite no direct intervention in this area.

Auditory Memory Reading Memory

The patient underwent 30 sessions (administered two at a time on a weekly basis) predominantly directed towards the T3 coherence and phase problems. We were unable to address the frontal problems noted in the evaluation. The parents, however, were very pleased with the progress that she had made.

There is very little, if any, research in this area, which addresses directly the ability to recall this type of visual and auditory memory.

The value of direct comparisons to an activation database are clearly evident with this learning disabled child.

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