leads to changes in behavior (Heinrich, Gevensleben, & Strehl, 2007). Recent meta-analyses and
reviews of outcome research have established the effectiveness of NFB in improving the quality
of life through symptom reduction for persons with attention-deficit/hyperactivity disorder
(ADHD; Arns, de Ridder, Strehl, Breteler, & Coenen, 2009;Williams, 2010), autism spectrum
disorder (Cohen, Linden, & Myers, 2010), Asperger's syndrome (L. Thompson, Thompson, &
Reid, 2010), sexual behavior problems (Longo, 2010), drug addiction (Sokhadze, Stewart, &
Hollifield, 2007), and epilepsy (Walker, 2010), among other conditions. In a recent position
paper, Sherlin, Arns, Lubar, and Sokhadzke (2010) provided evidence to support the designation
of NFB as a safe and efficacious treatment for ADHD, meeting the criteria for a Level 5
treatment system using the ISNR and AAPB five-level rating system (La Vaque et al., 2002).
NFB has been shown in multiple studies to improve autonomic regulation, promote brain
competencies, help remediate brain-based functional disorders through both symptom reduction
and the amelioration of underlying conditions, and enhance optimum performance (Arns et al.,
2009; Vernon, 2005). NFB reduces the need for psychoactive medications and has been shown to
be as effective as medications in the treatment of ADHD (Vernon, Frick, & Gruzelier, 2004).
Experienced clinicians have reported that NFB has success rates of 60% to 80% (Evans & Rubi,
2009; Gunkleman & Johnstone, 2005) with virtually no side effects (S. Othmer, 2009).
Relatedly, functional imaging studies using techniques such as positron emission tomography
(PET) and functional magnetic resonance imaging (fMRI) have begun to demonstrate that
counseling and psychotherapy actually change how the brain functions (Linden, 2006). On the
basis of these findings, it is timely to consider how NFB, as well as neuroscience, can be
integrated into counseling practice, preparation, and research.
The 2009 Standards of the Council for Accreditation of Counseling and Related Educational
Programs (CACREP) require all counselors to have curricular experiences to promote an
understanding of the “nature and needs of persons at all developmental levels, … theories of
learning and personality development, including current understandings about neurobiological
behavior” (CACREP, 2009, p. 10). Neurobiological behavior is further defined as “the
relationship among brain anatomy, function, biochemistry, and learning and behavior”
(CACREP, 2009, p. 60). The intent of the 2009 Standards clearly is not to add courses in
neuroscience, neuroanatomy, or brain functioning to the knowledge base for counseling, but
rather to help counselors integrate important concepts from neuroscience into counseling work
(Ivey, Ivey, Zalaquett, & Quirk, 2009). We propose NFB as the foundation for this integration
because it not only incorporates an understanding of neuroscience, the study of the brain and
nervous system, but also offers an applied means of intervention that counselors can implement
to promote and evaluate positive client change. Whereas other applications of neuroscience such
as PET scans and fMRIs are commonly used in medical settings, NFB is a method that
counselors can use in both academic settings and practice settings. We view NFB as among the
most accessible and tangible applications of neuroscience that counselors might utilize for the
neuroscience needs of the counseling field.