QEEG for Children: Understanding the Brain Behind Development, Movement, Learning and Behaviour

Could looking at your child’s brain activity provide another piece of the puzzle?

Every child develops differently. And that's ok and expected.

Some children seem to have endless energy but struggle to sit still. Others are bright and capable but find school exhausting. Some children have difficulty concentrating, regulating emotions, processing sensory information, sleeping, communicating or coordinating their movements.

Sometimes parents know that something isn’t quite right, but it can be difficult to understand why. And more importantly, how to help make life easier for them.

A child may have a particular diagnosis. They may not have a diagnosis at all. They may simply have developmental differences that their parents, teachers or therapists are trying to better understand.

This is where a quantitative EEG (QEEG) can provide another piece of information.

At Body & Brain Centre, QEEG can be incorporated into our broader neuro-developmental chiropractic approach to help us understand patterns of brain electrical activity and consider how those patterns fit with the child’s history, development, behaviour and functional presentation.

Importantly, a QEEG is not intended to provide a diagnosis. Instead, it gives us additional physiological information that can be considered alongside a child’s clinical history and other assessments to gain a greater understanding of the brain.

What is a QEEG?

An EEG (electroencephalogram) records electrical activity produced by the brain using sensors placed on the scalp. Gently placing the sensors on the scalp allows us to "listen in" to the brain's activity, the same way a stethoscope listens to the heart and lungs.

A quantitative EEG, or QEEG, takes this EEG information and applies mathematical and statistical analysis to examine different characteristics of the brain’s electrical activity.

Rather than simply looking at the raw EEG recording, QEEG allows us to examine things such as:

• the amount of activity occurring at different speeds (eg: slow brainwaves like theta seen with daydreaming or fast beta brainwaves seen with busy minds)

• where in the brain the activity is occurring

• communication and synchronisation between regions of the brain

• how connected the brain is

• activity within particular functional networks

• how an individual’s EEG compares with an age-matched normative database

• patterns that may help describe an individual’s neurophysiological profile.

This can provide a much more detailed picture than simply asking whether a particular brainwave is “high” or “low”.

Why might a parent consider a QEEG for their child?

Parents often seek a QEEG when they are trying to understand their child.

For example:

“My child is very bright, but school is incredibly difficult.”

A child may understand information well but struggle with sustained attention, working memory, mental fatigue or shifting between tasks.

“My child can’t switch off.”

Some children appear to remain highly alert even when they are tired. This may be particularly noticeable around bedtime, during transitions or after a busy day.

“My child’s behaviour changes dramatically when they’re overwhelmed.”

Understanding patterns of regulation and arousal may provide additional information when considering why particular environments or demands are difficult.

“My child has a diagnosis, but I want to understand their individual profile.”

A diagnosis describes a collection of symptoms or characteristics. Diagnoses don’t describe how an individual child’s brain is functioning.

Two children can have the same diagnosis while having very different strengths, challenges and physiological patterns.

“We’ve tried several approaches and want more information.”

For some families, QEEG is part of a broader process of gathering information before deciding what areas may warrant further investigation or support.

“Something doesn’t seem to fit.”

Sometimes the most important reason for assessment is simply that parents have noticed a pattern that they cannot explain.

A QEEG doesn’t provide all the answers. But it can potentially provide another piece of the puzzle.

What can we actually learn from a QEEG?

This is where QEEG becomes particularly interesting.

At Body & Brain Centre, we don’t limit analysis to a single brainwave ratio or one area of the brain.

Depending on the individual assessment, we can examine multiple aspects of brain activity.

1. Brainwave activity

The brain operates across multiple frequency ranges, commonly described as delta, theta, alpha, beta and other frequency bands.

Rather than assuming that more or less of one particular frequency is automatically “good” or “bad”, we look at the pattern in context.

For example, we may consider:

• where particular frequencies are prominent - eg: at the front or the back of the head, more on the left or the right

• where they are reduced - eg: what is not seen that we'd expect to see

• relationships between different frequencies - eg: is there more slow than fast wave or vice versa

This can help us describe the child’s individual neurophysiological profile - their unique brainwave fingerprint.

2. Comparison with a normative database

One of the useful features of QEEG is the ability to compare aspects of an individual’s EEG with an age-related normative database.

This can provide information about how particular measures differ from the expected range represented within that database.

Importantly, a statistical difference from normative data does not automatically mean that something is abnormal or that a child has a particular disorder. I can only imagine that Einstein's brain showed unique patterns but that was his strength!

It is one piece of information that needs to be interpreted alongside the child’s age, development, symptoms, history, medications, sleep, recording conditions and other clinical information.

Research has explored the use of age-related quantitative EEG measures in childhood developmental conditions, while also highlighting the importance of appropriate interpretation (Cantor & Chabot 2009). This is why QEEG is just one part of the assessment - not the whole assessment.

3. Functional brain networks

The brain doesn’t work as a collection of isolated areas.

Different regions continually communicate with one another as part of larger networks.

This means that looking only at activity at one area can miss part of the picture.

Depending on the analysis, QEEG can allow us to investigate patterns involving networks associated with functions such as:

• movement

• attention

• executive function

• sensory processing

• cognitive control

• emotional regulation

• internally directed thought

• task engagement

• switching between different mental states.

We may consider the interaction between networks such as the default mode network, central executive network and salience network. For example, the salience network is on the lookout: what is relevant for me? If there's dysfunction in the salience network, then a child might not be able to filter out information that isn't important for the situation.

The goal isn’t to say, “Your child’s attention network is broken.”

Instead, the information can help us ask better questions:

Does the child’s brain activity show patterns that may be relevant to the difficulties we are seeing?

Are there patterns that may be worth monitoring?

Does the QEEG provide information that could help us individualise the broader care plan?

4. swLORETA: looking beyond the scalp

One of the more advanced analyses available to us is standardised weighted low-resolution electromagnetic tomography (swLORETA).

A conventional EEG measures electrical activity at the scalp. swLORETA uses mathematical modelling to estimate the likely distribution of electrical activity within the brain from scalp-recorded EEG data. In short, it localises the brain activity down to a 5mm squared region of the brain (Palmero-Soler et al. 2007).

5. Individual “profile”

Children are not all the same.

Even when two children present with similar difficulties, their underlying physiological patterns may be quite different.

This is one reason we are interested in looking at individual neurophysiological profiles.

“What does this particular child’s profile look like?”

That information can then be considered alongside what parents, teachers and other practitioners are observing.

QEEG and Attention

Attention is particularly complex.

Being able to pay attention isn’t simply a matter of having “enough beta” or “not too much theta”.

Attention involves multiple interacting brain systems, including systems involved in:

• maintaining alertness

• selecting relevant information

• suppressing distractions

• shifting attention

• working memory

• planning

• cognitive control

• regulating arousal.

This is why we believe it can be useful to look beyond a single measure when assessing a child who has difficulties with attention.

QEEG research has identified a range of EEG patterns associated with ADHD and other neurodevelopmental presentations, but they are not alone able to diagnose ADHD. Instead QEEGs can be used to help direct therapeutic plans to support the unique brain patterns seen.

American Integrative Psychiatrist Dr Daniel Amen separates ADHD into 7 different groups based on their brain activity. Dr Amen uses SPECT and QEEG scans as part of their diagnostic pathway.

At Body & Brain Centre, we do not use SPECT scans as they require radioactive injection. This is beyond our scope of practice. Instead we use QEEGs with other non-invasive tests.

What does this have to do with chiropractic care?

This is an important question.

A QEEG isn’t a “chiropractic brain scan.”

It is a physiological assessment of brain electrical activity.

At Body & Brain Centre, we use this information within a broader neuro-developmental approach.

That means we don’t look at the QEEG in isolation.

We consider it alongside factors such as:

• developmental history

• neurological and musculoskeletal function

• primitive reflexes (such as Moro, ATNR, etc)

• balance and coordination

• visual and vestibular function

• sensory processing

• motor development

• sleep

• regulation and arousal

• learning and functional challenges

• relevant medical history

• information from parents, teachers and other health professionals.

The purpose is to build a more comprehensive understanding of the child rather than reducing them to a single test result.

Does a QEEG diagnose ADHD, autism or another developmental condition?

No.

A QEEG should not be used as a standalone diagnostic test for ADHD, autism, dyslexia or another neurodevelopmental condition.

A child’s diagnosis should be made through a clinical assessment by qualified professionals - generally a paediatrician or multidisciplinary team (eg: clinical psych, OT, speechie). This is not a service we offer.

QEEG can instead provide additional information about brain electrical activity that may complement the broader assessment and help direct treatment strategies.

What happens during a child’s QEEG?

The assessment is non-invasive.

A specialised EEG cap is placed on the child’s scalp to record electrical activity.

Depending on the child’s age and capacity, recordings may include different states such as eyes open and eyes closed.

The process is painless. The cap & ear clips may feel a little tight and the gel used might feel a little cold initially.

The most important part is obtaining a clean recording.

Children naturally move, blink, clench their jaw, move their eyes and sometimes become restless. These movements can create electrical artefacts in the recording.

For children, particularly younger ones, obtaining good-quality data therefore requires patience, a comfortable environment and an experienced QEEG technician.

Once the recording is complete, the EEG data can be processed and analysed. This occurs outside of the appointment as it can take several hours.

What can parents expect to receive?

A QEEG report contains considerably more information than a simple statement such as, “Your child’s brainwaves are normal.”

Depending on the assessment, information may include:

Brainwave measures

Looking at the distribution and characteristics of different frequency bands.

Normative comparisons

Examining how selected measures compare with an age-related reference database.

Connectivity

Investigating relationships between activity recorded at different locations.

Functional networks

Examining patterns involving networks associated with attention, cognitive control and other functions.

swLORETA analysis

Providing a 3D map of where the brain activity is coming from

Neurophysiological profiles

Considering combinations of findings that create an individual pattern or profile.

Baseline information

Providing a reference point that can potentially be compared with future assessments when clinically appropriate.

The most important question isn’t “What does the scan show?”

It is:

“What does this information mean for this child?”

A QEEG can generate a lot of data.

The important step is translating that information into a clinically meaningful understanding of the individual child.

For example, the QEEG may help identify areas that warrant closer attention, provide a baseline for monitoring, or contribute to decisions about whether additional assessment or a particular therapy should be considered.

It may also help explain why two children with apparently similar difficulties can require very different approaches.

QEEG is about understanding, not labelling

One of the things parents often tell us is that they don’t necessarily want another label for their child.

They want to understand them.

They want to know:

Why is this so hard for them?

Why can they concentrate brilliantly on one thing but not another?

Why are transitions so difficult?

Why does their behaviour change when they’re tired or overwhelmed?

Why does school seem so much harder than it looks like it should be?

Why is catching a ball, riding a bike and running so challenging for them?

What can we do to support them?

A QEEG cannot answer all of these questions.

But it can provide another source of information about how the child’s brain is functioning.

And when combined with developmental history, clinical assessment and information from the child’s broader healthcare team, it can contribute to a more individualised picture.

Why Body & Brain Centre?

The value lies in the quality of the recording, the analysis, the context and the clinical interpretation. This is why we are led by Cassie, a QEEG diplomate with more than a decade of experience using QEEGs. Achieving this prestigious recognition from the International QEEG Certification Board (IQCB) signifies the highest level of training and competency in QEEGs.

Note that the link above is filtered to QEEG diplomates in Victoria, Australia. If you are interstate, you can change the filter to find someone more local to you.

We offer a range of reporting options depending on the child's needs and the report's goal.

Every child’s brain is different

Neurodevelopment isn’t a simple pathway.

Children develop at different rates, have different strengths and weaknesses, and can arrive at similar behaviours through very different underlying mechanisms.

That is why our approach is not about finding one universal “brain pattern” and applying the same intervention to every child.

Instead, we aim to understand the individual.

The child comes first. The QEEG is one piece of the puzzle.

If you’re wondering whether a QEEG may be appropriate for your child, we can discuss your child’s history, current challenges and goals first and determine whether QEEG assessment is likely to provide useful additional information.