Brain Optimax is excited by the prospect of working with children and playing a role in molding them to be the leaders of tomorrow. Our Get Brain Fit program is designed to help children achieve their unique level best cognitively so that they can go on to excel in school and in life.
The Get Brain Fit program’s neuro-psychophysiological approach has been evidenced to increase IQ1 by as much as 19 points, improve musical2 performance, academic performance3 and substantially improves4 attention, reaction and reduce impulsivity and variability.
Best of all, Get Brain Fit isn’t a one-size fits all program. Our programs are fully personalized to meet the unique challenges and goals of the individual student and include:
- Initial assessments for cognitive strengths, level of creativity
- Developing a personalized one-on-one training program to help each student reach his/ her full potential
As an academic institution or educational services provider working with Brain Optimax, your students may save up to 15% on group rates. And we will support you with marketing efforts including seminar presentations, special educational institution rates and wellness fair support. In short, the Get Brain Fit program is really a win-win-win proposition. The student wins by having a fitter brain; you win by having a better performing student; we win by having a satisfied client.
To provide your student population with a flexible, trusted science-based program that can help to improve their performance, increase their level of confidence and enhance their IQ, call us at +62 21 4587 0229 or email us at email@example.com.
- In a 1999 study, Thomas Budzynski, Ph.D worked with 8 struggling college students. After undergoing audio-visual brainwave stimulation, the students outperformed a control group and significantly increased their GPA. GPA for the 8 students continued to rise even after treatment was discontinued!
- Psychologist Michael Joyce used brainwave entrainment with a group of 30 children. He observed improvements in reading and a half year advancement in grade level as well as substantial improvements in attention, reaction and a reduction in impulsivity and variability.
- Harold Russel Ph.D. and John Carter, Ph.D., of the University of Houston, did several studies in which they used brainwave entrainment to treat ADHD and other learning disorders, testing their IQ before and after treatment. Astonishingly, after treatment the subjects showed a 5 to 7 point increases in IQ score.
- Michael Tansey used a similar protocol to treat dyslexia and other learning disorders, reporting a 19 point average increase in IQ score post-treatment.
- Drs. Siegfried and Susan Othmer found that neurofeedback brainwave training in the 15-18 Hz range can produce significant shifts in IQ score, particularly with people who are suffering from ADD/ADHD and other disorders. In cases where the starting IQ value is less than 100, the average IQ increase was 33 points! They also found significant improvements in memory, reading and arithmetic. In a one year follow-up, trainees showed major improvements in self-esteem, concentration and self-expression.
- Dr. John Gruzelier of the Imperial College of London discovered a way to help musicians improve their musical performances by an average of up to 17 per cent, equivalent to an improvement of one grade or class of honors using neurofeedback brainwave training.
- 1 Righting the Rhythms of Reason: EEG Biofeedback Training as a Therapeutic Modality in a Clinical Office Setting. Tansey, M.A., Medical Psychotherapy 3 (1990): 57-68
- 2 Researchers Find Way to Improve Musical Performance, Gruzelier, Imperial College J.(2003)
- 3 Academic Performance Enhancement with Photic Stimulation and EDR Feedback. Thomas Budzynski, Ph.D., John Jordy, M.Ed., Helen Kogan Budzynski, Ph.D., Hsin-Yi Tang, M.S., and Keith Claypoole, Ph.D., Journal of Neurotherapy, 3(3), 11-21
- 4 Audio-Visual Entrainment (AVE) Program as a Treatment for Behavior Disorders in a School Setting, Michael Joyce & Dave Siever, 1997, Journal of Neurotherapy, vol 4 (2), 9-32.