ISNR 2011 Annual Conference

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Mon - 10:00am-6:00pm Pre-Conference Workshops

Tue - 8:00am-6:00pm Pre-Conference Workshops

Wed - 8:00am-6:00pm Pre-Conference Workshops

Wed - 6:00pm-7:30pm Panel

Thu - 8:15am-9:15am Sessions

Thu - 8:45am-9:15am Sessions - cannot choose this if you already chose a 8:15-9:15 session above

Thu - 9:30am-9:45am Student Scholarship Presentations

Thu - 9:45am-10:35am Invited Presentation

Thu - 10:45am-11:35am Invited Speaker

Thu - 2:15pm-5:30pm Workshops

Thu - 11:45am-12:45pm Keynote

Fri - 8:00am-9:00am Sessions

Fri - 8:30am-9:00am Sessions - cannot choose this if you already chose a 8:00-9:00 session above

Fri - 9:10am-10:10am Sessions

Fri - 9:40am-10:10am Sessions - cannot choose this if you already chose a 9:10-10:10 session above

Fri - 10:20am-11:10am Invited Speaker - cannot choose this if you chose a 9:10am-10:10am session

Fri - 11:10am-11:25am Student Presentations

Fri - 11:25am-12:15am Invited Speaker

Fri - 12:25pm-1:25pm Keynote Speaker

Fri - 3:15pm-6:30pm Workshops

Sat - 8:00am-9:00am Sessions

Sat - 8:30am-9:00am Sessions - cannot choose this if you already chose a 8:00-9:00 session above

Sat - 9:15am-10:15am Sessions

Sat - 9:45am-10:15am Sessions - cannot choose this if you already chose a 9:15-10:15 session above

Sat - 10:30am-10:45am Student Presentation

Sat - 10:45am-11:45pm Invited Speaker

Sat - 12:00pm-1:00pm Keynote Speaker

Sat - 2:45pm-6:00pm Workshops

Sun - 8:30am-9:00am Sessions

Sun - 9:00am-10:00am Invited Presentation

Sun - 10:10am-11:10am Invited Presentation

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Please rate the following:

The program was relevant to my work.

Content matched stated objectives.

Usefulness of handouts/AV.

Quality of facilities.

How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?

If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain:

Please rate the speaker(s) as a group. You will have the opportunity to elaborate on an individual speaker in the following question.

Discuss the communication patterns between the heart and brain and how this may affect both biofeedback and neurofeedback

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:

Explain the role of omega-3 EPA/DHA in neuro-cognitive development, performance and mood

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

List the primary symptoms observed in Asperger's Syndrome and relate these symptoms to neural networks that are involved

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

List purposes of the LENS Evaluation

Describe Sensitivity vs. Insensitivity

Describe Hardiness vs. Fragility

Describe Reactivity vs. Stolidness

Describe Behavioral Suppression

List the purpose of assessing the above four qualities

Demonstrate the use of the Sensitivity Questionnaire in assessing the above qualities

Differentiate between the old and new views of EEG suppression

List alternatives for opening and closing the LENS

Explain how to change the offset for each period

Discuss how to turn off the feedback and leave hum signals

Demonstrate how to turn on high efficiency feedback

Identify three ways to turn the standard applications into complex applications

Demonstrate how to change the filters from which the dominant frequency is extracted

List the LENS evaluation protocols

List the LENS applications

Explain the relationship between the qualities assessed and the applications

Identify the components of the applications: Hum, Baseline, Feedback

Discuss how the Hum, Baseline, and Feedback appear in each of the LENS applications

Describe how and why Hum and Baseline appear in all standard neurofeedback

Demonstrate Opening, Closing, Saving Data, and modifying the LENS applications

Demonstrate the site sort sequence for working with EEG suppression

Describe how frequency suppression is converted into amplitude suppression

Describe how amplitude suppression is converted into frequency activity with varying degrees of variability

Describe the composition of Standard, 100% Duty cycle, Narrow Band applications

Classify elements of the LENS applications

Describe the purposes of Sensitivity, reactivity, Hardiness, and Behavioral Suppression in terms of their utility for conducting LENS sessions

Define the International 10 – 20 system Electrode Placement System

Identify standard EEG bandwidths

Describe typical mental states associated with each of these band widths at the Cz site

Explain how the practitioner uses the basic principles of learning theory during each training session with a client

Explain how the differential amplifier allows the practitioner to accurately assess brain waves while excluding major artifacts that are in-common to each site

Identify the common EEG findings in children who have a diagnosis of ADHD

Place electrodes on to the scalp (CZ) and ears with good impedance readings

Locate the landmarks of each of the 10-20 sites

Demonstrate running a map

Explain how to condcut an initial interview

Create an initial treatment plan based on the map and offset evaluation

Explain how initial LENS evaluations and treatments are chosen on the basis of the initial evaluations

Describe what problems may be accepted for use with the LENS during the first two years of use

List criteria for making a referral and refusing to continue with the LENS

Explain why the LENS involves more than just application selection

Describe four qualities that lead to ceasing working with the LENS and making a referral out

Define the meanings of EEG drift, and sharpening

Specify an alternative to finding a sweet spot for working with the LENS

Demonstrate clocking the duration of reactions

Discuss EEG hydraulics

Describe three ways to weaken LENS applications

Conduct a basic psychophysiological stress assessment

Identify basic psychophysiological responses to stress and patterns found during recovery from stress

Conduct a neurofeedback training combined with basic biofeedback training session with a volunteer ‘client’

Describe how to integrate metacognitive strategies (on-task training) into the neurofeedback training session

Identify which clients require a 19-channel EEG assessment

Explain how these are interpreted, including coherence measures

Define the term ‘Brodmann Areas’

Design and execute complex neurofeedback protocols including live z scores

Conduct neurofeedback using infra-low frequency protocols

Review QEEG data and use it to develop neurofeedback protocol plans

Interpret clinical outcome data resulting from QEEG-based neurofeedback training

Discuss the implications that defining pain has for medical, legal and insurance industries

Differentiate between acute and chronic benign pain

Evaluate how neuroplasticity impacts the three branches of the nervous system leading to neural excitability

Explain why knowledge of physiology, vs. anatomy, is important to understanding the concept of neuroplasticity

Describe what SEMG assessment and tells us about the muscles, the nerves, the joints and the kinesiological aspects of neuroplasticity

Describe what the central nervous system and qEEG assessment tell us about the central nervous system

Assess how stress-testing data directs the type of treatment conducted for autonomic nervous system

Explain the rationale for identifying subclinical paroxysmal EEG discharges

Cite the literature discussed in the workshop regarding subclinical EEGs

Explain the link between ischemic migraine and paroxysmal discharges

Locate the sources of discharges

Explain how an MRI can miss what an MRA can identify

Theorize how an aneurysm may affect the EEG

Explain how one twin could present with epilepsy and the other not

Outline the basics of ERP recoding using Psytask as presentation software

Define averaging technique

Describe how to preprocess the EEG record: artifact correction and artifact marking

Discuss independent component analysis on collection of ERPs

Describe the physiological meaning of different ERP waveforms

Assess the physiological meaning of ERP independent components

Explain the discriminative power of some ERP independent components in diagnosis of ADHD, schizophrenia, TBI, OCD, dyslexia

Discuss the causes of arousal dysregulation

Discuss the physiological mechanisms of AVE/BWE and the studies that have shown efficacy

Discuss the use of AVE for heart-rate variability and ADD/ADHD

Discuss the physiological mechanisms of CES and the studies that have shown efficacy

Discuss the physiological mechanisms of transcranial DCStimulation and the studies which support tDCS

Discuss the use of AVE to enhance Heart Rate Variability

Describe issues related to EEG and personal experience

Discuss the relationship between consciousness and the brain

Describe how evolution and consciousness may be related

Describe changes in cognitive function, as well as EEG, in the aging population

Identify specific cognitive changes associated with mild Alzheimer’s, and their EEG correlates

Describe how neurofeedback has been shown to help reverse degradation in brain connectivity associated with aging and cognitive decline

Discuss the reliability of computerized EEG and its clinical importance

Articulate the correlation between trauma and neurophysiological pathologies

Discuss the prospects of slow cortical potential neurofeedback in the treatment of adult ADHD

Apply EEG current source density in 11 major BA regions as it relates to the Experiences in Close Relationships Scale (ECR) and the 34-item Transition to College inventory

Discuss current source density (CSD) of 11 major BA regions as they relate to personality, attachment, and self-relevant information processing in terms of self-regulation, social and language processes

Compare short-term and long-term impact of the combination of neurofeedback and metacognitive training

Identify common EEG abnormalities in children with ADHD

Describe the communication patterns between the heart and brain

Explain how this may affect both biofeedback and neurofeedback

Differentiate between EEG data as generated in the brain and recorded on the scalp

Summarize current research directions in functional EEG imaging and the many emerging applications this research enables

Describe the possibilities of applying QEEG informed neurofeedback and the efficacy in ADHD

Describe the possibilities of QEEG and ERP based personalized medicine in depression

Summariaze the history of EEG work in ADHD and Depression

Explain the physics and psychology of pIR thermal transfer

Identify DSM-IV categories that may respond to this form of intervention

Identify common computer malfunctions that may interfere with signal integrity

Differentiate between state, trait, personality and sense of self

Discuss the relationship between state and sense of self

Discuss the relationship between arousal, affect-regulation, state, trait and sense of self in clinical conditions such as developmental trauma and borderline personality

Discuss autonomic physiology and the origins of HRV

Specify the parameters used to quantify heart rate variability

Utilize protocols that will maximize resonant frequency of HRV prior to neurofeedback training

Explore material that could legitimately be covered in a BCIA examination on EEG Biofeedback

Discuss EEG data collection, interpretation and instrumentation

Explain how learning theory applies to EEG biofeedback

Describe the nature of the P300 event-related component

Discuss P300-based protocols, experiments and assessments

Analyze and interpret data on the P300 component and P300-based research and clinical reports

Integrate psychotherapeutic approaches with Neurofeedback to enhance client success

Describe a system for monitoring and documenting client progress that will enable clinicians to improve care

Utilize QEEG, miniQ and various assessment instruments in treatment monitoring

Identify objectives for their practice in terms of revenue, profitability, and personal time to be invested in the business

Determine a basic line of business strategy which evaluates relevant features of the practice and includes an analysis of the potential for achieving a competitive advantage over rivals

Create a promotional plan which includes identifying promotional targets, then using the principles of “maxi” and “mini” promotion to select an appropriate and cost effective promotional blend

Discuss the significance of Temporal Mild Slow and Sharp Activity

Explain the connection of TMSSA to Cerebrovascular Disorder

Explain the importance of a team in diagnosing difficult cases

Describe several neural regions associated with positive affect and corresponding health benefits/symptoms

Identify differences between active and sham EEG biofeedback in the ongoing EEG signal

Describe the divergent effects of C3 versus C4 training on two tests of lateralized visual attention

Discuss electrophysiological markers of ADHD and schizophrenia and how to use them in diagnosis and therapy

Use the CNC 10/20 to predict and evaluate the outcome of neurofeedback treatment

Describe common EEG patterns associated with restless legs syndrome (RLS) and periodic limb movement disorder (PLMD)

Discuss which EEG based predictors for depression have been investigated

Explain how specific well investigated neurofeedback protocols can be used along with QEEG findings

Describe how the efficacy of neuromodulation treatments can potentially be improved in current practice

Summarize the collaboration of NF experts and mainstream ADHD scientists on a plan for a multisite, double-blind, sham-controlled randomized clinical trial of neurofeedback for ADHD

Explain how the default mode network presents

Explain how the event related potentials differ in ADHD compared to control adults during rest and Stroop task

Describe what OpenViBE can do for neuroscience research and for Neurofeedback applications

Discuss self-regulatory and cognitive mechanisms in the brain, specifically working memory and processing speed

Assess the use of ambient lenses effects on spatial attention in the Posner cued attention test

Describe the latest developments of EEG, fMRI, and PET in the assessment of consciousness in patients with PVS or MCS

Discuss the potential of non-invasive electrical brain stimulation in the treatment of neurological disorders either with absent radiological findings, or with brain lesions/atrophy

Compare the EEG and fMRI resting state networks of brain function

Evaluate the methodological aspects on how they are computed and analyzed

State the key symptoms of conditions that may respond to NFB combined with BFB including

Outline the major connections of the anterior cingulate and its various roles

State the major connections within the attention & executive, affect & distress, salience, default and placebo neural networks

Describe the EEG and clinical research basis for neurofeedback for addictions

Differentiate between EEG and physiological patterns seen in individuals with various forms of addiction

Describe the Peniston Protocol for alcoholism and its revisions for polysubstance abuse or sex addiction

Compare QEEG subtypes of ADD & ASD

Utilize EEG & QEEG patterns to select the most appropriate Neurofeedback protocols

Utilize QEEG, CPT and other assessment techniques to monitor and adjust Neurofeedback with ADD and ASD to achieve the most successful results

State the principles of the Visual Continuous Performance Test as a stimulus presentation protocol for evoking event-related potentials

Conduct ERP-based clinical assessments involving presentation of the VCPT protocol

Analyze and interpret conventional ERP components and independent ERP components

Describe the use of OpenViBE

Analyze the included sample scenarios

Explain how to create new scenarios derived from the already existing ones

Explain why heart rate variability is to clients

Describe the blood volume pulse (BVP) and electrocardiogram (ECG) methods for monitoring heart rate variability

Explain how to measure resonance frequency

Discuss the preparation of a subject for 19 channel recording

Explain how to control artifacts during recording

Describe the use of the Z-Score and patient checklist for LORETA neurofeedback with NeuroGuide

Specify the clinical red flags of undiagnosed and/or misdiagnosed probable mTBI’s

Conduct an initial verbal evaluation to identify and remove red flags of probable mild traumatic brain injuries

Identify which further assessments should be done

Explain how to measure a client's resonance frequency

Summarize the results from the OSU NIMH-Funded Randomized, Double-Blind, Sham-Controlled Pilot Feasibility Trial of Neurofeedback for Pediatric ADHD

State the role of nutrition in neuronal regulation and performance

Differentiate between SAD and vitamin D deficiency

Describe how training to achieve synchrony between respiration and heart rate changes (HRV training) may influence increases in sensorimotor rhythm

Identify the specific frequency band-pass regions and spatial locations associated with adult ADHD using eLORETA

Describe eLORETA activity changes following 30 sessions of Theta/Beta and SCP neurofeedback

Discuss the underlying ideas behind 19 channel live Z-score training and its observable effects on EEG

List the primary symptoms observed in Asperger’s Syndrome

List reasons why initial NFB training over central midline structures, based on QEEG and LORETA assessment findings, is likely to produce improvement in some of the core symptoms of people with Asperger’s

State why up training of high frequency alpha and or 14 Hz SMR may be contraindicated in some patients

Describe the role of the precuneus in self-regulation and attention

Define the practice of EEG Neurofeedback

Discuss the brain mechanism behind the EEG neurofeedback process

Describe the human emotional relaxation process mental and physiologically

Describe the role of omega-3 EPA/DHA in neuro-cognitive development, performance and mood

Describe insights on the cellular and molecular mechanisms that control the establishment of the local excitatory/inhibitory microcircuitry that control balanced cerebral cortical function

List common EEG power and coherence patterns in the frequency range 2 to 61 Hz which may be observed in the conditions named on day 1

Describe the typical LORETA findings for each of two conditions from day 1

Describe the psychophysiological patterns that reflect stress, with particular emphasis on heart rate variability

Differentiate types of gift-giving

Describe the ethics of soliciting gift-giving, including an experiential small group project

Identify legal boundaries related to philanthropy

Compare basic promotional theories

Explain how to develop effective face to face presentations

Measure the effectiveness of presentation materials

Discriminate between available systems so as to be able to choose the best one for their practice

Explain how to target specific frequencies using Photic and NFB

Implement specific methods for increasing EEG or inhibiting targeted EEG frequencies

Utilize QEEG to help identify characteristics of ADD and Asperger’s in athletes

Cite Neurofeedback techniques that improve attention and performance in sports

Review how other supplementary techniques combine with Neurofeedback with at

Discuss the stages of change

Evaluate the effectiveness of Motivational Interviewing implementation

Discuss the benefits of incorporating Motivational Interviewing into their NFT practice

Discuss the relation between neuronal synchrony, connectivity, and brain self-regulation

Explain the physiology of the mind/body connection in regards to heart-rate variability and homeostasis

Describe biofeedback techniques that integrate brain with body

Utilize QEEG analysis to choose cortical locations for training

Utilize QEEG analysis to aid in choosing the type of Z Score training to leverage

Compare intermediate/advanced applications such as PZMO, LORETA Z Score, and Phase Reset Z Score training

Describe the neurorehabilitative effect of neurofeedback in a group of individuals with a chronic debilitating disease

Identify applications in the many other diseases impacting the immune system

Describe the linkage between the theta/beta ratio, EEG vigilance dominance, and the nervous system (SCL and HR) arousal during resting state in an adult ADHD population

Evaluate handwriting difficulties and the QEEG abnormalities associated with them

Compare current approaches for exogenous and endogenous neuromodulation therapy for Major Depressive Disorder

Describe the relationships between early brain development and disorders, neural network structure or connectivity, and EEG signals

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Conduct a single Hertz bin EEG assessment

Identify common artifacts in the EEG such as eye-blink and muscle

Identify which bandwidths to enhance or to inhibit for training that client

Role play a neurofeedback training session with a volunteer ‘client’ to appropriately enhance and inhibit particular bandwidth amplitudes

Role play a brief neurofeedback training session with a volunteer ‘client’ to train EEG coherence

Describe the general location of the Brodmann Areas on the cortex

List potential side effects of NFB and of BFB with an emphasis on over-breathing

Discuss the efficacy guidelines for research on NFB and BFB as developed by the joint ISNR/AAPB committee

State for which two disorders NFB has the highest level of efficacy

Define ‘z-score’

Explain how z-scores are used in EEG assessment and training

Specify the responsibilities of being a therapist to the chronic benign pain patient

Cite resources regarding paroxysmal EEG discharges

Practice assessment of brain dysfunction by means of comparing individual ERP with the normative data

Evaluate about the individual Alpha Peak Frequency as a generic biomarker for non-response

Discuss neurofeedback and neurofeedback protocols specific to the problems experienced by this population

Discuss the related business issues of insurance and referrals

Explain why the concept of networks is important to planning a NFB intervention

Identify when alpha-theta training is appropriate for a substance abuse issue and clinical precautions to be considered in its application

Identify the requisite EEG conditions for recall of unconscious material during alpha-theta neurofeedback and the relationship of alpha-theta crossovers to therapeutic outcome

Compare patient's ERPs with normative database

Describe how to combine effortless breathing and heart rate variability biofeedback to train clients to increase their heart rate variability

Compare conventional LORETA neurofeedback with the new LORETA Z-Score neurofeedback

Explain why HRV training may have a positive influence on the outcomes of patients with Asperger’s

Develop rational interventions based on assessment data, which combine elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body training

Discuss the operationalization of the technology for clinical implementation and protocol development

Construct optimum implementation schedules of photic with NFB training trials at the clinical level

Utilize photic with qEEG for purposes of assessment and protocol determination

Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the educational content scientifically sound?

Was the educational content free of commercial bias?

Was the mode of education effective to learning?

If you answered "No" to any of the above questions, please explain.

Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this activity?

If you answered "Yes" to the above question, please explain.

How much did you learn as a result of this educational program?

What did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?

What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

Additional comments: