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Thursday, September 6, 2007
WS4: Clinical Approaches and Results Using Neurofeedback Based Upon Normative Z Scores
Thomas F. Collura, Ph.D., BrainMaster Technologies, Inc.
Mark L Smith, LCSW
Credits: CME 3.75, APA, NBCC, ASWB CE 3.75, BCIA recertification 3.75
Level of Difficulty: Beginner to Intermediate
Abstract:
Real-time Z Score training is a new approach to targeting and training EEG parameters, which brings unique qualities to the practice. It is an entirely scientific approach, based upon established principles. It nonetheless appeals to a model of self-regulation and self-adaptation that goes beyond the scope of simply targeted training protocols. It is capable of simultaneously addressing hundreds of functional parameters within targeted ranges, using simple, intuitive feedback, thus providing comprehensive and adaptive training designs. It also provides the possibility of true single-protocol design that adapts to each trainee, further facilitating remote training. Finally, it has a self-adapting quality, in that the traditional cycle of (QEEG - protocol design and training - QEEG - repeat) is in effect conducted many times per second, thus accomplishing in fewer sessions what may have required more in the past. Clinical cases showing such results will be described. This workshop will provide practical instruction and demonstrations of neurofeedback based upon real-time Z Scores for EEG parameters including power, power ratios, asymmetry, coherence, and phase. We will emphasize approaches that optimize clinical utility, and address EEG training approaches to specific clinical situations. We will examine protocols based upon specific targeting for EEG measures related to activation, relaxation, and connectivity.
Goals/Objectives:
Design and interpret protocols designed based upon a dynamic real-time Z score database.
Understand timing and reward contingencies based upon statistical norms.
Describe clinical results based upon Z score based protocols.
Agenda:
Collura - targeting strategies for z score neurofeedback (1 hour 15 minutes)
Smith - clinical protocols used for z score neurofeedback (1 hour 15 minutes)
Smith - clinical results using z score neurofeedback ( 1 hour 15 minutes)
WS10: Understanding Autism Spectrum Disorder from the Inside Out: Everything You Need to Know EXCEPT Neurofeedback and qEEG
Laurence Hirshberg, Ph.D., The NeuroDevelopment Center/Brown University Medical School
Credits: CME 2.7, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Intermediate
Abstract:
Working with individuals with autism spectrum disorders (ASD) presents unique challenges and opportunities. This workshop is designed to help you understand your clients with ASD more completely to understand the nature of their experience from the inside out. It is also intended to give you specific tools to help these clients cooperate more fully in the neurofeedback process and enjoy it more, and to help you assist families with integrating neurofeedback into a comprehensive treatment plan. In this workshop you will learn about ASD symptoms, diagnostic subtypes, and co-morbid conditions, and some of the subtle ways that higher functioning young children with ASD look different from their peers. In much more detail, you will learn about the difficulties in processing information and understanding the world that these individuals struggle with, and understand how these processing deficits lead to symptoms: autistic symptoms are attempts at self-regulation in an overwhelming world. We will discuss some basic principles for helping individuals with ASD find better ways to self-regulate and connect socially, and some specific strategies for helping them cope with the neurofeedback process. You will also hear about the other effective approaches to treatment with ASD, including the social developmental approaches (Greenspan/Floor Time, Prizant/SCERTS, Gutstein), cognitive behavioral therapy, TEACCH, applied behavior analysis, and other adjunctive therapies. The workshop will conclude with a "practicum" session in which we will problem-solve together based on examples given by participants. This workshop will NOT cover qEEG of ASD or specific approaches to neurofeedback with ASD.
Goals/Objectives:
1. Identify the key symptoms of autism spectrum disorders and explain how to effectively discriminate ASD from other disorders that may have a similar overt presentation.
2. List the common underlying processing weaknesses or deficits that result in this symptom pattern.
3. Name critical principles for helping individuals with ASD to cope more effectively and connect more completely in social relationships.
4. Explain how to use these principles to help individuals with ASD to better accept, tolerate, and cooperate with the neurofeedback process.
5. Discuss other treatment approaches and how they can complement neurofeedback to be able to assist parents with developing a comprehensive treatment plan.
Agenda:
ASD symptom patterns and profiles, diagnostic subtypes, differential diagnosis - 20 minutes
Key processing deficits in ASD - 40 minutes
ASD symptoms understood as attempts at self-regulation given processing deficits - 30 minutes
Principles for facilitating social connections and coping capacities - 30 minutes
Specific strategies to help individuals with ASD cooperate with neurofeedback - 30 minutes
Other important approaches to treatment - 30 minutes.
WS13: The Management of Pain With Microcurrent Electrical Therapy (MET)
Daniel Kirsch, Ph.D., Electromedical Products Int'l.
Credits: CME 2.75, APA, NBCC, ASWB CE 2. 75, BCIA recertification 2.75
Level of Difficulty: Beginner to Intermediate
Abstract:
INTRODUCTION: Many people who use neurotherapy for various indications also manage or referpatients for pain treatment. MET is a quick and effective method of reducing pain that is fully complementary with neurotherapy.
METHOD: Basic 1-5 minute protocol strategies will be taught and demonstrated.
RESULTS: Opiods only manage pain an average of 32%. MET therapy produces significant results in 9 out of 10 people treated, is fast, effective and safe.
CONCLUSION: The participant will be able to treat patients with MET and prescribe it for homecare after this workshop.
Goals/Objectives:
Treat peripheral and centrally mediated pain.
Prescribe pain management homecare therapy.
Manage pain patients, long term, including adverse effects.
Agenda:
Analysis and treatment of pain with microcurrent electrical therapy (MET) - 90 minute lecture.
Demonstrations of the basic pain protocols - 30 minutes.
Pain management workshop - Bring Your Pain - 60 minutes.
WS19: An Introduction to EEG Fundamentals and Signal Processing Methods for the Non-Technical Neurofeedback Practitioner.
Marc Saab, M.Eng., Thought Technology, Ltd.
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner
Abstract:
The practice of neurofeedback requires knowledge in such varied areas as psychology, physiology, electroencephalography (EEG) and digital signal processing. Where signal processing is concerned, often an understanding of complex engineering concepts is required to use the many tools available. This workshop will present the fundamental concepts of both EEG and signal processing theory in a simple, clear manner for the non-technical practitioner to appreciate, retain and apply. Topics will include (among others, and as time permits): a physiological basis of EEG, electrode and measurement fundamentals, digital filtering, time vs frequency domain, coherence and phase, z-score biofeedback, Gabor JTFA, evoked and slow cortical potentials (EP and SCP).
Goals/Objectives:
1. Discuss EEG signal processing topics.
2. Discuss EEG signal processing techniques.
3. Choose analysis methods and associated parameters when using EEG signal processing in neurofeedback applications, with the goal of improving clinical results.
Agenda:
PART I: Physiological basis of EEG, electrode and measurement fundamentals, amplifier characteristics, and analog to digital (A/D) conversion;
PART II: Basics of signal processing: digital filtering, time vs frequency domain, noise effects and other important considerations;
PART III: advanced methods (topics as time permits): coherence and phase, z-score biofeedback, Gabor JTFA, and evoked and slow cortical potentials (EP and SCP).
WS21: Linking Behavior to Location in qEEG Analysis
Richard Soutar, Ph.D., New Mind Neurofeedback Center
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate
Abstract:
It has recently come to my attention that many qEEG practitioners are seeking more information on Brodmann and 10/20 correlations as well as correlations between brain regions and behavior and how abnormalities in the qEEG may manifest in behavioral terms. This workshop will review fMRI research regarding relationships between function and anatomical location as it relates qEEG research clinical practice. In addition lesion research and how it impacts behavior will also be reviewed from the neurological literature and correlated to qEEG. Case studies will be reviewed using qEEG and behavioral, emotional and cognitive abnormalities will be predicted based on EEG distributions. In addition time will be spent discussing network dynamics and how local abnormalities may impact more distant regions as well as how networks dedicated to functions such as memory or emotion might impact associated network functions such as attention.
Goals/Objectives:
1. Identify problems likely to be correlated with local and regional qEEG abnormalities.
2. Correlate 10/20 locations and Brodmann locations.
3. Identify other locations and regions that are associated and might be influencing activity in local or regional abnormalities. Deriving protocols based on the foregoing criteria.
Agenda:
The relationship between Brodmann areas and 10/20 locations (25 min).
The functions associated with Brodmann areas based on MRI research and lesion studies in neurology(25 min).
The relationship between EEG activity in these areas and what it predicts in terms of related function and behavior(25 min).
The functional relationships between Brodmann areas in terms of network patterns identified in the research literature(25 min).
A focus on the nature of the primary frontal networks, the structures involved, their associated functions(25 min).
How the primary frontal networks interface with posterior networks. Subcortical structures and their general relationship to cortical regions(25 min).
How subcortical activities are mirrored in cortical EEG(25 min).
WS25: Value of Eyes Closed vs Activation Approaches to Cognitive Effectiveness and QEEG Correlates of Cognitive Effectiveness
Kirtley Thornton, Ph.D., Center for Health Psychology
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Advanced
Abstract:
Introduction: The presentation will:
1) address the problem of employing eyes closed or simple activation procedures in the prediction of cognitive abilities.
2) address the relationship between different cognitive abilities and the qEEG variables.
3) address the relationship between qEEG variables
4) address developmental issues
5) the clinical results of employing an activation database in the remediation of cognitive dysfunction in reading disabled, ADHD and TBI subject
6) the relationship between the qEEG variables and the experiences of love, happiness and sadness
Method:
The method employed in the research was an activation approach to QEEG data collection.
Results:
The results will be presented for a diverse set of cognitive functions and questions raised by the data.
Conclusion:
The Activation approach offers a fundamentally different way to look at the QEEG and has proven valuable in remediation.
Goals/Objectives:
1) List the advantages of activation database in comparison to eyes closed
2) Summarize research results on a variety of cognitive skills
3) Describe the difference between adults and children and how predictors change
Agenda:
1) analysis of predictive ability of eyes closed to cognitive effectiveness - 30 minutes
2) analysis of relationship between qeeg variables - 20 minutes
3) predictors of cognitive effectiveness for memory (auditory, reading), problem solving, math - 1 hour
WS26: The Combination of Cognitive Training Exercises and Neurofeedback
Tim Tinius, Ph.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate
Abstract:
The combination of cognitive exercises and neurofeedback as a treatment model to change or modify cognitive, emotional and physiological processes will be discussed in this workshop. This treatment model gives the clinician greater flexibility with a large variety of techniques that are easy to implement. This treatment model has four components to facilitate changes in brain information processing and subsequent changes in cognition and behavior. It can be used with children experiencing school learning difficulties as well as with children and adults attempting to recover from effects of traumatic brain injury. Outcome data from this treatment model in adults diagnosed with ADHD and mild TBI was published by Tinius & Tinius (2001). Finally, this treatment does not necessarily eliminate symptoms, but teaches the management of symptoms and commonly results in a decrease of symptoms.
Goals/Objectives:
List the different types of Neurotherapy and Cognitive Retraining
Explain the theoretical basic and research literature for Cognitive Training
Define and implement the procedures for Neurotherapy and Cognitive Retraining
Agenda:
Introduction, previous research and theoretical Background - 60 minutes
How to implement treatment procedure - 90 minutes
Steps
Changes at each session
Measureing outcome
Outcome data and future directions - 30 minutes
WS30: Personalized Medicine
Evian Gordon, Ph.D.
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner to Intermediate
Abstract:
Dr. Evian Gordon will give three 20-minute presentations on Personalised Medicine in pharmaceutical
treatments, the workplace and neurofeedback. After Dr Gordon's neurofeedback presentation Jay
Gunkelman will give a presentation on the EEG phenotype model and its use in neurofeedback. Mr.
Gunkelman will also present an example of personalised medicine and neurofeedback in ADHD and
autism.
After each presentation (Pharmaceutical, Workplace, Neurofeedback), there will be questions and
discussions with participants about specific examples of personalised medicine in these three clinical areas.
Goals/Objectives:
Understand the importance of evidence-based markers in personalised medicine. See the relevance of linking markers to clinical solutions.Learn how to link the right marker to the right person for the right clinical treatment.
WS33: Migraines and Other Headaches: Current Theories on Pathophysiology, International Headache Society Classification System, Psychological/Behavioral Response Patterns
Jeffrey Carmen, Ph.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner to Intermediate
Abstract:
INTRODUCTION: This workshop will help improve the understanding of the complex dynamics involved in working with headaches. Migraines will be emphasized, but other headache types will also becovered. Information will be presented based on current headache research as well as clinical practice. Participants will gain an understanding of headache classification, pathophysiology, and implications for treatment options.
METHOD: This will be primarily an informational presentation. It will not be equipment oriented, although there will be some exposure to various types of equipment at the end of the workshop.
RESULTS: Workshop participants will come away with a more detailed understanding of headache mechanisms.
CONCLUSION: Headaches represent a major management challenge. In most cases there is no cure, but there are ways to make the headaches less troublesome. To help the headache sufferer, knowledge of headache mechanisms is necessary. The participant will leave the workshop with useful knowledge.
Research available specifically on neurofeedback and headaches is at best marginally useful. Articles are mostly case studies, reporting techniques that appear useful. All techniques have at one time or another been reported to be useful with headaches. The fact that these reports typically do not sufficiently identify the nature of the headaches being treated makes the data even more difficult to digest. One of the main reasons for the workshop is to teach people how to classify and analyze headache types.
Goals/Objectives:
Identify the main headache categories set forth by the International Headache Society.
Relate these categories to underlying pathophysiology.
Conduct an analysis of headache symptoms and monitor symptom change as a function of treatment.
Agenda:
International Headache Society classification system and pathophysiology of headache categories. (60 minutes)
Headache data collection, analysis of symptoms, monitoring change over time. (60 minutes)
General discussion and hands on with various pieces of equipment. (60 minutes)
Friday, September 7, 2007
WS5: Couples, Connectivity, and EEG - Practical Clinical Approaches to Neurofeedback for Couples, Partners, and Teams
Tom Collura, Ph.D., BrainMaster Technologies, Inc.
Nancy White, Ph.D., Private Practice
Leonard Richards, Th.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner to Intermediate
Abstract:This workshop will discuss and demonstrate EEG biofeedback for couples and relationship work. Emphasis will be placed on practical aspects of doing EEG on two people at once, and understanding the results. It will begin with a discussion on clinical approaches to neurofeedback in couples and relationship work. It will include a practical demonstration of joint EEG training, in which two individuals are simultaneously monitored, and EEG feedback is provided based upon their combined EEG.
Goals/Objectives:
Describe a clinical approach to neurofeedback with couples
Use EEG protocols that train 2 or more people simultaneously
Interpret the results of joint EEG training and assessment
Agenda:
White - clinical approach to couples work (1 hour)
Richards - use of neurofeedback with couples (1 hour)
Collura - practicum on joint EEG training ( 1 hour)
WS9: Integrating Neurofeedback and Hypnosis in the Treatment of Psychological and Medical Disorders
D. Corydon Hammond, Ph.D., University of Utah School of Medicine
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate to Advanced
Abstract:
Two of the most powerful techniques for influencing mind-body interactions are neurofeedback and hypnosis. Neurofeedback allows us to literally retrain brainwave patterns associated with many problems such as depression, alcoholism and substance abuse, ADD/ADHD, learning disabilities, anxiety and panic disorder, insomnia, headaches and migraines, concussions and head injuries, stroke, uncontrolled epilepsy, fibromyalgia, chronic fatigue, and problems with physical balance. Neurofeedback may also be used in peak performance training and for countering cognitive decline associated with aging ("brain brightening"). This workshop will discuss how the presenter integrates hypnotic techniques and neurofeedback in the treatment of problems listed above, and will include a demonstration of hypnosis and of neurofeedback.
Goals/Objectives:
Be able to identify the brainwave patterns associated with biological predispositions to depression and anxiety, as well as alcoholism and Learning Disabilities.
Be able to identify neurofeedback and hypnotherapy techniques that may be used to treat: depression, anxiety & panic disorder, insomnia, alcoholism & substance abuse, irritable bowel syndrome, headache, and migraine.
Be able to identify neurofeedback and hypnotherapy techniques that may be used to treat: chronic fatigue, fibromyalgia, ADD/ADHD, learning disabilities, PTSD, epilepsy, OCD, physical balance, and swallowing/gagging problems.
Agenda:In each of the problem areas listed in the objectives we will typically 1) identify QEEG patterns commonly associated with each condition; 2) Discuss neurofeedback protocol treatment options that have been found to be of value; 3) Discuss hypnotherapy techniques that may be applied.Brief demonstrations of neurofeedback and of hypnosis will be included.
WS11: Coherence and the Clinical Applications of Coherence
Joseph Horvat, Ph.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner to Intermediate
Abstract:
The first half of this three-hour workshop will focus on understanding coherence and the principles of coherence training. These principles will include speed of change, changes in amplitude as a result of coherence training, changes in coherence as a result of amplitude training and the problems with definitions of coherence in databases and treatment definitions. The second half of this workshop will focus on the treatment of MTVI, and ADD, Dyslexia, other learning disabilities as well as seizure activity, using coherence training.
Goals/Objectives:
Agenda:
Principles of coherence training = 90 minutes
Treatment of MTBI = 20 minutes
Treatment of ADD = 20 minute
Treatment of reading and other LDs = 20 minutes
Treatment of seizure activity = 20 minutes
Questions and answer period = 10 minutes
WS12: Comprehensive Assessment of Functional Connectivity
David Kaiser, Ph.D., Sterman-Kaiser Imaging Laboratory, Inc.
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate
Abstract:
The goal of this brief workshop is to explain QEEG assessment of functional connectivity, to differentiate conceptually, neurophysiologically, and practically comodulation from coherence, as well as from other measures of synchronization, and to provide guiding principles for using QEEG connectivity assessment and training in one's clinical practice.
Goals/Objectives:
1. Clarify the difference between coherence and comodulation as measures of functional connectivity.
2. State the difference between and value of single-pair and global connectivity measures.
3. Explain distinctions between power, magnitude, and amplitude terms in EEG spectral analysis.
Agenda:
Artifact management: 20 minutes
Power versus magnitude in EEG: 30 minutes
Responsive quiescence (associated rhythms): 20 minutes
Montages: 20 minutes
Coherence, Comodulation, Phase, Unity: 40 minutes
Forebrain commissures and EEG connectivity: 30 minutes
Global connectivity measures: 20 minutes
WS14: Transcranial Direct Current Stimulation as a New Old Tool of the Neurotherapy
Juri Kropotov, Ph.D., Institute of the Human Brain
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate to Advanced
Abstract:
tDCS is a new old tool of neurotherapy. Research in tDCS started in 1960, then slowly decayed because of success of psychopharmacology in 1970-1980 and exhibited a renaissance in the beginning of 21 century. The method is based on the experimental finding that direct electric current injected in radial direction to the cortex changes membrane potential of pyramidal cells. Although therapeutic currents are very small to exceed neuronal thresholds and to directly activate neurons but they do change the excitability of cortical areas due to collective interactions within neuronal networks. Moreover, because of long term potentiation (LTP) mechanisms the changes of excitability induced by multiple tDCS sessions can remain for days and months. These features of tDCS open new horizons in application of this method for treatment of brain dysfunctions. The workshop will focus on clinical applications of tDCS for rehabilitation of stroke patients as well as for moderating symptoms of depression, chronic pain, ADHD and mental retardation. The most difficult task of tDCS is designing a protocol of tDCS, i.e. deciding where to put electrodes, what polarity and current to select, how long one session to be carried out and how many sessions must be performed. All these issues will be covered in the workshop with emphasis of application of the Human Brain Institute (HBI) Normative Data Base for constructing protocols of tDCS.
Goals/Objectives:
1) Summarize the theoretical basis of tDCS stimulation.
2) Discuss how to apply this method for correcting brain dysfunctions.
3) Explain how to construct the protocol of tDCS on the basis of QEEG/ERP assessment.
Agenda:
Brief history of tDCS - 10 min.
Biophysics of direct current stimulation - 30 min.
The effects of tDCS on normal functions - experiments with healthy subjects - 30 min.
The effects of tDCS on brain disorders - current research on depressed patients, patients with ADHD, chronic pain, speech delay and stroke - 30 min
How to use QEE/ERP normative database to construct a tDCS protocol: electrode placement, injected current, polarity, duration, periodicity, and number of sessions of stimulation - 30 min.
The results of my own experience: ADHD, speech delay, stroke - 40 min.
WS15: QEEG Guided Neurofeedback Based Treatments for ADD, Aspergers and Autism
Michael Linden, Ph.D., ADD Treatments Centers
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Beginner to Advanced
Abstract:
This workshop will cover an QEEG Guided Neurofeedback based multimodality treatment approach for patients with Autism, Aspergers and ADD. QEEG Guided Neurofeedback candidate selection, protocol development and treatment decisions will be explained. Pre and post-neurofeedback QEEG and CPT data will be presented for Autistic, Aspergers and ADD patients. Research studies of the effects of Neurofeedback on ADD and Autistic students will be reviewed. Medication management, social skills groups and parenting/behavior modification techniques will be presented. Psychotherapeutic treatments (individual, marital and family) will be reviewed. School-based modifications for students will be discussed.
Goals/Objectives:
Using QEEG and computerized testing to guide neurofeedback selection and protocol development.
Apply neurofeedback strategies and techniques for Autism, Aspergers and ADD.
Review a variety of psychological interventions (social skills, parenting, psychotherapy) and medications to treat patients with Autism, Aspergers and ADD.
Agenda:
Review Symptoms & Etiology of ASD (15 min)
Review subtypes of ADD & ASD (20 min)
Medications for ADD & ASD. (20 min)
Neurofeedback for ADD & ASD.(60 min)
Parenting/behavior modification instruction.(15 min)
Social skills groups. (15 min)
School modifications. (10 min)
Psychotherapeutic interventions (Individual, Marital, Family Therapy)(15 min)
Break (10 min)
WS16: QEEG, Neurofeedback and LORETA Workshop Intermediate and Advanced
Joel Lubar, Ph.D., University of Tennessee, Department of Psychology
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate to Advanced
Abstract:
INTRODUCTION: This workshop is for clinicians and researchers who need to know how to evaluate raw EEG, assess artifacts, do QEEG analysis, use LORETA and develop neurofeedback protocols.
METHOD: Raw EEGs from the presenter and or the participants will be evaluated and analyzed with Neuroguide, SKIL, sLORETA and suggested training protocols developed. I will present unusual cases for analysis and discuss the results. participants are encouraged to bring interesting cases that can be uploaded into the Neuroguide, SKIL, and Eureka-3 software.
RESULTS: The goal is to show how important accurate QEEG and sLORETA can be in understanding the underlying neurophysiology for evaluating clinical cases.
CONCLUSION: Participants will have a better grasp of what is needed both knowledge-wise and by actual demonstration in order to understand the relationship between the actual raw EEG and the derived QEEG measures including complex measures of coherence, phase, connectivity and current source localization.
Goals/Objectives:
1. Describe methods for separating non-EEG artifacts from EEG
2. Discuss case presentations and their analysis
3. Describe how to set up neurofeedback protocols based on QEEG analysis
4. Discuss difficult cases and how to maximize positive outcomes
Agenda:
Presentation of EEG patterns and demonstration of ways to separate or recognize the difference between EMG and high frequency EEG
Presentation of our case materials
Analysis of cases presented by the participants using Neuroguide, LORETA and SKIL programs
WS23: Neurofeedback Advanced (BCIA Review Course)
Lynda Thompson, Ph.D., ADD Centre
Michael Thompson, M.D., ADD Centre
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Advanced
Abstract:
This workshop covers areas from the BCIA blueprint of knowledge and skills, information relevant to all neurofeedback practitioners. Basic definitions and descriptions will be discussed. It will review highlights concerning the history of neurofeedback, research criteria for determining efficacy, neurophysiology, neuroanatomy, source of the electroencephalogram (EEG), instrumentation, procedures for assessment and intervention and comment on adjunctive techniques including biofeedback.
Method: This course is a didactic presentation that provides a brief review of basic knowledge and will cover selected topics from the areas that comprise the Blueprint of Knowledge for specialty certification in EEG biofeedback developed by the BCIA. Goals are that participants will be able to answer questions on material that could legitimately be covered in a BCIA examination on EEG Biofeedback (that is, material that has been published, as contrasted to ideas based on clinical impressions). For example, they will be able to answer questions regarding EEG data collection and instrumentation including: impedance versus resistance, differential amplifier, sampling rates, filters and so on and understand EEG assessment (one, two and 19 channels, brain maps, LORETA, EEG artifacts, normal and abnormal waveforms, findings in disorders where neurofeedback is used), methods for obtaining accurate data and interpreting this information. Additionally, they will be ale to demonstrate an understanding of how learning theory (especially operant conditioning) applies to EEG biofeedback, discuss basic neurophysiology relevant to interventions that use the EEG and briefly relate basic information on other related topics including: ERPs, ethics, statistics, and so on.
Blueprint areas are:
Section I: Overview of Biofeedback, Neurofeedback and Learning
Section II: Physiological Basis of the Electroencephalogram and basic neuroanatomy.
Section III: Measuring The EEG: Instruments & Electronics
Section IV: Brief Overview of Statistics and Research Design with an emphasis on criteria for evaluating efficacy
Section V: Psychopharmacology Overview as it relates to assessment and training.
Section VI: Fundamentals of Intervention: Choice of Electrode Placement, Channels, Bandwidths and Adjunctive Techniques
Section VII: Professional conduct: brief review
Results & Conclusions: Feedback concerning the workshop has been that it increases the confidence level and the success rate for people taking the BCIA examination.
Goals/Objectives:
Answer questions on material that could legitimately be covered in a BCIA examination on EEG Biofeedback
Discuss EEG data collection and instrumentation
Demonstrate an understanding of how learning theory (especially operant conditioning) applies to EEG biofeedback
Discuss basic neurophysiology relevant to interventions that use the EEG and briefly relate basic information on other related topics including: ERPs, ethics, statistics, and so on.
Agenda:
Dr. Lynda Thompson presents this review assisted by Dr. Michael Thompson. It is a lecture format with the participants actively involved in questioning the presenters. It covers a selection of areas which are important to candidates writing the BCIA examinations.Basic definitions and descriptions will be discussed. The workshop is divided into sections: Approximately 1/3 of the time is spent on each section.There are 296 multiple choice questions in The Neurofeedback Book. These are arranged in the same order as the sections of this workshop. A selection of these questions may be used to assist the participants to evaluate their understanding of each section (approx 25 minutes each).
WS27: Interpretation of the Intermediate Visual and Auditory Continuous Performance Test
Tim Tinius, Ph.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate
Abstract:
This workshop will present research and clinical outcome data for the Intermediate and Auditory Continuous Performance tests as an objective measure of both visual and auditory attention. This CPT can assist the clinician to make an accurate diagnosis and to measure cognitive strengths and weaknesses. The workshop will enable those using the test to understand its theoretical basis and the meaning of the standard scales used in interpretation. Various profiles from the IVA will be presented and the use of those profiles for diagnosis and guidance in neurotherapy treatment will be presented.
Goals/Objectives:
Become familiar with different continuous performance tests and understand strengths and weaknesses of each test.
Discuss the theoretical basis for using a CPT.
Define and interpret the most common IVA profiles.
Agenda:
The history and theoretical background of continuous performance tests
Profiles and groups seen with the IVA CPT
How to use the profiles to measure the outcome of neurotherapy and/or guide treatment
WS37: A Model Program of Neurobics for Healthy Aging to Complement Your Neurotherapy Practice
George Rozelle, Ph.D., MindSpa Mental Fitness Center
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.7
Level of Difficulty: Intermediate
Abstract:
INTRODUCTION: New research on brain plasticity and the benefits of brain exercise have caught the attention of the aging baby boomers. The idea of "use it or lose it" has entered public awareness, but there is little information about how to effectively exercise the brain to stay mentally sharp. The incidence of Alzheimer's, Parkinson's, and Dementia associated with aging is increasing as the average life span continues to grow. There is a sizeable sub-clinical population of seniors who are seeking help with memory decline, slowed sensory processing, and balance and falling problems associated with normal aging. Health conscious consumers are exercising, watching their diets, and getting cosmetic surgery in an effort to maintain a youthful appearance, but have accepted the idea that "senior moments" are inevitable. Those with a family history of dementia are afraid of losing their mental faculties, and want to do what they can to prevent deterioration. Neurotherapy practitioners are in the unique position of having the knowledge, technology, and brain training tools to provide a valuable service to a growing segment of the population that is willing and able to invest in staying mentally fit.
METHOD: The author has investigated various brain exercise software programs and brain stimulation devices to put together a neurobics center for healthy aging as an adjunct to his neurotherapy practice. This workshop will discuss elements of a comprehensive program that provide effective services and market appeal.
RESULTS: Preliminary results suggest that the neurobics center can be a cost effective use of clinic space, provide a needed service, become a profit center, and serve as a complement to clinical practice.
CONCLUSION: Neurobics centers have the potential to become popular and effective resources for seniors who are concerned about staying sharp or preventing cognitive decline. Brain stimulation programs lend themselves to educational, developmental, and peak performance applications as well.
Understand principles of brain plasticity and aging.
Identify brain exercise programs and devices that are viable for neurobics for seniors.
Determine ways of adding neurobics options to their practice.
Need for brain-based services for sub-clinical aging population 30 minutes
Research findings on brain plasticity and aging 30 minutes
Review of software programs and brain stimulation devices. 60 minutes
Development of MindSpa Neurobics Club. 30 minutes
Lessons learned in setting up a prototype program. 30 minutes