ISNR - ISNR 22nd Annual Conference: Transforming the Field of Neurofeedback Through Clinical Practice, Educational Applications and Research

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What activities did you attend at the event?

Tuesday, October 14, 2014 - Pre-Conference 8-Hours Workshops

Wednesday, October 15, 2014 - Pre-Conference 8-Hours Workshops

Thursday, October 16, 2014 - Plenary 1 & 2

Thursday, October 16, 2014 - Mid-Morning Workshops 9:10AM - 9:40AM

Thursday, October 16, 2014 - Mid-Morning Workshops 9:40AM - 10:10AM

Thursday, October 16, 2014 - Mid-Morning Workshops 10:20AM - 11:20AM - Option 1

Thursday, October 16, 2014 - Mid-Morning Workshops 10:20AM - 11:20AM - Option 2

Thursday, October 16, 2014 - Invited Speaker

Thursday, October 16, 2014 - Keynote Speaker

Thursday, October 16, 2014 - Workshops

Friday, October 17, 2014 - Plenary 1

Friday, October 17, 2014 - Plenary 2 & Mid-Morning 8:00AM - 9:00AM

Friday, October 17, 2014 - Mid-Morning Workshops 9:10AM - 10:10AM

Friday, October 17, 2014 - Mid-Morning Workshops 10:20AM - 11:20AM - Option 1

Friday, October 17, 2014 - Mid-Morning Workshops 10:20AM - 11:20AM - Option 2

Friday, October 17, 2014 - Invited Speaker

Friday, October 17, 2014 - Keynote Speaker

Friday, October 17, 2014 - Workshops

Saturday, October 18, 2014 - Plenary 1

Saturday, October 18, 2014 - Plenary 2 & Mid-Morning 8:00AM - 9:00AM

Saturday, October 18, 2014 - Mid-Morning Workshops 9:10AM - 10:10AM - Option 1

Saturday, October 18, 2014 - Mid-Morning Workshops 9:10AM - 10:10AM - Option 2

Saturday, October 18, 2014 - Mid-Morning Workshops 10:20AM - 11:20AM - Option 1

Saturday, October 18, 2014 - Mid-Morning Workshops 9:10AM - 10:10AM - Option 2

Saturday, October 18, 2014 - Invited Speaker

Saturday, October 18, 2014 - Keynote Speaker

Saturday, October 18, 2014 - Workshops

Sunday, October 19, 2014 - Invited Panel

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 in detail (e.g. session title, speaker name, situation):

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

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

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

Objective 1: Identify ASD Symptoms, diagnostic steps and treatment options

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:

Objective 2: Identify brain dysfunctions that are associated with ASD

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.

Objective 3: Describe successful neurofeedback and neuromodulation interventions

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.

Explain the cardiac, respiratory, and autonomic anatomy and physiology that underlies HRV biofeedback.

Discuss the meaning and sources of HRV, and the correlates of low, normal, and high HRV.

State how to properly use HRV instruments and interpret signals from blood volume pulse, electrocardiogram, and pneumograph sensors.

Describe and interpret HRV time and frequency domain measurements.

Explain the basic technical elements of the EEG recording.

List strengths and weaknesses of Referential and Sequential montages.

Identify the elements and patterns of a normal EEG.

Differentiate the patterns associated with an abnormal EEG.

Summarize the cardiac, respiratory, and autonomic anatomy and physiology that underlies HRV biofeedback.

Discuss the meaning and sources of HRV, and the correlates of low, normal, and high HRV.

Explain how to properly use HRV instruments and interpret signals from blood volume pulse, electrocardiogram, and pneumograph sensors.

Attendees will be able to describe and interpret HRV time and frequency domain measurements.

Define the International 10 - 20 system Electrode Placement System.

List standard EEG bandwidths and 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.

Summarize early SMR and Beta protocols that are still being used.

Explain how to choose reward and inbibits

Identify key components for protocol selections based on qEEGs

State what protocols are research based - and what are not

Explain how an EEG provides feedback that promotes change

Identify what is single channel vs. two channel vs. multichannel neurofeedback training

Name the terms qEEG, Loreta and ZÃ¢â‚¬?score as they apply to neurofeedback training

State what protocols are research based - and what are not

Assess head injuries resulting from participation in sports, traffic accidents, and other head injuries including Post-Concussion Syndrome.

Use a phased approach of neurofeedback and adjunctive methods to achieve early successes and long term success.

State principles for effective treatment of Post-concussion Syndrome with which they can generate their own methods

Name the applicability of the Quadrant Brain Theory to treating head injuries.

Describe ways in which a QEEG assessment can be correlated with clinical signs in a functional model.

Explain how neurofeedback protocols that train EEG amplitude changes can be expected to lead to functional improvement in specific cases.

Summarize how brain connectivity can be assessed using QEEG methods, and correlated with brain functional concerns.

Describe the basic principles of Live Z-Score (LZT) neurofeedback training.

Summarize rapid diagnostic procedures

Interpret QEEG data

Identify common QEEG signatures for simple disorders

Identify EEG patterns for trauma

State the current neuroscience and neuroimaging research supporting a functional neural network model of the brain.

Summarize the nature and origins of unitive experience through a functional neural network model.

Explain the factors involved in the emerging field of neurotheology

Review the neuroimaging literature of unitive experiences facilitated through religious practices such as meditation and prayer.

Assess and successfully treat Sports, Traffic Accident, and other head injuries including Post-concussion Syndrome

Explain how to be aware of, locate, and know how to treat EEG brain wave imbalances found in post-concussion individuals.

Identify the anatomical structures of the DMN.

Discuss the DMN functions.

State the research results of this pilot study as it relates to NFB and children with ADHD and the maturational nature of the DMN.

State the parameters of the efficacy of 19ZNF, within the context of this study, regarding how 19ZNF improved electrocortical function, attention, executive function, and behavior.

Summarize the study that proposes an original method for measuring overall normalization of QEEG z-scores suitable for group means research designs.

Provide the neurofeedback protocols to decrease parkinson's rest tremor along with a review of current supporting research.

Assess the protocols as well as understand the neuroscience behind the application.

Explain when to order a SPECT scan, when to recommend treatment based upon the SPECT scan, and how to integrate the benefit of the medical treatment with the neurofeedback treatment

Identify pathophysiology of abnormal SPECT scan in actual cases.

Name mechanism of action and safety of specific medication employed to reverse brain dysfunction.

State the correlation of abnormal SPECT with MRI, QEEG, NEUROPSYCHOLOGY, AND QEP(quantitative evoked potentials)

Implement comprehensive neuromodulation program with the context of a residential facility.

Cite outcome data as well as individual case summaries.

Use adjunctive neuromodulation modalities (such as tDCS, CES and AVS) as part of a comprehensive approach.

Describe the various coherence analysis techniques.

State the potential strengths and weaknesses of each technique.

Cite the impact of each technique on QEEG variables and gain knowledge in applying these techniques for assessment and neurofeedback protocol selection.

Summarize Z-score LORETA NFB and its possible application in patients suffering from TBI.

Explain the detailed results of cognitive testing and QEEG findings before and after NFB.

Summarize the TBI education.

Implement a rocking strategy with clients showing locked patterns as described to determine for him/herself its efficacy.

Explain how to implement amplitude, coherence or HEG rocking strategies to aid in releasing resistent brain activation patterns.

Summarize the basic characteristics of misophonia

Identify individuals who may be suffering from the condition

Summarize the approach of closed-loop systems to impact health.

Identify new ways to enhance our brainâ€™s information processing systems, thus reducing our reliance on non-specific drugs to treat neurological and psychiatric conditions.

Explain how the use of Neurofeedback and neuromodulation enhance cognition

Name Professional Standards and Ethical Principles of Biofeedback, published by BCIA, and their interpretation for decisions in biofeedback practice.

Summarize the Standards of Practice for Neurofeedback and Neurotherapy (2012), endorsed by ISNR, and their application for everyday decisions in conducting neurofeedback.

Explain how to navigate the conflicting jurisdictions of state laws and regulations, professional codes of conduct, BCIA guidelines, and federal regulations.

Review and discuss practice standards governing entry level competence, continuing education requirements, and scope of practice.

Tell the history of epilepsy (ancient to present) and its importance to the current understanding of the disease.

Summarize the most current tools for understanding and analysis of seizures and epilepsy.

State the importance of a comprehensive, health-based approach to working with persons with epilepsy, and what that approach may look like.

Analyze the EEG patterning for maximal clinical information.

Explain how to integrate complex information in a case conceptualization.

Summarize how QEEG information can be attended to in such cases

State how integrating such information will lead to better neurofeedback recommendations.

Identify the unique advantages of neurofeedback training based on an advanced neuro scientific understanding of their patient.

Discuss EEG data collection and interpretation using common terms including: referential, sequential, and laplacian montages; active, reference, and ground electrodes, digital versus analogue recording, QEEG, LORETA.

Discuss instrumentation including: impedance versus resistance, differential amplifier, sampling rates, high and low pass filters.

List and describe common artifacts including: eye movement, muscle tension, cardiac, cardioballistic, electrode movement,

Describe normal and abnormal waveforms.

Explain the nonmathematical conceptual framework for beginning to understand this very complex area.

Demonstrate new three-dimensional brain surfer which shows nodes and connections between different brain areas based on more than 150 symptoms.

State the relevance of phase reset metrics.

Cite how phase reset metrics can help us better understand complex cognitive functioning.

Explain what arousal training is and how to use it without a qEEG.

Define stability training is and how to use it?

Name the common single bipolar protocols for anxiety and PTSD.

Explain how to you make frequency adjustments to bipolar/sequential training

Assess clients using a normed and validated instrument developed specifically to correlate with qEEG.

Utilize key constructs that identify core issues arising from and contributing to mental disorder.

Identify primary socio-emotional factors that undermining their effective social behavior.

Develop a social psychological strategy for assisting the client in re-evaluating and renegotiating their behavior patterns in the area of social interaction.

Explain the unique dynamics of reaching, evaluating, and treating former NFL players

Name the wide range of symptoms associated with post concussion syndrome

Explain nonpharmacological neuromodulatory approaches to pain management

State issues associated to cross-cultural and cross-country research

Employ an effective neurofeedback protocol for research or clinical work with cancer patients experiencing cognitive deficits due to chemotherapy.

Describe QEEG deficits found in cancer patients treated with chemotherapy.

State EEG changes in research subjects following a regimen of neurofeedback.

Explain how one can validate the spatial structure of the human EEG based on the density and distance of connections between Brodmann areas

Summarize the relationship between cortico-cortical fibers and EEG functional connectivity.

Explain how to work with military members in a clinical and peak performance practice settings.

Summarize the military lifestyle and how that impacts their use of services.

Summarize the knowledge about addiction and its associated neural correlates.

List the combination therapies and outcomes for SUD

Identify insight to conceptualization of SUD as a brain based disorder and treatment thereof.

Identify functional neural network models of PTSD and mTBI

Explain and justify the use of LORETA Z Score Neurofeedback in the treatment of these disorders through the operant conditioning of current density, phase, coherence, phase lock and phase shift.

Identify interventions for Insomnia in Active Duty Soldiers as delivered in an Embedded Behavioral Health Clinic.

Discover Insomnia Treatment outcomes using CPT and EEG biofeedback in a population of recently redeployed soldiers.

Explain how changes in brain development lead to particular changes in cognition and behavior

Summarize how high functioning ACC patients have altered connectivity that may have adaptive changes.

Name the new and impactful field of human electrophysiology, and its contribution to the understanding of our decision making and neural regulation

State the new tools that allow researchers to ask novel questions, which can be addressed only by looking with high-resolution at the brains of humans.

Summarize ASD and it's diagnosis

Identify brain dysfunctions that are associated with ASD.

State additional treatments that are available, including neurofeedback and neuromodulation.

Identify Neurophysiological mechanisms and pathways.

List common neurophysiological patterns associated with depressive disorders

Describe recently introduced neuroregulatory interventions for depression.

Develop neurofeedback protocols specifically targeting depressive affect and based on assessment.

State application of neurofeedback in treatment of depression.

Identify brain regions shown to contribute to the symptoms of ADHD

Name network contributions in ADHD

Summarize white matter associations of ADHD

Summarize neuropsychological characteristics

Explain how treatment derived from the SPECT scan can help improve patient's outcomes, the attendee will want to recommend the scan to their patients and colleagues

Identify pathophysiology of abnormal SPECT scan in actual cases

Name mechanism of action and safety of specific medication employed to reverse brain dysfunction

State the correlation of abnormal SPECT with MRI, QEEG, HEUROPSYCHOLOGY, and QEP (quantitative evoked potentials)

Describe the impact of early neglect and trauma of brain development

Discuss the principles underlying protocol development to quiet fear

List new clinical challenges that arise when limbic emotions no longer run the patient, the therapist or the therapy.

Explain how to use emerging neuroscience to develop new protocol.

State the benefits of adding practical and inexpensive progress measures to their practice.

List the strengths and weaknesses of commercially available neuropsychological tests and standardized rating scales which may be of benefit for a neurofeedback practice.

Name highly practical and useful approach for using behavioral data and EEG data to monitor progress and adjust treatment protocols.

Use a digital progress management template which will be provided and that they can customize to fit their way of working.

Explain the current understanding of how emotions and cognition combine when individuals make decisions.

Describe how EEG results can be used to indicate how individuals make decisions, revealing individual differences.

Summarize how an EEG-based method can be applied clinically to assess decision-making ability in clients, and to evaluate interventions related to emotions and decision-making.

Discover the clinical value to quantifying how the brain implements decision-making, and in particular how emotional processes are mediated in the brain these processes when using neurofeedback or related methods to assist clients in self-regulation and recovery.

List functional research, and identify regions of interest involved, in common clinical presentations

Name the use of imaging technologies, such as the Live LORETA Projector, as a tool for analysis during assessment and training.

Explain how to combine Quantitative analysis with on the fly assessment for best clinical results.

Train regions of interest with Z-scores or Current Source Density

Explain how Neurofeedback might enhance social communication skills in children with autism.

Summarize how Heart Rate Variability (HRV) Biofeedback might enhance autonomic nervous system functioning and social communication skills in children with autism.

State the connection between peripheral physiology and central neurological activity.

Apply an integrative approach to autism which uses both peripheral biofeedback and neurofeedback interventions.

Summarize the theoretical and technical foundations of an adjunctive clinical tool - 3D-MOT - for enhancing cognitive functions.

Explain the mechanisms behind how 3D-MOT training enhances attention, working memory and visual information processing speed

List the potential applications of 3D-MOT

State how the brain areas/networks implicated in 3D-MOT and the qEEG changes following training

Explain the event-related synchronization and desynchronization (ERS/ERD) in the gamma band (31-50Hz) induced by the onset of abstractions in math learning stimuli.

Examines the neurological dynamic cycles of the brain during spontaneous and comprehension levels of abstraction development.

Explain how groups of neurons that synchronize in one frequency band affect EEG power in different frequency bands. Learn about cooperation and competition between groups of synchronous neurons in different frequency bands

State the relationship between EEG amplitude and power and phase reset in the time domain.

Discuss EEG and QEEG patterns of ADD/ADHD and how they differ and overlap, specifically the use of Theta/High Beta comparisons.

Present results of research that explores the effects of Neurofeedback on Reading Achievement.

Evaluate emerging trends in sLORETA imaging technology in the field of neurofeedback with regard to applications potentially assessing and treating elderly populations exhibiting signs of early cognitive decline and pre-clinical Alzheimer's disease.

Review current literature on aging and identify cortical regions associated with the symptoms of cognitive decline and Alzheimer's disease.

Explain the new form of neurofeedback and how it compares to more traditional two channel coherence training.

Name the difference between measuring coherence in pairs and with multiple inputs.

Demonstrate to the audience a creative manner of using QEEG for diagnostic purposes that may not have been commonly thought of before.

Explain the fundamentals of evidence based neurofeedback training and the application of internalized brain state patterns to shorten length of treatment while increasing efficacy

Develop awareness of the expected outcome of Neuroptimal training in treatment of Depression and Anxiety.

Identify clients who are most likely to benefit from Neuroptimal neurofeedback training.

Summarize the rationale and strategy involved in developing a multisite randomized clinical trial of neurofeedback for ADHD children.

Compare differences in application and theoretical model of utilizing neurofeedback for athlete performance and clinical symptom remediation.

Summarize the first person experience of neurofeedback training from a professional athlete perspective.

Apply the Electro-Cap and reduce impedances to appropriate levels.

Manage the client for optimal EEG data.

Create artifacts as they occur during the recording process.

Summarize the best types of electrodes.

List knowledge of neurophysiological contributors and models of performance (e.g. efficiency theory, etc)

Explain the cultural implications of serving athlete, military and business populations.

Identify knowledge of methods utilized in training high performance.

Predict future implications and directions

Identify EEG and qEEG features not generated by brain activity, and how to remove or minimize the influence of artifacts on results

State EEG features indicating progression to drowsiness and sleep

Differentiate abnormal from normal patterns of diffuse slowin

Summarize abnormal from normal burst patterns

Name the origins and scientific basis for SCP neurofeedback

State training procedures, technical requirements, and therapeutic applications

Explain technical requirements and therapeutic applications.

Describe the body of SCP neurofeedback treatment research

State long term white matter and microglia findings that remain years after a concussion.

Explain P3a and P3b changes that frequently occur after a concussion.

Identify HRV spectral amplitude and SDNN changes that frequently occur after a concussion

Describe diffuse axonal injury (DAI) in terms of synaptic changes in glutamate production and calcium, sodium, potassium transmission emphasizing the effects of these changes on mitochondrial production of adenosine triphosphate in the KrebÃ¢â‚¬â„¢s cycle.

Explain pEMF stim coils and electrodes montages

Summarize Master Avatar software set-up and activation of pEMF and photic interventions.

Differentiate between inhibit, stimulation and randomizing interventions

State the difference between entrainment vs. EEG contingent based treatment

Develop a basic knowledge of the different methodologies of Neurofeedback and identify relevant questions for inquiry.

Compare the six different methods of Neurofeedback discussed and decide which one(s) work for their setting and needs.

Name the difference between training coherence and power in the EEG.

List the advantages of training coherence for specific conditions.

Objective 4: Describe protocols, effective diagnosis and treatment of Post-concussion Syndrome

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.

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 mode of education effective for learning?

If you answered 'No' to any of the above questions, please explain:

Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?

If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):

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

If you answered 'Yes' to the above question, please explain in detail (e.g. who, when, where):

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

What specifically 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?

Basic

Intermediate

Advanced

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

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

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