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ISNR 2007 PRECONFERENCE WORKSHOPS
PreWS1: PTSD from Duty-Related Accumulated Trauma: Rationale and Effect of Adding Neurofeedback Training
Wednesday, September 5, 2007
Dr. John Carmichael, Ph.D., Private Practice
D. Corydon Hammond, Ph.D., University of Utah
Credits: CME 7.5, APA, NBCC, ASWB CE 7.5, BCIA recertification 7.5
Level of Difficulty: Intermediate
Abstract:
In this workshop, Dr. John Carmichael, a clinical and police psychologist who has worked extensively with both police officers and military veterans over the past 20 years, will summarize the critical information and his resulting evidence-informed procedures in the assessment and treatment of PTSD due to duty-related accumulated trauma. Issues concerning the value of traditional approaches with this population, the positive effects using peripheral biofeedback training, and both the rationale and resulting data when adding QEEG-derived neurofeedback training where indicated will be included in some detail. In addition, Dr. Cory Hammond will discuss the process and cautions of using an alpha/theta neurofeedback training protocol which has been validated by RCTs in the treatment of combat veterans. Participants with appropriate prior clinical training will be able to utilize the assessment and treatment recommendations from this workshop in their interventions with police and military personnel.
Goals/Objectives:
1. Specify how this population differs from victims of single-incident trauma;
2. Communicate basic facets including conditions, consequences, epidemiology, and diagnosis;
3. Describe how to develop an appropriate assessment;
4. Prepare for elements of a basic intervention sequence;
5. Implement an alpha-theta neurofeedback protocol;
6. Describe current findings from clinical neuroscience in respect to PTSD;
7. Utilize individualized QEEG-based protocols in their practice based on the encouraging findings from a recent clinical case series
8. Be aware of the many questions that could be the subject of interesting and valuable clinical research
Agenda:
The basics about PTSD including types of trauma, consequences, timing, risk factors, diagnosis, and conundrums. Dr. Carmichael: 30 minutes.
Assessing PTSD including PTSD symptoms, associated factors, the ANS, muscle tension, and stressors. Dr. Carmichael: 30 minutes.
A useful pre-neurofeedback intervention sequence and results of implementation. Dr. Carmichael: 30 minutes.
Neurofeedback training including known functional brain abnormalities in PTSD, the alpha/theta protocol and cautions, and the process and results of QEEG-based protocols Dr. Carmichael and Dr.Hammond: 60 minutes.
Questions and discussion (until the last participant leaves)
PreConference Workshop Schedule
PreWS2: Introduction to Neurofeedback: Key Concepts and Perspectives in Simple Language About How NF Works, EEG Concepts, Differences in Approach
Wednesday, September 5, 2007
Michael Cohen, Director of Education
Ed Hamlin, Ph.D., Pisgah Institute
Credits: CME 7.5, APA, NBCC, ASWB CE 7.5, BCIA recertification 7.5
Level of Difficulty: Introductory
Abstract:
This 1-day intro workshop is for anyone new to neurofeedback, or who's trying to gain a better basic understanding of it. It covers a lot in one day. It should allow anyone to get more from the ISNR conference - which is sometimes a bit overwhelming for newcomers. It provides clear, understandable explanations of key concepts. The workshop will include its research basis, major clinical applications, treatment models, and some of the educational, professional, and ethical issues relevant to clinical practice. The workshop will include a brief overview of basic electrophysiological, neurophysiological, instrumentation and learning principles important to the practice of neurofeedback. We will include a live session to demonstrate key principles. This workshop is intended only to provide a basis for additional training in neurofeedback and will not cover all didactic hours required for BCIA certification.
Goals/Objectives:
List key concepts about instrumentation.
Summarize the current state of research and clinical practice of neurofeedback.
Name basic principles of EEG, neurophysiology, and learning theory underlying neurofeedback.
Learn QEEG (EEG brain mapping) basics.
Compare models of neurofeedback clinical treatment and how treatment protocols are selected.
Describe the basic steps involved in conducting a neurofeedback session.
Cite professional and educational issues related to the ethical practice of neurofeedback.
Agenda:
8:00 Introductions & Course Objectives
8:10 Training the EEG. What is a protocol? What happens during a neurofeedback session (live session)
9:30 Break
9:40 More EEG Basics Amplitude, Variability, Ratios;
10:15 What's a qEEG and how's it used in neurofeedback
10:35 State of research and clinical applications
11:00 Break
11:10 Another Live Session, review basics of learning and NF,
11:45 Q&A
12:00 Lunch
1:00 Assessment Education and Training
2:00 Intro to Neurofeedback and Neuroregulation InstrumentationFrom FFT. Amplitude, to games to Alpha-Theta, to HEG to Light stimulation
2:40 Break
2:55 No perfect protocols: Examples of how you can train OCD, depressionADHD. Models symptoms vs. qEEG vs. arousal vs neuropsychological basis.
4:00 Break
4:10 Professional issues: Education and Mentoring: the learning curve. Ethical implications. FDA issues. Insurance. Billing. Q&A
PreConference Workshop Schedule
PreWS3: Trauma and the Recovery: The Integration of Neurofeedback and Psychotherapy
Wednesday, September 5, 2007
Sebern Fisher, M.A., Private Practice
Credits: CME 7.5, APA, NBCC, ASWB CE7.5, BCIA recertification 7.5
Level of Difficulty: Intermediate
Abstract:
INTRODUCTION:Post-traumatic stress disorder is, at its foundation, a disorder of the brain, particularly of the brain's ability to regulate fear. The brain oscillates between high sympathetic arousal as manifest in nightmares, startle responses and aggression and parasympathic under arousal, manifest, at its worst, in dissociation. PTSD is a brain in the grip of fear.
METHOD: Neurofeedback can be used to regulate the fear circuitries in the brain. Regulation of fear may, in fact, be the single most important contribution that neurofeedback makes to the treatment of severe conditions such as PTSD, attachment disorder and personality disorders. RESULTS:This workshop will focus on the integration of neurofeedback and psychotherapy in the treatment of post-traumatic stress disorder, both acute and chronic. Among the topics we will discuss will be: Once neurofeedback is introduced, what is the role of the therapist?
What role does neurofeedback play when integrated into psychotherapeutic treatments?
Affect regulation as the corner stone of effective psychotherapy
The role of neurofeedback in the regulation of affect
Fear as the central affect of concern
The circuitry of fear: an overview of the limbic brain and the "greater amygdaloid region"
Recent findings of the effects of trauma on the brain- overview of Schore, Siegel, Perry and others
State dependence and neurofeedback
Repressed memory and neurofeedback training
The discovery and use of FPO2: frequency and time considerations
CONCLUSION: Neurofeedback enhances psychotherapy in fear-based disorders.
Goals/Objectives:
1. Explain how to assess for fear in the clinical picture.
2. Discuss the centrality of affect regulation in emotional disorders, particularly in PTSD and early relational trauma.
3. State the linkages between attachment history and the fear-based disorders.
4. Describe the effects of early relational trauma on brain development.
5. Explain the difference between "repressed memory" and "inaccessible memory."
6. Implement neurofeedback approaches to the treatment of fear based disorders.
7. Implement specific protocol recommendations and justifications in working with PTSD.
8. Describe the logistics of integrating neurofeedback and psychotherapy.
9. Discuss the contribution of psychotherapy to the effectiveness of neurofeedback.
10. Describe the contribution of neurofeedback to the effectiveness of psychotherapy.
Agenda:
Once neurofeedback is introduced, what is the role of the therapist? 15 minutes
What role does neurofeedback play when integrated into psychotherapeutic treatments? 15 minutes
Affect regulation as the corner stone of effective psychotherapy. 15 minutes
The role of neurofeedback in the regulation of affect .15 minutes
Fear as the central affect of concern. 30 minutes
The circuitry of fear: an overview of the limbic brain & the "greater amygdaloid region." 1 hr & 30 minutes
Recent findings of the effects of trauma on the brain- overview of Schore, Siegel, Perry and others. 1 hour
State dependence and neurofeedback. 1 hour
Repressed memory and neurofeedback training. 30 minutes
The discovery and use of FPO2: frequency and time considerations. 30 minutes
We will also discuss the pragmatics of the integration of neurofeedback and psychotherapy. Among the issues we will discuss will be: When and how to introduce neurofeedback; When to talk and when to train; Touch; The presence of the therapist; The length of sessions; How to set up your system to enhance relational aspects of this endeavor; When to introduce alpha/theta training. 2 hours
PreConference Workshop Schedule
PreWS4: Combining Behavioral, Neuropsychological, and qEEG Assessment in Designing Neurofeedback: Intervention and Documenting Treatment Outcome
Wednesday, September 5, 2007 1/2 day
Jack Johnstone, Ph.D., Q-Metrx, Inc.
Joy Lunt, RN, BCIA
Credits: CME 3.75, APA, NBCC, ASWB CE 3.75, BCIA recertification 3.75
Level of Difficulty: Intermediate
Abstract:
INTRODUCTION: This workshop reviews three main sources of evidence for client assessment: qEEG data, behavioralobservation/clinical interview, and standardized neuropsychological evaluation. We will examine howinformation from these three sources can be integrated to generate a clinical intervention strategy.Neurofeedback intervention is considered in detail and three main approaches are emphasized: targeting the focus of abnormal activity, influencing the abnormal activity by training neighbor or homologous regions, including via instantaneous coherence training, and by means of general regulatory approaches, e.g. SMR, theta/beta ratios, T3-T4 training. Specific measures used in assessment are then related to the same measures following training to objectively document outcome.
METHOD: A review of specific issues in behavioral assessment (e.g. arousal), feature of qEEG analyses, and standardized neuropsychological instruments (e.g. CMINDS(tm)) will be presented. RESULTS: We have found that one of the most important findings in assessment leading to neurofeedback interventionis the match or mis-match between behavioral measure of arousal and qEEG measures of arousal. CONCLUSION: The assessment measures are all independent indices of client function, one cannot substitute for another.The relation between measures is a key to successful neurofeedback protocol design.
Goals/Objectives:
1. Distinguish between match vs. mismatch in assessments of behavioral and neurophysiological arousal.
2. Describe three approaches to neurofeedback based on focal qEEG findings.
3. List the behavioral signs of underarousal vs, overarousal.
4. Explain how neuropsychological testing could be used in documenting clinical outcomes.
Agenda:
1. Behavioral Assessment with Clinical Interview
2. qEEG indicies of arousal and local cortical dysfunction
3. Making neuropsychological assessment relevant to Neurofeedback
4. Using pre vs. post assessment information to document clinical outcome
PreConference Workshop Schedule
Wednesday, September 5, 2007
PreWS5: Understanding Waves: An Introduction to Quantitative EEG Assessment
David Kaiser, Ph.D., Sterman-Kaiser Imaging Laboratory, Inc.
Credits: CME 7.5, APA, NBCC, ASWB CE 7.5, BCIA recertification 7.5
Level of Difficulty: Intermediate
Abstract: The goal of this full-day workshop is to demonstrate and provide hands-on experience with quantitative EEG assessment. Principles of EEG analysis will be explained and demonstrated using the newly released SKIL 3.0 software including comodulation, coherence, phase, unity, bimodulation, and rogue site analysis. Spectral parameters associated with functional connectivity as well as brain activity will be demonstrated across the lifespan as well as for a variety of clinical disorders (ADHD, autism, TBI, epilepsy). Artifact management, montage selection, and source derivation will be discussed in the context of neurophysiology and cognitive function.
Goals/Objectives:
1. Understand nature of Fourier analysis and power, magnitude, and amplitude terms in EEG analysis.
2. Understand physical and functional differences between montage types including Laplacian transformations.
3. Understand how to manage state transitions and physiological artifacts.
4. Understand specific and non-specific effects in QEEG assessment.
5. Understand thalamocortical network model of EEG rhythm generation.
6. Understand differences between coherence and comodulation as measures of functional connectivity.
7. Understand how spectral information is conveyed in topometrics, spectral plots, brain maps, and trends.
8. Understand statistical comparisons to a normative database
Agenda:
1. Data acquisition: 30 minutes
2. Montage selection: 30 minutes
3. Artifact management: 60 minutes
4. Fourier analysis: 30 minutes
5. Brain rhythms: 30 minutes
6. Neurophysiological model of scalp rhythms: 30 minutes
7. Functional connectivity: 60 minutes
8. Spectral parameters: 30 minutes
9. SKIL software: Data exploration 30 minutes
10. SKIL sofware: statistical analysis 30 minutes
11. SKIL sofware: figure creation 60 minutes
12. SKIL sofware: report generation 60 minutes
PreConference Workshop Schedule
PreWS6: LENS Training Foundations Course
Monday, Tuesday and Wednesday, September 5-7, 2007
Catherine Wills, RN, MSN, CNS Ochs Labs
Alexandra Lindardakis, BA, AIABT
Credits: CME 22.5, APA, NBCC, ASWB CE 22.5, BCIA recertification 22.5
Level of Difficulty: Beginner
Abstract:
Day 1:Placing neurofeedback within the field of biofeedback and the LENS within the field of neurofeedback. The history and development of EEG-driven stimulation and its essential concepts, core paradigm, principles, and areas of applicability. Entrainment and disentrainment, dominant frequency, frequency offset, feedback frequency, sensitivity, hyper and hypo reactivity to stimulation, overdose, cortical permeability and integration, treating people rather than symptoms, individuality and biological uniqueness. We will begin using the software and hardware on the first day. Features of the USE3 J&J Physiolab software: how to turn it on and off; features of the screen menus, session controls, display controls, saving and exporting data. A first session will be demonstrated for the participants and then participants will have a chance to run sessions on one another.
Day 2:Areas of applicability, Doing an initial evaluation and using 3 questionnaires: the CNS questionnaire the best predictor of outcome for the LENS, Sensitivity/Reactivity questionnaire- which helps predict and identify variables that help select feedback dosage, as well as those (variables) that may bear on abreactions during treatment and the Personal History Form. A follow up second session with the same client from Day 1 will be demonstrated and the participants will have a chance for questions and answers. They will take reports from one another on the previous days sessions and then switch roles, getting to be both client and clinician. Practice will be given in the topographic map administration and evaluation as well as the Offset evaluation. While conducting these initial treatments, we will pay attention to developing clinical awareness, reading between the lines, interpreting body language and other subtle indicators. We will also begin exploring the possibility f prediction of response to treatment. Interfacing between USE3, Excel and Report Generator will be essential.
Day 3:More hands on practice and time for questions and discussion. Practice in performing feedback sessions after considering how to put together information from the Offset and Mapping evaluations. The follow up third session with the same client will occur, demonstrating the integration of the information heard and practiced. Consideration of relationship of dose to sensitivity and reactivity, suppression, and hardiness, especially related to session timing, offset movement, number of sites, feedback vs. background hum. Further practice with the three computer interfaces, USE3, Excel and Report Generator.
PreConference Workshop Schedule
PreWS7: Advanced Training in the Low Energy Neurofeedback System (LENS)
Monday, Tuesday and Wednesday, September 5-7, 2007
Len Ochs, PhD, Private practice
Credits: CME: 22.5, APA, NBCC, ASWB 22.5, BCIA recertification 22.5
Level of Difficulty: Intermediate to Advanced
Abstract:
Review of fundamentals; Treatment flow from evaluations to treatment and reevaluations; Understanding Maps and their significance; Advanced offset management; Introductory demo session(s) with complex patients/complex problems; Advanced management of suppression and over stimulation; Clarification of differences between aberrant reactions, background medical problems, and releases of suppression/necessary transitional states; New applications for difficult cases.
Goals/Objectives:
1. Explain how to help the consumer anticipate his/her reactions to treatment so as to be better informed as a basis for considering consent.
2. Explain how to help the consumer test the credibility of the practitioner by assessing the degree of fit between what is actually experienced and what has be predicted by the clinician.
3. Explain how to help comfort the consumer if there are difficulties that must be faced during the course of treatment, so that the consumer can more quickly recognize and endure those difficulties in order to attain the desired goal.
4. Explain how to help the consumer understand the observed changes in the EEG maps, which reflect the electrophysiological transitions that are to be undergone.
5. Explain how to help provide more empirically-based treatment and a more rational context for the consumer.
6. Summarize LENS fundamentals.
7. Describe the dynamics among EEG band amplitude and frequency changes as treatment progresses.
8. Describe a range of interpersonal interventions used during assessment and treatment.
9. Evaluate a list of significant observations and describe how they affect interventions and outcomes.
10. Compare EEG and behavioral suppression.
11. Differentiate between overstimulation and transitional problems.
12. Identify potentially difficult treatment problems in advance of the start of treatment.
13. Frame potentially difficult treatment experiences.
14. Identify patient resources that will help both therapists and patients endure potentially difficult treatment experiences.
15. Track patient changes through mapping analysis.
16. Track patient changes through EEG dynamics.
17. Describe how to increase flexibility of therapist functioning during evaluation and treatment sessions.
18. Discuss the meaning of questions in the Sensitivity and the Reactivity/Suppression/Hardiness questionnaire.
19. Describe the critical elements in live interviews with patients.
20. Classify session content keyed to the enhancement of outcomes.
21. Tie map changes to both suppression release and behavioral changes.
22. Describe alternatives for use with difficult patients.
23. Describe trends in EEG maps over time that can be expected with different kinds of suppression.
Agenda:
1. Review of fundamentals 60 minutes
2. Didactic: New elements of the LENS 60 minutes
3. Live Patient Session and analysis of occurences during it: 120 minutes
4. Map analyis: Case of JT: 360 minutes
5. Map analysis of cases: 60 minutes
6. Discussion of Reactivity/Suppression questionnaire 60 minutes
7. Deep Vasuclar Reaction demonstration and analysis: 60 minutes
8. More map analysis, with added emphasis on describing patterns to patients: 360 minutes
9. Live Patient Session and analysis of occurences during it: 240 minutes
10. Map analysis, with added emphasis on using the Report Generator. 60 minutes
11. Session tracking with the Report Generator: use of the inspector: 60 minutes
12. Map analysis: review of cases: 360 minutes
12. Live Patient Session and analysis of occurrences, and integration: 240 minutes
13. Questions: 60 minutes
14. Complete Workshop test and evaluation: 60 minutes (done as a teaching tool during workshop).
PreConference Workshop Schedule
PreWS8: Neurofeedback (plus Biofeedback and Metacognition) Intermediate to Advanced Working with Different Disorders
Tuesday and Wednesday, September 4-5, 2007
Lynda Thompson, PhD, ADD Centre
Credits: CME 15, APA, NBCC, ASWB CE 15, BCIA recertification 15
Level of Difficulty: Intermediate to Advanced
Abstract:
INTRODUCTION: EEG and autonomic nervous system profiles differ according to symptoms, such as: short attention span, impulsivity, learning disabilities, movement disorders (Tourette's, Bruxism, Parkinson's, Dystonia), Asperger's syndrome (and autism), seizure disorders, head injury, anxiety, depression, pain. EEG patterns are analyzed using a number of programs including neuroguide and SKIL. The psychophysiological responses to stress are assessed using a specific stress assessment. Each EEG pattern should correspond precisely to our knowledge of functional neuroanatomy and the EEG activity (or inactivity) in corresponding brain regions. This triad of: symptom picture, neuroanatomy, EEG findings, leads to a logical placement of electrodes for enhancement or inhibition of specific frequency bands for which training 'scripts' have beendesigned. The communication between sites is compared to a data-base and leads to coherence (or comodulation) training. The stress assessment gives precise information that contributes to an intervention plan that combines neurofeedback with biofeedback. For select special circumstances alpha-theta training may be added. This workshop is designed so that groups of disorders are used as examples each half day in order to emphasize different aspects of assessment and intervention.
METHOD: This workshop has a completely unique new design. As far as is possible, and if desired by the participants, each half day will center around a hands-on participant demonstration. Each half-day will emphasize a different group of disorders and progress from simple to more and more complex syndromes that require increasingly advanced assessments and interventions and will conclude with optimizing performance of executives, academics, and athletes. This workshop covers the fundamentals of assessment (EEG (1, 2, and 19 channel) and a stress profile). It will introduce participants to how to set up training programs that combine neurofeedback and biofeedback to ameliorate the difficulties demonstrated during the assessment.
RESULTS:Participants will be introduced to the kind of results they can expect with different disorders using combined NFB, BFB, and cognitive strategies.
CONCLUSION:Practitioners in this field require a very solid foundation in order to obtain good results with their clients. They should begin with a limited number of well-researched methodologies and avoid jumping from one 'hear-say' method (often reported on the internet) to another. This introduction will emphasize decision-making being made on sound basic principles and published research.
Goals/Objectives:
1. State the fundamental principles that underlie every-day work with clients.
2. Define and discuss neurofeedback terminology including: 10-20 system, origin of the EEG, 5 characteristics that define every EEG waveform, types of waveforms, correspondence of bandwidth frequencies to mental states, LORETA, z-scores, brain 'map', topographic analysis comparing different recording states (ec, eo, reading, math, balancing with eyes closed), Brodmann areas, relation of deep cortical areas to the surface EEG, coherence, comodulation, phase, unity, and essential neuroanatomical functional correlates.
3. Describe how learning theory underlies every training session and be able to define key terms such as: operant and classical conditioning, shaping, generalization, compartmentalization.
4. Discuss basic psychophysiological measures including heart rate variability (HRV), Respiratory Sinus Arrhythmia, heart rate, respiration, electrodermal responses, peripheral skin temperature, electromyogram.
5. Define terms including: Differential amplifier, impedance, optical isolation.
6. Define and describe clinical conditions that have been shown (publications and/or professional presentations) to be responsive to some degree to NFB and/or combined NFB + BFB training including: ADHD, LD (Dyslexia, non-verbal LD), Autistic Spectrum Disorders (Asperger's, Autism), Movement disorders (Tourette's, Dystonia), Anxiety Disorders (Anxiety, Panic, OCD), Depression, Seizures, Head Injury, Pain.
7. State the common EEG, LORETA, and/or psychophysiological findings in each of the forgoing disorders.
8. Utilize 8-channel equipment to assess and reassess both EEG and psychophysiological variables; be able to state when this may be sufficient, and when a 19-channel EEG assessment must be carried out.
9. Describe appropriate data collection procedures (electrode placement for both EEG and psychophysiological measurements), impedance, recognizing and handling artifacts including removal of artifacts from the EEG and gather accurate statistics during different conditions including: eo, ec, reading, math, listening, standing with eyes closed, balancing.
10. Identify characteristic EEG patterns of the disorders in b (i.) above.
11. Utilize a stress assessment protocol to reveal basic psychophysiological responses to and recovery from stress.
12. Explain how to conduct 19 channel assessments, use standard assessment program such as Neuroguide and LORETA (and briefly SKIL) and state how these assessments broaden the diagnostic categories of clients that can be helped and increase the variables that can be addressed.
13. Discuss medication effects on the EEG and a method for distinguishing whether the EEG findings are caused by medication.
14. Utilize the assessment data to develop a rational intervention using neurofeedback (NFB) combined with biofeedback (BFB) and strategies in a responsible manner for the disorders in a (i.) above and for high performance enhancement.
15. Create an approach for optimizing performance of executives, academics and athletes.
16. Describe the basic principles, cautions, uses, and methods for using alpha-theta therapy.
17. List and describe the potential side effects of NFB and BFB
Agenda:
Day 1:
Emphasis: Basic Elements of Practice and assessment and intervention with the most well documented recipients of NFB: ADHD and Seizures.
Morning (4hours):
Theory: How 1 and 2 Channel Assessment for ADHD, Tourette's, and 19 channel for Dyslexia can lead to plans for intervention. Basic terminology including: 10-20 system, origin of the EEG, 5 characteristics that define every EEG waveform, types of waveforms, artifacts, correspondence of bandwidth frequencies to mental states, LORETA, z-scores, brain 'map', topographic analysis comparing different recording states (ec, eo, reading, math, balancing with eyes closed), Brodmann areas, relation of deep cortical areas to the surface EEG, coherence, comodulation, phase, unity, and essential neuroanatomical functional correlates and a rapid overview of how Operant and Classical Conditioning are used in every session. Other terms such as: impedance and Differential Amplifier, High and Low Pass Filters with discussion of the principle of parsimony.
Hands-on demonstration ADHD with Tourette's: The Decision Triangle: Functional Neuroantomical deficits, Symptoms, EEG findings, graphing statistics during a session.
Discussion: ADHD Child vs Adult: How EEG assessment findings correspond to Neuroanatomical deficiencies and to clinical presentations. How this assessment leads to intervention. How comorbidities may present and be dealt with during training including: Seizure Disorders, Tourette's, Learning Disabilities (dyslexia and non-verbal LD). Research on Theta/Beta Ratios, who do they miss? and what other ratios can detect these individuals.
Afternoon (4 hours):
Emphasis:Disorders that require the addition of Biofeedback such as Asperger's, autism.
Theory:Origin of the EEG, how to use 19 channel information to help you to set up a one or two channel assessment and a training program when a 19 channel assessment is a "must" before NFB training is started (or continued).
Hands-on demonstration: Asperger's with symptoms of inattention to others, anxiety, sensory and motor aprosodia.
EEG assessment:Stress assessment. Script intervention for 2 channels of EEG plus biofeedback designed to integrate the neuroanatomical knowledge of the disorder, the EEG findings and the client's symptoms (may have a client who acts out the motor and sensory aprosodia and total inattention to and indifference to others combined with anxiety). Integrating the learning of metacognitive strategies into the training experience.
Day 2:
Morning (4 hours)
Emphasis: More complex emotional difficulties that require 19 channel assessment and an intervention that combines NFB, BFB, and strategies for generalizing gains made in the office.
Theory: Medication Effects and questions from Day 1 presentation. Common EEG findings in emotional disorders including: Depression, Overanxious Disorder, Obsessive Compulsive Disorder, Panic and Stress Disorders (including Post Traumatic).
Stress Assessment: Respiration, Heart Rate, Heart Rate Variability (HRV), Muscle Tension (EMG), Skin Temperature, Skin Conduction (EDR); Anabolic and Catabolic states and Integrating Physiological Feedback with Neurofeedback in training screens
Hands-on demonstration: EEG assessment that emphasizes the likely position for electrodes in disorders that have an emotional component. The intervention demonstration utilizes scripts that require 2 channels of EEG plus biofeedback to work with 2 common types of Depression and a different set-up for anxiety disorders.
Afternoon (4 hours)
Emphasis:Continues with more complex problems where assessment and intervention requires a combination of NFB and BFB.
Theory: Integrating Physiological Feedback with Neurofeedback in training screens scripts for different disorders. Short discussion of head injury. Dr. James Thompson is dealing with this area in detail.
Hands-on:Optimize performance (executives, athletes, students - Case example of a professional golfer.
Discussion:The use of Alpha Theta training to Optimize Musician Performance