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ISNR 2008 Pre-Conference Workshops and Symposium
Tuesday, August 26, 2008
PreWS1a & b: Neurofeedback Fundamentals Assessment Leads To Appropriate Intervention (2 Day Workshop)
(Lecture, Experiential, Demonstration)
Lynda Thompson, Ph.D. and Michael Thompson, M.D., The ADD Centre, lyndamichaelthompson@gmail.com
Credits: CME 15, American Psychological Association, NBCC, ASWB AND TX MFT CE 15, BCIA recertification 15 for 2 day workshop
Level of Difficulty: Intermediate to Advanced
Introduction
For this workshop participants are welcome to register for one day or two days. The workshop is designed so that each half day uses a different disorder as a working example. Optimizing the client's performance is the central theme. The first day begins with ADHD and a single channel EEG assessment. This is followed by combinations of ADHD and other disorders including dyslexia, Tourette's, and seizures. The latter lead us into the second day where the workshop moves to disorders that require 19 channel assessments. Examples include disorders of affect, head injury, and special areas such as learning disabilities and autistic spectrum disorders including Asperger's.
First Day: The hands-on demonstration in the first day will demonstrate in detail how electrodes are applied, impedances done, artifacts are identified and removed, and a thorough 1 or 2 channel assessment is carried out. It will show how the results in one Hz bins (2 to 50 Hz) are evaluated and graphed and how this type of assessment can lead to successful neurofeedback (NFB) intervention. The way in which cognitive strategies are integrated into the training will also be iscussed. The first day's didactic section describes the theory that underlies assessment and intervention. The first day will include: brief history of the scientific basis of NFB, terms, 10-20 system, EEG band widths and correlation with mental states, operant and classical conditioning, impedance, the differential amplifier, high and low pass filters.
Second Day: The demonstration in the second day will combine the EEG assessment with a psycho-physiological stress assessment and will emphasize how single and two channel assessments can be used to do a reliability check on 19 channel findings. It will go on to demonstrate how 1 and 2 channel NFB is combined with biofeedback (BFB) (e.g., for anxiety
and tension) and with learning strategies to address more complex disorders that often have anxiety at their core. Asperger's, depression and head injury are used as case examples.The didactic section discusses the use of 19 channel EEG, LORETA, and Brodmann areas in deciding on appropriate intervention. Artifacting the EEG and removing medication effects from the analysis are shown. This will also emphasize how 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. Examples of EEG patterns for each of these disorders will be given using (and explaining) images taken from NeuroGuide with LORETA and from SKIL. We will note how each clinical presentation corresponds to the EEG and LORETA findings and to our knowledge of the functional neuroanatomy (Brodmann areas) of the regions found to be outside the database norms. This triad of: symptom picture, neuroanatomy, EEG findings, leads to a logical placement of electrodes for enhancement or inhibition of specific frequency bands. 'Scripts' that have been designed by the authors for training staff will be shown. We will discuss how the communication between sites can be usefully compared to a database leading 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.
References
Thompson, M. & Thompson, L. (2003) The Neurofeedback Book: An Introduction to Basic Concepts in Applied Psychophysiology, Association for Applied Psychophysiology, Wheat Ridge, Colorado.
Fisch, B.J., (1999) Fisch and Spehlmann's EEG Primer. Elsevier NY.
Baehr, Elsa, Rosenfeld, J.P., Baehr, R., Earnst, C., (1999) Clinical use of an alpha asymmetry neurofeedback protocol in the treatment of mood disorders in, James R. Evans and Andrew Abarbanel, Quantitative EEG and Neurofeedback, Academic Press, NY.
Chan, Agnes, S., Sze, Sophia, L., and Cheung, Mei-chun, (2007) Quantitative Electroencephalographic Profiles for Children with Autistic Spectrum Disorder. Neuropsychology, Vol 21, No. 1, 74-81
Devinsky, Orin., Morrell, Martha, Vogt, Brent, (1995). Contributions of Anterior Cingulate Cortex to Behaviour, Brain, 118, 279-306.
Hirshberg, Laurence M., Chiu, Sufen, Frazier, Jean A., (2005) Emerging Interventions, Child and Adolescent Psychiatric Clinics of North America, Saunders, Philadelphia, Vol 14, Number 1.
Iacoboni, Marco & Dapretto, Mirella (2006) The mirror neuron system and the consequences of its dysfunction. Nature Reviews Neuroscience Vol December 942-951
Landers, D.M., Petruzzello, S.J., Salazar, W., Crews, D.J., Kubitz, K.A., Gannon, T.L., Han, M., (1991) The influence of electrocortical biofeedback on performance in pre-elite archers.
Medicine and Science in Sports and Exercise, 23, (1), 123-128.Thompson, M. & Thompson, L. (2007) Neurofeedback for Stress Management. Chapter in Lehrer, Woolfolk and Sime (Eds.) Principles and Practice of Stress Management, 3rd Edition.New York: Guilford Publications.
Yucha, C., Gilbert, C., (2004) Evidence-Based Practice in Biofeedback and Neurofeedback. Association for Applied Psychophysiology, Wheat Ridge, Colorado.
Goals/Objectives
A. Knowledge: Understand the basic fundamental principles that underlie every-day work with clients and be able to define and discuss:
i. 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.
ii. How learning theory underlies every training session and be able to define key terms such as: operant and classical conditioning, shaping, generalization, compartmentalization.
iii. Basic psychophysiological measures including heart rate variability (HRV), Respiratory Sinus Arrhythmia, heart rate, respiration, electrodermal responses, peripheral skin temperature, electromyogram.
iv. Other terms including: Differential amplifier, impedance, optical isolation.
B. Assessment:
i. 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.
ii. State the common EEG, LORETA, and/or psychophysiological findings in each of the foregoing disorders.
iii. Use 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.
iv. 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.
v. Recognize characteristic EEG patterns of the disorders in B (i.) above.
vi. Use a stress assessment protocol to reveal basic psychophysiological responses to and recovery from stress.
vii. Understand how to do 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.
viii. Discuss medication effects on the EEG and a method for distinguishing whether the EEG findings are caused by medication.
C. Intervention:
i. Use the assessment data to develop a rational intervention using neurofeedback (NFB) and combine it with biofeedback (BFB) and strategies in a responsible manner for the disorders in A (i.) above and for high performance enhancement.
ii. Develop an approach for optimizing performance of executives, academics, and athletes.
iii. Describe the basic principles, cautions, uses, and methods for using alpha-theta therapy.
iv. List and describe the potential side effects of NFB and of BFB.
Outline
First Day:
Morning:
1 and 2 Channel Assessment and Intervention (1 hour)
Didactic material including basic terminology (1 hour)
Hands on Demonstration: ADHD with Tourette's (1 hour)
Discussion (1 hour)
Afternoon:
Emphasis: Disorders that require the addition of Biofeedback such as Asperger's, autism:
19 channel assessment (2 hours)
Hands-on demonstration: Asperger's with symptoms of inattention to others, anxiety, sensory and
motor aprosodia.(2 hours)
Financial Interest: Lynda Thompson is co-author of THE A.D.D. BOOK
Michael and Lynda are co-authors of SETTING UP FOR CLINICAL SUCCESS
Michael and Lynda Thompson are co-authors of THE NEUROFEEDBACK BOOK
It is likely that these books may be on sale at the meeting. The authors will state their interest in these books at the workshop.
PreWS 2: PTSD Among Police and Military:Effective Interventions Including Neurofeedback Training
(Lecture, Group Discussion)
John Carmichael, Ph.D., Private Practice, dr.john@telus.net
Level of Difficulty: Intermediate
Abstract
In this preconference workshop attendees with existing clinical skills and both peripheral biofeedback and neurofeedback competency will learn all that is needed in order to provide services to police and military personnel and others who suffer from PTSD as a result of accumulated trauma. In addition, each participant will receive a DVD containing the power-point presentation, a 40 page document by which the presenter provides up-to-date information on PTSD to his clients, copies of or references to the various forms he uses in his assessment of PTSD, and a document outlining the 26 stabilization strategies.
The author's presentation will include a review of his standard pre-neurofeedback strategies including treatment of associated conditions such as obstructive sleep apnea, the use of medications, aspects of cognitive behavioral therapy, and peripheral biofeedback of the ANS including RSA.Results indicate that 71% of the 28 police clients and 100% of the military veterans achieved remission of their PTSD following such interventions which the presenter developed over the past 20 years.
For police officers who did not obtain a sufficient reduction in PTSD symptoms with the standard approach, EEG biofeedback protocols were added based on NeuroGuide and LORETA analyses of the qEEG. Results indicated that 87% achieved remission following an average of 24 sessions. Pre-and post- neurofeedback brain maps from NeuroGuide will be shown and common NeuroGuide findings discussed.
Goals/Objectives
1. Specify the types of duty-related trauma faced by police and military.
2. Articulate the range of trauma conditions, consequences and epidemiology.
3. Implement the DSM-IV diagnostic system for PTSD and know the pitfalls.
4. Identify key methods for a pre-treatment assessment of PTSD.
5. Describe the range of traditional methods of treatment as well as psycho-physiological ones.
6. Explain the reported neurofeedback protocols including Peniston's.
7. Explain the rationale for neurofeedback based on research in clinical neuroscience.
8. Describe the presenter's NeuroGuide-based approach from his clinical case series.
Outline
1. Police, Military, Trauma (60 minutes)
2. Trauma conditions, consequences, epidemiology (60 minutes)
3. DSM-IV - it's pitfalls and alternatives to PTSD (60 minutes)
4. Pre-treatment assessment of PTSD (60 minutes)
5. Assessment-based methods of treatment including psycho-physiological ones (60 minutes)
6. Neurofeedback protocols that have been reported (60 minutes)
7. The rationale for neurofeedback from research in clinical neuroscience (60 minutes)
8. NeuroGuide-based results of neurofeedback: a clinical case study (60 minutes)
Financial Interest: No financial interest.
Wednesday, August 27, 2008
PreWS 1b: Neurofeedback Fundamentals Assessment Leads To Appropriate Intervention (2 Day Workshop)
(Lecture, Experiential, Demonstration)
Lynda Thompson, Ph.D. and Michael Thompson, M.D., The ADD Centre, lyndamichaelthompson@gmail.com
(See description above)
PreWS 3: Basic and Intermediate Connectivity and Z-Score Training
(Experiential, Demonstration)
Thomas Collura, Ph.D., BrainMaster Technologies, Inc., tomc1@brainm.com
Credits: CME 7.5, American Psychological Association, NBCC, ASWB AND TX MFT CE 7.5, BCIA recertification 7.5
Level of Difficulty: Beginner to Intermediate
Abstract
This workshop will demonstrate and explain the fundamentals of brain connectivity training, and the use of z-scores for neurofeedback. Coherence, synchrony, correlation, and phase will be discussed. The role of brain functional organization in connectivity training will be explained. The basic and intermediate techniques for z-score training will be introduced and discussed. Clinical outcome data consisting of whole-head pre and post- QEEGs illustrating the normalization of connectivity, along with clinical improvement, will be presented. This will be a hands-on workshop with the opportunity for direct experience. The use of MINI-Q and NeuroGuide for assessments will be discussed. Participants are encouraged to bring their equipment and computers for practical demonstrations.
Goals/Objectives
Design connectivity training protocols.
Design z score protocols.
Conduct connectivity training using z scores.
Outline
Basics of connectivity training ( 2 hours)
Basics of z scores (1 hour)
Review of clinical outcome studies (1 hour)
Practical z score training protocols (2 hours)
Intermediate z score training protocols (2 hours)
Financial Interest: Dr. Collura has a financial interest in BrainMaster Technologies, Inc.
PreWS 4: Providing Comprehensive Care for ADHD: A Model for Clinical Practice
(Lecture, Demonstration, Experiential)
Vincent Monastra, Ph.D., Private Practice, poppidoc@aol.com
Credits: CME 7.5, American Psychological Association, NBCC, ASWB AND TX MFT CE 7.5, BCIA recertification 7.5
Level of Difficulty: Beginner to Advanced
Abstract
Although the diagnosis of ADHD is founded on the presence of specific behavioral characteristics, neurological and neurophysiological research supports the position that this disorder is not caused by environmental factors, nor is it effectively treated from a behavioral perspective alone. Furthermore, research examining the barriers to the effective treatment of ADHD indicates that the majority of patients who are diagnosed with ADHD will either not be treated or will discontinue treatment within the first three months. For some families, the primary factor impeding treatment is parental discomfort with a diagnosis based on rating scales and clinical interview. In other families, the cause is a lack of understanding of the nature of ADHD, a fear of adverse medication effects, and discomfort with treatment limited to medication alone.
This workshop is intended to provide an overview of the neurological and genetic foundations of ADHD, the wide range of functional problems requiring treatment, and the application of QEEG-based assessment and neurotherapy protocols in patient care. It will also include detailed descriptions of school interventions, the role of diet, sleep and exercise in sustaining attention, parenting programs, social skills classes, nutritional counseling, and the use of QEEG to help select and assess medications commonly used in patient care. The content of the course will be supported by a comprehensive review of the literature, as recently published in Unlocking the Potential of Patients with ADHD: A Model for Clinical Practice (V.J. Monastra, AMERICAN PSYCHOLOGICAL ASSOCIATION Books: 2007).
Goals/Objectives
Explain the genetic and neurological foundations of ADHD and common functional problems that are associated with this disorder.
Utilize a comprehensive assessment protocol incorporating semi-structured clinical interview, examination of academic records, and administration of behavioral rating scales, neuropsychological and neurophysiological measures to promote initiation and maintenance of treatment.
Establish dietary, sleep, and exercise patterns that are likely to contribute to improving attention in patients with ADHD.
Conduct a functional assessment in order to develop a comprehensive treatment plan that addresses those areas of impairment that are not responsive to pharmacological or neurotherapeutic treatment.
Provide parenting and social skills classes in clinical settings.
Assist in the development and implementation of Accommodation and Individual Education Plans for students with ADHD.
Explain the rationale for EEG biofeedback, as well as specific, empirically-supported protocols to improve attention and behavioral control.
Outline
The genetic and neurological foundations of ADHD: Common areas of functional impairment; medical conditions that mimic ADHD (1 hour)
Comprehensive assessment of patients for ADHD: Behavioral, neuropsychological and QEEG measures (1 hour)
Establishing dietary, sleep and exercise patterns to boost attention (1 hour)
Collaborating with schools to establish accommodation plans and Individual Education Plans (1 hour)
Using QEEG to select pharmacological treatment and assess medication response;Conducting functional assessments in order to develop a comprehensive treatment plan (1 hour)
Empirically-supported neurotherapy protocols; Emerging neurotherapy strategies (1 hour)
Conducting parenting programs in clinical and educational settings (1 hour)
Conducting social skills programs in clinical and educational settings (1 hour)
Financial Interest: Equipment grants from Thought Technology and Deymed and book royalties from The American Psychological Association
PreWS 5: The Emerging Technologies of Stimulation: Audio-visual Entrainment, Cranio-Electro Stimulation and Transcranial DC Stimulation - Physiology and Clinical Outcomes
(Lecture, Demonstration, Experiential)
David Siever, Mind Alive Inc., avedave@mindalive.com
Credits: CME 7.5, American Psychological Association, NBCC, ASWB AND TX MFT CE 7.5, BCIA recertification 7.5
Level of Difficulty: Intermediate to Advanced
Abstract
Stimulation modalities of Audio-visual Entrainment (AVE), cranio-electro stimulation (CES) and transcranial DC stimulation (tDCS) have been in clinical use for several decades. Since the discovery of photic driving by Adrian and Matthews in 1934, much has been discovered about the benefits of brainwave entrainment (BWE) or audio-visual entrainment (AVE), as it is commonly known today. The first clinical applications of AVE are the credit of Sidney Schneider who developed the first photic stimulation device called the Brain Wave Synchronizer in 1958 and prompted the first research. AVE affects cerebral blood flow, neurotransmitters, dissociative states and brainwave activity. Research on the effectiveness of AVE in promoting relaxation, cognition and hypnotic induction, treating attention deficit disorder (ADD), pre-menstrual syndrome (PMS), seasonal affective disorder (SAD), post-traumatic stress disorder (PTSD), migraine headache, chronic pain, anxiety, depression and episodic memory is now available.
As far back as the first century the Greeks and Romans used the electric eel, a variety of the "torpedo fish" for electrical stimulation. Current interest in CES was initiated by Robinovitch, who, in 1914, made the first claim for electrical treatment of insomnia. In 1958, the book Electro-Sleep inspired research in Europe and in Eastern Block countries, as well as in South America, Asia and the United States. Roughly 130 studies have been published on CES. Most of these 130 studies have shown CES as a reliable method to reduce anxiety, depression, pain, improve sleep, and improve cognition and IQ.
In 43 to 48 AD, Scribonius Largus, the physician of Roman emperor Claudius, observed that placing a large torpedo fish (electric eel) over the scalp of a patient suffering with headache, elicited a sudden transient stupor with pain relief. A major advantage of tDCS is that the cortical activity over a specific site on the brain may be enhanced or suppressed, much like NF. Dozens of studies on tDCS have been published to date.
All maladies are the result of dysarousal on a physical or cortical level. This course covers both physical and cortical arousal issues and how stimulation technologies can restabilize one's arousal. This course will teach the physiological mechanisms (neurotransmitter effects, brain waves, cerebral blood flow, dissociation) by which AVE and CES act on and the clinical outcomes of each.
This course is particularly of benefit to those who have been practicing with a clinical population for some time and realize the need for some more innovative tools in their tool chest. This applies to nurses, MDs, hypno-therapists, biofeedback and neurofeedback practitioners.
Evans, J. (2007) Handbook of Neurofeedback: Dynamics and Clinical
Applications, Haworth Medical Press, new York, NY. 155-184.
Kirsch, D. (2002). The Science Behind Cranial Electrotherapy Stimulation.
Medical Scope Publishing Corp. Edmonton, Alberta, Canada.
Siever, D. (2000). Rediscovery of Audio-visual Entrainment Technology.
Unpublished. Available through Mind Alive Inc.
Goals/Objectives
Discuss the factors involved in dysarousal.
Describe the mechanisms of audio-visual entrainment (AVE).
Describe the mechanisms of cranio-electro stimulation (CES).
Describe the mechanisms of transcranial DC stimulation (tdcs).
Discuss the clinical studies involving AVE.
Discuss the clinical studies involving CES.
Discuss the clinical studies involving tdcs.
Demonstrate the various techniques.
Outline
Concepts of arousal dysregulation (100 minutes)
Physiology of AVE (40 minutes)
Physiology of CES (10 minutes)
Physiology of tdcs (20 minutes)
Clinical outcomes of AVE (60 minutes)
Clinical outcomes of CES (20 minutes)
Clinical outcomes of tdcs (30 minutes)
Demo and experiential with the equipment (120 minutes)
Financial Interest: David Siever is the owner of Mind Alive, Inc.
PreWS 6: Basic Neurotherapy Rapid Diagnosis And Treatment Procedures
(Experiential, Demonstration)
Paul Swingle, Ph.D., Psychoneurophysiology, pswingle@swingleandassociates.com
Credits: CME 7.5, American Psychological Association, NBCC, ASWB AND TX MFT CE 7.5, BCIA recertification 7.5
Level of Difficulty: Beginner to Advanced
Abstract
Neurotherapy is rapidly evolving into a primary care option for many disorders. Problems with mood, anxiety, sleep quality, learning, cognitive processing, pain, addictions, anger management, and age-related memory are all amenable to rapid assessment and treatment. The assessment procedures are simple and straight forward involving assessment of a limited number of brain sites. Treatment options other than neurofeedback have been developed to markedly accelerate neurotherapy. These complementary techniques markedly facilitate neurotherapy.
The workshop starts with the precise assessment procedures that determine treatment strategies. The combinations of treatment options including neurofeedback, braindriving, sound and electrostimulation, and behavior therapies appropriate for a wide range of disorders are presented in detail so practitioners can immediately apply these efficient techniques. Conditions that require full QEEG will be identified, as will conditions in which the more aggressive treatments are contraindicated.
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Boyer, B.A., Bubel, D., Jacobs, S.R., Knolls, M.L., Harwell, V.D., Goscicka, M., & Keegan, A. (2002).
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Goals/Objectives
Apply rapid diagnostic procedures (Quick Q).
Interpret the QuickQEEG data.
Identify common EEG signatures for a variety of disorders.
Recognize EEG patterns for trauma.
Develop treatment protocols for identified EEG anomalies.
Determine conditions requiring full QEEG.
Identify contra indicators for aggressive treatment.
Explain braindriving techniques.
Outline
9:00 -12:00 AM
Therapeutic rationale for rapid intake
Rapid Assessment Procedure (Quick Q)
Diagnostic indicators
Hands on assessment training
Interpreting the Quick Q
Developing the treatment plan
The psychotherapy dimension
1:00 - 5:00
Case presentations
Treatment strategies
Braindriving techniques
End of the road clients
Complementary treatment techniques such as:
a) Harmonics
b) Craniosacral therapy
c) Acupuncture meridian stimulation
d) Bilateral stimulation techniques
e) Cranial electrical stimulation (CES)
When do you need the Full Q?
Contraindications for adjunctive/aggressive protocols
Financial Interest: Dr. Swingle is the owner of Sound Health Products, Inc., manufacturer of the Braindryvr and Neuroactive Harmonics.
PreWS 7: An Introduction to EEG Fundamentals and Signal Processing Methods for the Non-Technical Neurofeedback Practitioner
(Lecture, Demonstration) Half-Day Workshop (8:30 AM to 12:45 PM)
Marc Saab, M.Eng., Thought Technology Ltd., marc@thoughttechnology.com
Credits: CME 4, American Psychological Association, NBCC, ASWB AND TX MFT CE 4, BCIA recertification 4
Level of Difficulty: Beginner to Intermediate
Abstract
The practice of neurofeedback requires knowledge in such varied areas as psychology, neurophysiology, 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, with the intention of improving clinical outcomes. Topics will include (among others, and as time permits): a physiological basis of EEG, electrode and measurement fundamentals, surface QEEG characteristics, clinical recommendations, digital filtering, time vs. frequency domain, coherence and phase, z-score biofeedback, Gabor JTFA, evoked and slow cortical potentials (EP and SCP).
Goals/Objective
Explain the physiological origins of the EEG signal.
Discuss the fundamental properties of surface EEG acquisition and analysis.
Describe often-used signal processing topics with a basic knowledge of concepts and terms.
Discuss EEG signal processing techniques and metrics confidently so as to continue gaining knowledge in the future.
Make more educated choices of methodology and parameter selection when using EEG signal processing in neurofeedback applications, with the goal of improving clinical results.
Explain exposure to advanced methods of EEG analysis and understand the underlying concepts.
Apply, remove and clean EEG electrodes quickly and reliably to minimize technical problems, maximize efficiency and maintain electrode integrity.
Outline
PART I: Physiological basis of EEG, electrode and measurement fundamentals, amplifier characteristics, electrode locations and surface EEG characteristics (90 minutes)
PART II: Basics of signal processing: analog to digital (A/D) conversion, digital filtering, time vs. frequency domain, and important recommendations for clinical usage (90 minutes)
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) (30 minutes)
PART IV: hands-on demonstration of EEG electrode placement, impedance checking, and electrode removal and cleaning (30 minutes)
Financial Interest: Thought Technology Ltd. workshop is not related to equipment.
PreWS 8: Use of Mathematical Physics to Model Brain Waves in Perception
(Lecture) Half-Day Workshop (8:30 AM to 12:45 PM)
Walter Freeman, M.D., Ph.D., University of California at Berkeley, dfreeman@berkeley.edu
Credits: CME 4, American Psychological Association, NBCC, ASWB AND TX MFT CE4, BCIA recertification 4
Level of Difficulty: Intermediate
Abstract
Brains organize themselves hierarchically in respect to neural architecture and function. Locally, hundreds of neurons are synaptically interactive in a variety of microscopic networks. Distributions of short and long axons link the neural networks into mesoscopic populations of millions of neurons, which have collective properties that are not apparent at the microscopic level of synaptic and action potentials. Instead they are observed in averages provided by electric fields (ECoG, LFP) recorded from high-density intracranial arrays of electrodes on cortical surfaces or in the depths. The mesoscopic populations are linked by yet longer axons into macroscopic neural masses in neocortex that form oscillatory patterns that may often span the entire length and breadth of each cerebral hemisphere. The high density (~105 neurons and 109 synapses/mm3 in humans) and numbers (~13.7 billion neurons with 137 trillion synapses) enables us to invoke a continuum above mm distances and ms durations. Field activities are observed by brain imaging from sensor arrays for EEG, MEG, PET, and fMRI.
Neural correlates of cognition and consciousness are found at all levels in the hierarchy. The opportunity now opens for us to model the relationships between the spatiotemporal properties of microscopic trains of action potentials observed with microelectrodes and the collective properties of neural populations and masses observed with brain imaging, using the conceptual tools of mathematical physics. The experimental data for our approach are provided by our measurements of the neural fields of activity that cross between levels. In field studies the neuropil is treated as continuous in space-time, well beyond the discontinuities of the synapse and the action potential. The billions of synapses in each cubic mm and the millions of action potentials in each second utilize neural energy at every point in space and time in neuropil. Transmission is invariably with delays, and the wave functions computed by use of the Hilbert transform enable us to stimulate both the time and the intensity of overt and latent energy levels, which are crucial for understanding the phase transitions that enact perception
The tools for interrelating the microscopic distributions of activity and the collective properties of neural masses are provided by condensed matter physics, nonequilibrium thermodynamics, dissipative quantum field theory, random graph theory, and nonlinear dynamics. These tools support understanding the salient properties of distributed systems: self-organized criticality, scale-free parameters, spatial coherence, self-similarity, correlation length, renormalization group transformations, Hamiltonians in piece-wise linear analysis to identify point and limit cycle attractors, static and dynamic nonlinearities, spontaneous symmetry breaking, and phase transitions at criticality. These phase transitions yield the spatiotemporal patterns constituting unitarily inequivalent ground states, which embody the contents of perception and consciousness, and which are regulated by chaotic attractors. The workshop is designed to discuss local-to-global neural operators from multiple points of view.
Key Words
Attractor landscapes; condensed-matter physics; correlation length; dissipative quantum field theory; neuropercolation; phase transition; random graph theory; scale-free dynamics; self-organized criticality; synchrony.
Goals/Objectives
Grasp the context of intentionality in which to embed studies of brain dynamics.
Understand the basic operations in sensory systems of generalization, abstraction and categorization.
Learn how to extract spatiotemporal correlates of conditioned stimuli from multichannel electrocorticograms (ECoG) in man and other animals.
Learn how to combine action potential recordings with electric field potential recordings.
Outline
The action-perception cycle: goal formation, preafference, sensation and assimilation in intentionality. (60 minutes)
The processes of amplification, categorization, and read-out of sensory signals transposed into percepts in sensory systems. (60 minutes)
The techniques for high-resolution recording and extraction of spatiotemporal patterns of neural activity from multichannel electrode arrays. (60 minutes)
The interpretation of sequences of cognitive-related spatial patterns of neural activity in terms of phase transitions in brains seen as thermodynamic systems operating far from equilibrium. (60 minutes)
Financial Interest: No financial interest.
SYM 1: Neurodynamic Activation (ROSHI) Symposium
Coherence Training Utilizing the pROSHI
William Collins, Ph.D., Reintegrative Health Institute, ccollins@rhistl.com
Credits: CME, American Psychological Association, NBCC, ASWB AND TX MFT CE Credits and BCIA recertification credits: .75
Level of Difficulty: Intermediate to Advanced
Abstract
Can coherence training using the PROSHI and sensory integration make it easier to accomplish our goals? What needs to be used to determine efficacy and how does this shorten treatment time?
This is a presentation of coherence training with pre and post evaluations using Robert Thatcher's Neuroguide and the Atlantis. Treatment consists of two modalities, PROSHI training and auditory input utilizing binaural beats.
The following will be highlighted in this presentation:
Visual and auditory sensory input
Discussion of over or undertraining related to coherence measures (Neuroguide)
The role of sensory integration in coherence training
Questions and answers.
Learning Objective
Discuss coherence solutions within sensory integration.
Outline
Visual and sensory input (10 minutes)
Discuss overtraining or undertraining related to coherence measures (15 minutes)
The role of sensory integration in coherence training (15 minutes)
Questions and answers (5 minutes).
Financial Interest:None
Is the pROSHI a Viable Clinical Tool for Children with ADD and ADHD?
Michelle Owes, B.S., Private Practice, moinhiservice@earthlink.net
Credits: CME, American Psychological Association, NBCC, ASWB AND TX MFT CE Credits and BCIA recertification credits: .75
Level of Difficulty: Beginner to Intermediate
Abstract
Neurofeedback is a proven method of training children with ADD, ADHD and overall learning difficulties. The pROSHI, though intriguing, is a device that lacks specific data as a proven clinical tool for children who suffer from the aforementioned states. Is the pROSHI an effective clinical tool for treating symptoms of ADD, ADHD such as, general lack of focus, inability to concentrate, and overall learning difficulties?
From a list of students who struggled academically, nine students and their parents agreed to participate in a study using the pROSHI. Student ages ranged from 11 to 18 years, with grade levels spanning from 5th to 12th grade.
Parents completed the DSM IV and client intake application. Common concerns were an inability to recall information, difficulty with mathematic/algebraic calculations, inability to focus and extensive homework completion time.
Students took the initial IVA - Plus test for baseline scores. Twenty sessions of pROSHI using white, open-eyed glasses were administered three times per week. Sessions were 30-minutes in duration conducted after school. This time represented the height of mental fatigue for these students. Both client and parent completed a post session questionnaire after each session to record noticeable changes. Teachers completed post-training questionnaires weekly. The IVA - Plus test was repeated after 10 and 20 sessions of the pROSHI.
Preliminary reports indicate that after the first few sessions, parents and students noticed a greater ability to focus, increased level of confidence, and higher test grades. The majority of parents reported that their children were extremely talkative after sessions.
Increase in IVA - Plus tests scores will implicate that the pROSHI yields measurable results in a short time period for children aged 11-18. Such increases will prove that the pROSHI is an effective device suitable as a clinical tool for ADD, ADHD and learning difficulties.
Learning Objective
Compare the difference between neurofeedback and brain training using pROSHI instrument as it relates to producing the desired brain wave patterns and consequent academic and behavior changes.
Outline
Present the results of the study of 9 students using pROSHI training. The evaluation of their response is based on the comparison of their academic behavior and the IVA, pre and post training (20 minutes)
Demonstrate the use of pROSHI, as it was used in our study (25 minutes)
Financial Interest: No financial interest.
The Use and Advantages of Using the pROSHI in Individual Therapy and in Conjunction with Captain's Log
Stephen Overcash, Ph.D., Private Practice, doco@innernet.net
Credits: CME, American Psychological Association, NBCC, ASWB AND TX MFT CE Credits and BCIA recertification credits: .75
Level of Difficulty: Beginner to Intermediate
Abstract
Individual therapy is the bread and butter of psychologists, counselors, and social workers. Many techniques and theories have been postulated on the best strategies to use to help others therapeutically. With the advent of the Clear photolens and the mag stims of Chuck Davis' pROSHI 2+, I believe we have a tool that is very useful for the vast majority of my patients. I have successfully treated PTSD, Generalized Anxiety Disorders, Phobias, and Social Disorders.
In this presentation the use of the pROSHI in individual psychotherapy is discussed in detail. I speak about the comments that my patients have, their enthusiasm, and commitment to using the device for the majority of the time I spend with a patient. I discuss the methods that I use to determine whether I suggest its use, how I present it, what modalities maybe the most advantages, how to determine when to limit it, when to discontinue it, and what maybe the optimal use of the pROSHI 2+. In addition, I discuss the usefulness of using the pROSHI 2+ with many Army, National Guard, and Marine Veterans when the return to the United States after serving in Iraq and Afghanistan. These men are so appreciative of someone paying attention to their needs and caring about their problems and willingness to listen to them. Special techniques are discussed that have been very effective in getting them back to work full time in their former job before they were called into service or in another job that is better suited them given their injuries, both mental and physical.
Finally, I discuss in detail the techniques that I use with Captain's Log, the program developed by Dr. Joseph Sanford to help the individual who has had problems with ADD, neurological injuries, attention to task, concentration, social skills, immediate memory, and short term memory to relearn strategies that they have lost. The Program's Smart Mind is quite useful, but I have found that using the clear lens pROSHI and/or the mag stim pROSHI is quite useful in day to day tasks that are presented in the Captain's log. I discuss how to use the pROSHI easily with excellent results.
Learning Objective
Determine when to use pROSHI during individual therapy, when to discontinue using it, how to determine what modality to use, and the optimal use of the instrument.
Outline
Use of & the advantages of using pROSHI in individual therapy (20 minutes)
Use of pROSHI Veterans that have a neurological diagnosis during psychotherapy and when using Captain's Log to specifically help them in social, attentional, spatial, and self discipline skills (25 minutes)
Financial Interest: No financial interest.
Functional Neurology Improving the Frequencies of Life
Donald Baune, D.C., Private Practice, Drdonbaune@aol.com
Credits: CME, American Psychological Association, NBCC, ASWB AND TX MFT CE Credits and BCIA recertification credits: .75
Level of Difficulty: Intermediate to Advanced
Abstract
Brainwave training technology is one window into affecting or optimizing the frequencies of cortical tissue and neurological function. A deeper understanding of all the key elements that contribute to neuronal firing, based on recent findings and insights, will facilitate a broader clinical application and allow for enhanced patient response. Spatially summative afferent input to the brain is a new paradigm of brain function and offers us clinical tools to enhance the neurofeedback experience and improve brain function. This presentation will explain the new discoveries, insights and findings from a functional neurological perspective and provide practical tools that the attendee can incorporate into their practice immediately. Topics will include Central Integrative State of various neuronal pools in the brain with respect to frequencies of firing, spatial summative afferent input and its relevance, metabolic rate and fatigability of neuronal pools, clinical windows of input to drive neural output, patient self-care techniques and exercises, and a unique perspective to help guide future research.
Learning Objective
Explain the Central Integrative State of various neuronal pools in the brain with respect to frequencies of firing and neural output.
Describe spatially summative afferent input to the brain and its relevance.
Identify tools and techniques to incorporate functional neurology into their practice.
Outline
Central Integrative State: (20 minutes)
What is it.
What environmental affects influence it.
How to observe your patient population for CIS issues.
Things you can do to improve CIS in your patient population.
Central Summation Effects: (25 minutes)
Definitions - from Kendal and Schwartz, Textbook of Neurophysiology.
Temporal Summation
Spatial Summation.
The importance of spatial summation.
How to use coupled spatially summative afferent stimulation to improve brain function.
Financial Interest: No financial interest.
Real-Time Changes of the EEG during Enhanced Neurofeedback by Neurodynamic Activator Instruments
Victoria Ibric, M.D., Ph.D., Neurofeedback & NeuroRehab Institute, Inc., dribric@sbcglobal.net
Credits: CME, American Psychological Association, NBCC, ASWB AND TX MFT CE Credits and BCIA recertification credits: .75
Level of Difficulty: Intermediate to Advanced
Abstract
This is a study of the direct effect of the Neurodynamic Activator (ROSHI and pROSHI) instruments on the Neurofeedback training. The changes observed are based on the well known neuroplasticity of the nervous system.
The changes of the frequencies' amplitudes were observed and reported previously (Ibric, 2005). As the training continued, the changes lead to the normalization and stabilization of the amplitudes of the frequencies trained.
The QEEGs analyzed during and after the use of the Neurodynamic Activator, with light or electro-magnetic stimulation, show measurable changes in connectivity in the direction of normalization. These results are based on the reduction of the Z scores overall, as established by the NeuroRep program.
Learning Objective
Identify how Neurofeedback (NF) can be enhanced and performance achieved faster and easier than with traditional NF.
Outline
To determine the effects of the Neurodynamic Activator instruments on the EEG parameters, two separate studies were performed and their results are presented here:
The first study was done by recording and analyzing the changes in the amplitudes of the trained frequencies as the NF training was carried out on Neurocybernetics instrument (20 minutes)
The second study was done by evaluating the whole - brain responses as the training with the Neurodynamic Activator was applied while the EEG was recorded on a Lexicor Neurosearch-24 instrument and analyzed for connectivity changes using the NeuroRep program (25 minutes)
Financial Interest: No financial interest.