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Neurotherapy

Personalised Brain-Based Assessment, Training & Neuromodulation

Neurotherapy is a non-invasive, drug-free approach that uses brain-based assessment, neurofeedback, biofeedback and neuromodulation techniques to support brain and nervous-system regulation and function.

Depending on the approach, Neurotherapy may involve measuring brainwave activity and providing real-time feedback to help the brain learn to self-regulate, or using carefully selected non-invasive neuromodulation techniques designed to influence patterns of brain activity.

At Simplique, Neurotherapy brings together approaches including EEG/QEEG Brain Mapping, Neurofeedback and selected Neuromodulation technologies within an individualised framework.

Rather than applying the same protocol to everyone, we consider the person’s history, presenting concerns, functional goals and, where appropriate, EEG/QEEG findings to determine which approach may be suitable.

Understand the brain. Individualise the training. Support better regulation.

What is Neurotherapy?

Neurotherapy is an umbrella term encompassing a range of approaches that measure, provide feedback about, or influence patterns of brain and nervous-system activity.

Depending on the individual and the modality, Neurotherapy may incorporate:

Not every modality is appropriate for every person.

Assessment, individual circumstances, contraindications, professional scope and treatment goals determine which approaches may be considered.

EEG & QEEG Brain Mapping

Understanding Patterns of Brain Activity

EEG records the electrical activity naturally produced by the brain using sensors positioned on the scalp.

No electricity is delivered into the brain during an EEG recording.

The electrodes are sensors – they detect electrical signals already being produced by the brain.

QEEG, or Quantitative Electroencephalography, involves mathematical analysis of selected EEG data.

Depending on the assessment and software used, this may provide information about:

QEEG information can then be considered alongside the person’s history, symptoms and functional goals when determining an appropriate neurotherapy approach.

[Explore EEG & QEEG Brain Mapping →]

Neurofeedback

Real-Time Feedback for the Brain

Neurofeedback is a form of EEG biofeedback.

Sensors positioned on the scalp monitor electrical brain activity while specialised software analyses aspects of the EEG signal in real time.

Feedback may be provided through:

As brain activity changes, the feedback changes.

Through repeated training, the brain receives information about its own activity and has opportunities to develop different patterns of regulation.

Standard EEG neurofeedback does not deliver electricity into the brain.

The EEG electrodes are recording sensors.

Amplitude Neurofeedback

Amplitude neurofeedback is one of the established forms of EEG neurofeedback.

Training is designed around selected EEG frequency bands, with feedback provided according to whether measured activity meets the individual training parameters.

The aim is to use repeated feedback and learning to support more effective regulation of brain activity.

Z-Score Neurofeedback

Z-score neurofeedback incorporates quantitative EEG information and compares selected EEG measures with reference database values.

This information can be incorporated into real-time feedback during training.

The objective is not to make every person’s brain identical to a database average, but to use quantitative information as one component of individualised assessment and training.

Infra-Low Frequency Neurofeedback

Infra-Low Frequency (ILF) neurofeedback works with very slow fluctuations in brain activity.

It is another approach within the broader neurofeedback field and is particularly focused on regulation of brain and nervous-system functioning.

As with other forms of neurofeedback, protocols should be individualised and adjusted according to the person’s response.

LENS Neurofeedback

Low Energy Neurofeedback System

LENS is different from conventional reward-based neurofeedback.

Rather than relying primarily on conscious visual or auditory feedback, LENS uses extremely low-intensity electromagnetic signals as part of the feedback process.

Because its mechanism differs from standard EEG neurofeedback, it should be clearly distinguished from conventional neurofeedback when discussing treatment options.

Neuromodulation

Supporting Brain Activity Through Targeted Stimulation

Neuromodulation refers broadly to approaches designed to influence nervous-system activity.

Unlike conventional EEG neurofeedback – where electrodes primarily record brain activity – some neuromodulation techniques do deliver a controlled physical stimulus.

This distinction is important.

Depending on the modality, that stimulus may involve:

At Simplique, any neuromodulation modality offered is subject to appropriate assessment, practitioner training, contraindication screening and suitability.

tDCS

Transcranial Direct Current Stimulation

tDCS uses a low-intensity direct electrical current delivered through electrodes positioned on the scalp.

Unlike EEG recording and conventional neurofeedback, tDCS therefore does deliver a small electrical current.

The location, polarity, intensity and duration of stimulation are important components of the protocol.

tDCS should only be considered following appropriate assessment and screening.

tACS

Transcranial Alternating Current Stimulation

tACS delivers a low-intensity alternating electrical current at selected frequencies.

Because the stimulation oscillates, tACS is used to interact with rhythmic patterns of neural activity.

As with other forms of neuromodulation, protocols should be individualised and contraindications considered before treatment.

tRNS

Transcranial Random Noise Stimulation

tRNS is another form of transcranial electrical stimulation.

Rather than delivering a constant direct current or a regular alternating frequency, tRNS uses low-intensity electrical stimulation that varies across frequencies.

It represents another modality within the broader field of non-invasive neuromodulation.

pEMF

Pulsed Electromagnetic Field Stimulation

pEMF uses changing electromagnetic fields rather than electrical current delivered directly through scalp electrodes.

The stimulation is delivered in pulses according to selected parameters.

Depending on the system being used, pEMF may form part of a broader individualised neuromodulation protocol.

Photobiomodulation

Light-Based Neuromodulation

Photobiomodulation, commonly abbreviated PBM, uses specific wavelengths of red or near-infrared light.

PBM differs substantially from EEG neurofeedback and electrical neuromodulation because the physical stimulus is light.

Its use within neurotherapy is an emerging area of research, and protocols and evidence vary according to the condition and application being studied.

HRV Biofeedback

Connecting Brain, Body & Autonomic Regulation

Heart Rate Variability (HRV) Biofeedback focuses on the interaction between breathing, heart rhythm and autonomic nervous-system regulation.

During training, physiological information is measured and provided back to the individual so they can practise regulating their breathing and physiological state.

HRV Biofeedback may complement other neurotherapy approaches where appropriate.

What May Neurotherapy Be Used For?

Neurofeedback and neuromodulation have been researched across a range of neurological, psychological and neurodevelopmental presentations.

People may explore Neurotherapy in relation to concerns involving:

The research evidence is not equally established for every modality or condition.

Neurotherapy should therefore not be presented as a universal treatment or cure, and suitability is considered individually.

Our Neurotherapy Process

1. Initial Consultation

We begin by understanding your concerns, history, functional difficulties and goals.

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2. Screening & Assessment

We consider relevant health, developmental and neurological information and screen for factors that may affect suitability.

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3. EEG/QEEG

Where indicated, EEG is recorded and selected data undergoes quantitative analysis.

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4. Review of Findings

Assessment information and relevant EEG/QEEG findings are considered together.

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5. Individualised Neurotherapy Plan

An appropriate modality or combination of modalities may be considered.

This may include neurofeedback, biofeedback and/or neuromodulation depending on suitability.

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6. Neurotherapy Sessions

Training is delivered according to the individualised protocol.

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7. Monitor & Adjust

Response and functional outcomes are monitored and protocols adjusted where appropriate.

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8. Reassessment

Where appropriate, progress may be reviewed through functional measures and/or repeat assessment.

Why Individualised Neurotherapy?

There is no single protocol for every brain.

Two people may share the same diagnosis while experiencing completely different functional difficulties.

Likewise, two people experiencing similar symptoms may have different histories, physiological characteristics and EEG patterns.

That’s why we look beyond the diagnostic label.

Our approach considers the individual person, their brain, their functioning and their goals before determining the most appropriate pathway.

Neurotherapy for Children

We understand that children – particularly neurodivergent children – may experience sensory sensitivities, communication differences, difficulty sitting still or anxiety around unfamiliar equipment.

Sessions are therefore adapted wherever possible according to the individual child’s needs.

Depending on the child and modality, Neurotherapy may involve watching a movie, interacting with visual feedback, listening to sounds or simply relaxing while a protocol is delivered.

Parents and carers are encouraged to discuss their child’s:

before commencing assessment or training.

Private Clients

Simplique welcomes private self-funded children, adolescents and adults.

You do not require an NDIS plan to access private Neurotherapy services.

Please contact us to discuss assessment, suitability, fees and the neurotherapy services currently available.

[View Fees →]

Start With an Assessment

The question isn’t:

“Which brain treatment should I choose?”

The better question is:

“What does this individual need?”

Our Neurotherapy pathway begins with understanding the person before determining whether EEG/QEEG, Neurofeedback, Biofeedback or a particular Neuromodulation approach may be appropriate.

[Book an Initial Consultation]

[Explore EEG & QEEG →]

Evidence-Based Research on the Effectiveness of Neurotherapy for ADD/ADHD, Learning Disabilities, Developmental Disabilities, and Academic Cognitive Enhancement

Aggensteiner, P.-M., Brandeis, D., Millenet, S., Hohmann, S., Ruckes, C., Beuth, S., et al. (2019). Slow cortical potentials neurofeedback in children with ADHD: Comorbidity, self-regulation and clinical outcomes 6 months after treatment in a multicenter randomized controlled trial. European Child & Adolescent Psychiatry, 28(8), 1087–1095. https://doi.org/10.1007/s00787-018-01271-8

Albert, A.O, Andrasik, F, Moore, J.L & Dunn, B.R. (1998). Theta/beta training for attention, concentration and memory improvement in the geriatric population. Applied Psychophysiology and Biofeedback,23(2), 109. Abstract.

Alhambra, M. A., Fowler, T. P., & Alhambra, A. A. (1995). EEG biofeedback: A new treatment option for ADD/ADHD. Journal of Neurotherapy, 1(2), 39–43. https://doi.org/10.1080/J184v01n02_03

Alhwaiti, M. (2026). Application of neurofeedback in autism spectrum disorder: A systematic review and meta-analysis. International Journal of Developmental Disabilities. Advance online publication. https://doi.org/10.1080/20473869.2026.2651406

Arns, M., Clark, C. R., Trullinger, M., deBeus, R., Mack, M., & Aniftos, M. (2020). Neurofeedback and Attention-Deficit/Hyperactivity-Disorder (ADHD) in children: Rating the evidence and proposed guidelines. Applied Psychophysiology and Biofeedback, 45(2), 39–48. https://doi.org/10.1007/s10484-020-09455-2

Arns, M., de Ridder, S., Strehl, U., Breteler, M., & Coenen, A. (2009). Efficacy of neurofeedback treatment in ADHD: The effects on inattention, impulsivity and hyperactivity: A meta-analysis. Clinical EEG and Neuroscience, 40(3), 180–189. https://doi.org/10.1177/155005940904000311

Arns, M., Kleinnijenhuis, M., Fallahpour, K., & Breteler, R. (2007). Golf performance enhancement and real-life neurofeedback training using personalized event-locked EEG profiles. Journal of Neurotherapy, 11(4), 11–18. https://doi.org/10.1080/10874200802149656

Barabasz, A, & Barabasz, M. (1996). Neurotherapy and alter hynosis in the treatment of attention deficit disorder. Chapter in Lynn, Kirsch, Rhue (EDs.), Casebook of Clinical Hypnosis. Washington D.C: American Psychological Association Press, pp. 271- 292.

Barabasz, A & Barabasz, M. (2000). Treating AD/HD with hypnosis and neurotherapy. Child Study Journal,30 (1),25-42.

Bazanova, O. M., & Aftanas, L. I. (2010). Individual EEG alpha activity analysis for enhancement neurofeedback efficiency: Two case studies. Journal of Neurotherapy, 14(3), 244–253. https://doi.org/10.1080/10874208.2010.501517

Beauregard, M., & Lévesque, J. (2006). Functional magnetic resonance imaging investigation of the effects of neurofeedback training on the neural bases of selective attention and response inhibition in children with attention-deficit/hyperactivity disorder. Applied Psychophysiology and Biofeedback, 31(1), 3–20. https://doi.org/10.1007/s10484-006-9001-y

Becerra, J., Fernández, T., Harmony, T., Caballero, M. I., García, F., Fernández-Bouzas, A., Santiago-Rodríguez, E., & Prado-Alcalá, R. A. (2006). Follow-up study of learning-disabled children treated with neurofeedback or placebo. Clinical EEG and Neuroscience, 37(3), 198–203. https://doi.org/10.1177/155005940603700307

Boyd, W. D., & Campbell, S. E. (1998). EEG biofeedback in schools: The use of EEG biofeedback to treat ADHD in a school setting. Journal of Neurotherapy, 2(4), 65–71. https://doi.org/10.1300/J184v02n04_04

Breteler, M. H. M., Arns, M., Peters, S., Giepmans, I., & Verhoeven, L. (2010). Improvements in spelling after QEEG-based neurofeedback in dyslexia: A randomized controlled treatment study. Applied Psychophysiology & Biofeedback, 35(1), 5-11.

Budzynski, T.H. (1996). Braining brightening: Can neurofeedback improve cognitive process? Biofeedback, 24(2), 14-17.

Carmody, D. P., Radvanski, D. C., Wadhwani, S., Sabo, J. J., & Vergara, L. (2001). EEG biofeedback training and attention-deficit/hyperactivity disorder in an elementary school setting. Journal of Neurotherapy, 4(3), 5–27. https://doi.org/10.1300/J184v04n03_02

Carrick, F. R., Pagnacco, G., Hankir, A., Abdulrahman, M., Zaman, R., Kalambaheti, E. R., et al. (2018). The treatment of autism spectrum disorder with auditory neurofeedback: A randomized placebo controlled trial using the Mente Autism device. Frontiers in Neurology, 9, 537. https://doi.org/10.3389/fneur.2018.00537

Carter, J. L., & Russell, H. L. (1991). Changes in verbal performance IQ discrepancy scores after left hemisphere frequency control training: A pilot report. American Journal of Clinical Biofeedback, 4(1), 66-67.

Ceranoglu, T. A., & Hutt Vater, C. (2024). Dr. Joseph Biederman’s enduring legacy: Illuminating the path to addressing autistic traits in attention deficit hyperactivity disorder with transcranial photobiomodulation. Journal of Attention Disorders. https://doi.org/10.1177/10870547231222599

Ceranoglu, T. A., Cassano, P., Hoskova, B., Green, A., Dallenbach, N., DiSalvo, M., Biederman, J., & Joshi, G. (2022). Transcranial photobiomodulation in adults with high-functioning autism spectrum disorder: Positive findings from a proof-of-concept study. Photobiomodulation, Photomedicine, and Laser Surgery, 40(1), 4–12. https://doi.org/10.1089/photob.2020.4986

Chen, Y.-C., Chang, W.-P., Liang, K.-J., Chen, C.-L., Chen, H.-Y., Chen, S.-P., & Chan, P.-Y. S. (2024). The effects of neurofeedback training for children with cerebral palsy and co-occurring attention deficits: A pilot study. Child: Care, Health and Development, 50(2), e13231. https://doi.org/10.1111/cch.13231

Chiu, H.-J., Sun, C.-K., Fan, H.-Y., Tzang, R.-F., Wang, M.-Y., Cheng, Y.-C., et al. (2022). Surface electroencephalographic neurofeedback improves sustained attention in ADHD: A meta-analysis of randomized controlled trials. Child and Adolescent Psychiatry and Mental Health, 16, 104. https://doi.org/10.1186/s13034-022-00543-1

Coben, R., & Myers, T. E. (2010). The relative efficacy of connectivity guided and symptom based EEG biofeedback for autistic disorders. Applied Psychophysiology and Biofeedback, 35(1), 13–23. https://doi.org/10.1007/s10484-009-9102-5

Coben, R., & Padolsky, I. (2007). Assessment-guided neurofeedback for autistic spectrum disorder. Journal of Neurotherapy, 11(1), 5–23. https://doi.org/10.1300/J184v11n01_02

Coben, R., Linden, M., & Myers, T. E. (2010). Neurofeedback for autistic spectrum disorder: A review of the literature. Applied Psychophysiology and Biofeedback, 35(1), 83–105. https://doi.org/10.1007/s10484-009-9117-y

Coben, R., Sherlin, L., Hudspeth, W. J., McKeon, K., & Ricca, R. (2014). Connectivity-guided EEG biofeedback for autism spectrum disorder: Evidence of neurophysiological changes. NeuroRegulation, 1(2), 109–130. https://doi.org/10.15540/nr.1.2.109

Coelho, D. R. A., Renet, C., López-Rodríguez, S., Cassano, P., & Vieira, W. F. (2024). Transcranial photobiomodulation for neurodevelopmental disorders: A narrative review. Photochemical & Photobiological Sciences, 23(8), 1609–1623. https://doi.org/10.1007/s43630-024-00613-7

Cortese, S., Ferrin, M., Brandeis, D., Holtmann, M., Aggensteiner, P., Daley, D., et al. (2016). Neurofeedback for attention-deficit/hyperactivity disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 55(6), 444–455. https://doi.org/10.1016/j.jaac.2016.03.007

Cunningham, M., & Murphy, P. (1981). The effects of bilateral EEG biofeedback on verbal, visuospatial and creative skills in LD male adolescents. Journal of Learning Disabilities, 14(4), 204-208.

Datko, M., Pineda, J. A., & Müller, R.-A. (2018). Positive effects of neurofeedback on autism symptoms correlate with brain activation during imitation and observation. European Journal of Neuroscience, 47(6), 579–591. https://doi.org/10.1111/ejn.13551

Drechsler, R., Straub, M., Doehnert, M., Heinrich, H., Steinhausen, H.-C., & Brandeis, D. (2007). Controlled evaluation of a neurofeedback training of slow cortical potentials in children with ADHD. Behavioral and Brain Functions, 3, 35. https://doi.org/10.1186/1744-9081-3-35

Egner, T., & Gruzelier, J. H. (2001). Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans. NeuroReport, 12(18), 4155–4159. https://doi.org/10.1097/00001756-200112210-00058

Egner, T., & Gruzelier, J. H. (2004). EEG biofeedback of low beta band components: Frequency-specific effects on variables of attention and event-related brain potentials. Clinical Neurophysiology, 115(1), 131–139. https://doi.org/10.1016/S1388-2457(03)00353-5

Fehmi, L. G., & Selzer, F. A. (1980). Biofeedback and attention training. Chapter in S. Boorstein (Ed.), Transpersonal Psychotherapy. Palo Alto: Science and Behavior Books.

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Fehmi, L. G. (2007). Multichannel EEG phase synchrony training and verbally guided attention training for disorders of attention. Chapter in J. R. Evans (Ed.), Handbook of Neurofeedback. Binghampton, NY: Haworth Medical Press, pp. 301-319.

Fernández, T., Bosch-Bayard, J., Harmony, T., Caballero, M. I., Díaz-Comas, L., Galán, L., Ricardo-Garcell, J., Aubert, E., & Otero-Ojeda, G. (2016). Neurofeedback in learning disabled children: Visual versus auditory reinforcement. Applied Psychophysiology and Biofeedback, 41(1), 27–37. https://doi.org/10.1007/s10484-015-9309-6

Fernández, T., Herrera, W., Harmony, T., Díaz-Comas, L., Santiago, E., Sánchez, L., Bosch, J., Fernández-Bouzas, A., Otero, G., Ricardo-Garcell, J., Barraza, C., Aubert, E., Galán, L., & Valdés, P. (2003). EEG and behavioral changes following neurofeedback treatment in learning disabled children. Clinical Electroencephalography, 34(3), 145–152. https://doi.org/10.1177/155005940303400308

Fleischman, M. J., & Othmer, S. (2005). Case study: Improvements in IQ score and maintenance of gains following EEG biofeedback with mildly developmentally delayed twins. Journal of Neurotherapy, 9(4), 35–46. https://doi.org/10.1300/J184v09n04_03

Foks, M. (2005).Neurofeedback training as an educational intervention in a school setting: How the regulation of arousal states can lead to improved attention and behaviour in children with special needs. Educational & Child Psychology, 22(3), 67-77.

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Fradkin, Y., Anguera, J. A., Simon, A. J., De Taboada, L., & Steingold, E. (2025). Transcranial photobiomodulation for reducing symptoms of autism spectrum disorder and modulating brain electrophysiology in children aged 2–7: An open label study. Frontiers in Child and Adolescent Psychiatry, 4, 1477839. https://doi.org/10.3389/frcha.2025.1477839

Fradkin, Y., De Taboada, L., Naeser, M., Saltmarche, A., et al. (2024). Transcranial photobiomodulation in children aged 2–6 years: A randomized sham-controlled clinical trial assessing safety, efficacy, and impact on autism spectrum disorder symptoms and brain electrophysiology. Frontiers in Neurology, 15, 1221193. https://doi.org/10.3389/fneur.2024.1221193

Friedrich, E. V. C., Sivanathan, A., Lim, T., Suttie, N., Louchart, S., Pillen, S., & Pineda, J. A. (2015). An effective neurofeedback intervention to improve social interactions in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 4084–4100. https://doi.org/10.1007/s10803-015-2523-5

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