ISNR - 2016 Annual Conference

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What activities did you attend at the event?

September 19, 2016 - 8:00AM-5:30PM PCW Day 1

September 20, 2016 - 8:00AM-5:30PM PCW Day 2

September 21, 2016 - 8:00AM-5:30PM PCW Day 3

September 22, 2016 - 8:00AM-9:00AM Plenary

September 22, 2016 - 9:10AM-10:10AM Plenary

September 22, 2016 - 10:20AM-10:50AM Plenary

September 22, 2016 - 11:00AM-11:50AM Invited Speaker

September 22, 2016 - 12:00PM-1:00PM Keynote Speaker

September 22, 2016 - 2:00PM-6:30PM Workshop

September 23, 2016 - 8:00AM-9:00AM Plenary 1

September 23, 2016 - 8:00AM-9:00AM Plenary 2

September 23, 2016 - 9:10AM-10:10AM Plenary

September 23, 2016 - 10:20AM-10:50AM Plenary

September 23, 2016 - 11:00AM-11:50AM Invited Speaker

September 23, 2016 - 12:00PM-1:00PM Keynote Speaker

September 23, 2016 - 2:00PM-6:30PM Workshop

September 24, 2016 - 8:00AM-9:00AM Plenary

September 24, 2016 - 9:10AM-10:10AM Plenary

September 24, 2016 - 8:00AM-9:00AM Plenary 1

September 24, 2016 - 11:00AM-11:50AM Invited Speaker

September 24, 2016 - 12:00PM-1:00PM Keynote Speaker

September 24, 2016 - 2:00PM-6:30PM Workshop

September 25, 2016 - 10:00AM-12:00PM 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 speaker(s) as a group. You will have the opportunity to elaborate on an individual speaker in the following question.

Objective 1: Enhance the knowledge and clinical application of evidenced-based assessment, treatment and neurofeedback training techniques

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 3: Accurately identify clinical symptomology and implement ethically sound, skilled treatment to a wide variety of individuals

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.

Discuss choices of equipment for clinical impact from the NeuroField suite and other NeuroFeedback options.

Describe the impact of HRV and tDCS/tACS on clinical choices.

Describe the use of Cross Frequency Coupled protocols on network dynamics.

Identify historical theoretical research in EEG operant conditioning and biofeedback applicable to healthy and high performing individuals.Â

Ask interview questions and incorporate QEEG data for identifying opportunities in training protocols

List basic protocols applicable to healthy populations and expected outcomes

Explain how to conduct a QEEG cognitive activation evaluation

Name the basic principles behind the value of this type of evaluation

have a better understanding of the advantages of the method

Talk about Brodmann area functions and network connectionsÂ

Explain LORETA interpretation and training

List general cognitive and clinical changes that take effect after neurofeedback training based upon publications

State the general and specific concepts of the LENS system.

Assess a patient using the evaluation tools of the LENS.

Develop a customized treatment plan based upon the assessment and discuss the rationale for the clinical decisions involved in the plan

List the concepts and software elements important to the LENS.

Itemize elements of research that are optionally a part of the LENS.

Discuss research outcomes of the LENS, including both EEG symptoms and changes as a results of the LENS.

Describe the effect of pEMF on cortical function as measured by the QEEG

Distinguish between dehabituation, entrainment and operant conditioning

Demonstrate understanding of measurement of pEMF

Explain what the neurofeedback equipment actually do and how it interacts/impacts the brain

State the clinical implications of neurofeedback on cognition, mood, anxiety, emotional regulation and behavior.

Explain the implications of neurofeedback on medications and vice versa

Identify the location of the 19 sites of the International 10 â€“ 20 System for Electrode Placement

List the EEG bandwidths according to Greek letter designations, along with frequency bands associated with delta, theta, etc. and describe typical mental states associated with activity in each of these band widths at the Cz site

Explain how the practitioner applies basic principles of learning theory (operant conditioning and classical conditioning) during each training session with a client.

Describe how qeeg assessment data is combined with symptom and behavioral data to construct a brain-based intake.

Explain how neurofeedback protocols that target specific EEG amplitude and connectivity parameters can be expected to lead to clinically significant functional change in clients.

Explain how brain connectivity is reflected in QEEG measurements and in clinical presentation, and how changes in brain connectivity are reflected in client outcomes.

Learn rapid intake procedure

Learn Braindriving methodology

Learn home treatment protocols

Identify QEEG findings typically associated with sport related concussion

Consider the relationship between QEEG findings and neurocognitive impairment.

List appropriate assessment tools

Outline the contributions of different assessment measures to the prescription of treatment interventions

State the most frequently used EEG parameters for improving attention span and concentration

State the implications of measuring frontal lobe gamma asymmetry

Demonstrate how these protocols can be adapted by other researchers in various QEEG applications.

Explain why some individuals find certain words ?emotional triggers?.

Acquaint the attendees with the foundations for LORETA in clinical settings

Prepare and record the 19 channel EEG from a volunteer and QEEG analysis of that recording in order to develop a protocol for LORETA neurofeedback

Demonstrate LORETA neurofeedback for specific symptoms derived from a quantitative symptom checklist

Explain how coherence/ connectivity is related to ASD symptomology

Explain the efficacy rates of different modalities of neurofeedback therapy in relation to ASD

Identify historical theoretical research in EEG operant conditioning and biofeedback applicable to healthy and high performing individuals

Ask interview questions and incorporate QEEG data for identifying opportunities in training protocols

? Based on the content of this presentation, the participant will be able to list basic protocols applicable to healthy populations and expected outcomes.

Explain how EEG can be used and applied clinically

Explain the potential for implementation of neurofeedback methods for the treatment of disorders, specifically obesity

Name some of the current research on obesity and its potential for neurofeedback interventions

Discuss the cellular and circuit mechanisms underlying rhythmogenesis

Discuss optogenetic approaches

Explain how optogenetic approaches can be used to prevent seizures in real-time via closed-loop feedback

Explain how LORETA (low resolution electromagnetic tomography) was developed and defined.

Demonstrate on a actual participants how to evaluate raw EEG, developed Q EEG, and analyze LORETA for that individual.

Demonstrate how a LORETA based training protocol for neurofeedback is developed and evaluated.

List and describe appropriate assessment tools for ADHD

Outline the contributions of different assessment measures to the prescription of treatment interventions.

Describe the rationale for increasing sensorimotor rhythm (SMR) and the method for doing this in patients who are hyperactive and impulsive.

identify historical theoretical research in QEEG analytics

Define basic QEEG concepts.

Explain stepwise process for interpreting QEEG data

Name procedures involved in capping and recording EEG

Analyze the data and interpreting qEEG

Utilize ongoing assessments to monitor client progress

Explain the history of Pulsed Electro-Magnetic Field (pEMF) therapy

Review literature of Body and brain-based treatments

Compare photic stim and pEMF stim treatments

Identify the physiological phases of qEEG

Explain how to predict the underlying metabolic issues related to those phases

Explain how to predict the methylation problems related to those phases

Identify the physiological correlates underpinning eating disorders.

Discuss the types of NFB protocols that have been efficacious in treating eating disorders.

Analyze two severe yet successful eating disorder cases.

Identify the impacts on mental health among adolescents which have emerged over the last thirty year

Introduce a framework in which to evaluate the evolving social and emotional needs of adolescents navigating their current environment

Discuss the increasing relevance of neurofeedback interventions which include qEEG mapping, up-to-date normative references, connectivity variables and volume imaging techniques

Explain the operational definition and the epidemiology of seizure disorders.

Explain how seizure disorders and coherence are interrelated.

Explain the efficacy rates of different NFB modalities in relation to seizure disorders.

Name the neural mechanisms behind EEG entrainment to auditory stimuli

Explain methods of stimuli creation designed to elicit differential responses from cortical vs. sub-cortical brain sources.

Identify the prevalence rate of IEDs in the normal population and in the Autism Spectrum population

Explain why EEG/qEEG studies should be considered when children with Autism fail medications

discuss the use of anticonvulsants to help treat isolated epileptiform discharges

Explain the requirements for a useful and valid reference database

Articulate the principles by which raw EEG data is converted into instantaneous z-scores

Describe more than one method by which instantaneous z-scores can be used for feedback

Identify the biological effects of several frequencies of near infrared stimulation

Explain how to incorporate NIR stimulation therapy in neuromodulation treatment planning decisions.

Describe neurofeedback efficacy in symptom management of chemotherapy-induced peripheral neuropathy relative to other treatments

Describe change within brain regions that are associated with participant reported outcomes after neurofeedback

Illustrate how neurofeedback research can effectively interface with medical research agendas.

Explain how B12 is converted from its metabolically inactive to its active forms

Explain why glutathione or amino-acid glutathione precursors, by themselves or with supplementation of the metabolically active forms of B12 can increase cellular levels of methylcobalamin and adenosylcobalamin

Describe the brain Reward Cascade

List the Gene involved in the Genetic Addiction Risk Score(GARS)

Describe the neuroimaging results of a Pro-dopamine Regulator (KB220z) in both animals and humans

Explain the cellular and circuit mechanisms underlying rhythmogenesis and seizures

Explain how optogenetic approaches can be used to prevent seizures in real-time via closed-loop feedback

Explain how to meet the BCIA Neurofeedback Certification blueprint didactic requirements for Instrumentation and Electronics

Demonstrate knowledge of basic metrics and terminology related to EEG electronics and instrumentation

Demonstrate practical skills and knowledge of basic procedures and terminology related to EEG signal acquisition

Develop an understanding of early SMR, Beta and Alpha/Theta protocols that are still being used.

Develop an understanding of how to choose reward and inhibits

Â Identify key components for protocol selections based on qEEGs

Outline methodology for 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

List key facts concerning instrumentation terms including: impedance versus resistance, differential amplifier, sampling rates, high and low pass filters

Describe common artifacts including: eye movement, muscle tension, cardiac, cardioballistic, electrode movement

Explain how to setup and implement virtual reality systems in clinical practice

Explain how the use of HRV, pEMF and tDCS can be integrated as a priming mechanism to help weaken the association between the feared stimulus and the autonomic nervous system's visceral response

Discuss with respect to the implications of post-treatment maintenance of self-regulation within the anxiety networks using fMRI referenced treatment planning.

Define concussion injury.

List at least one basic pathophysiologic principle of concussion injury at macroscopic, microscopic and molecular levels

Identify the 3 phases of concussion management

Name the differences between bivariate and multivariate coherence approaches.

List multivariate coherence assessment techniques

Describe the most common clinical epilepsy syndromes

Explain how the published data might inform choice of patient and specific protocol for seizure-focused neurofeedback training

Describe the common baseline findings on QEEG in patients with epilepsy

Learn how QEEG and ERP are useful in the diagnosis of Concussions and TBI

Identify how HRV can be a successful in reducing the physiological effects of TBI

Describe how Neurofeedback can be successful in treating the cognitive and neurological effects of TBI

Explain ADHD and the associated neurophysiology

Summarize operant conditioning and reporting

Identify the link between intimate partner violence and traumatic brain injury

Summarize the effect of a neurofeedback training intervention with a domestic violence population.

Explain how mu suppression relates with autistic symptomology and QEEG

State an understand how coherence/ connectivity is related to ASD symptomology

Tell the efficacy of different modalities of neurofeedback therapy in relation to mu suppression in people with ASD diagnoses

Tell the nature and difficulties of treating adolescents in a residential setting

Gain perspective on the use of neurofeedback in treating teens with an extensive history of treatment for behavioral/emotional disorders

List neurofeedback techniques used to address disorders often found in adolescents in residential placement

Explain QEEG in Mental Retardation

Explain the response to treatment (Meds or NF)

State if IQ changes in MR due to maturation or NF

Talk about the existence of side-effects in NFT

Implement side-effects as part of standard practice

Describe brain connectivity and its importance in autism spectrum disorders

Identify different approaches to measure brain connectivity

Learn future trends in brain connectivity applications in neurofeedback treatment for children with ASD

Discover how hyper-synchronous oscillations are associated with a breakdown of temporally complex brain dynamics

Explain how hypo-synchronous oscillations are associated with a breakdown of temporally complex brain dynamics

Summarize the structure/anatomy of the brain

Talk about neuroimaging tools and limitations

Summarize EEG measures and definitions

Develop an understanding of what protocols are research basedâ€”and what are not

Develop an understanding as to when to change protocols

Develop an understanding as to the pros and cons of various type of feedback (e.g. DVD vs simple games vs. numerical feedback vs complex games, etc.)

State how heartâ€“brain connections link to symptoms seen after a TBI

List the components of an assessment

State why LORETA is a useful assessment tool

Learn the latest advancements in Loreta z-score neurofeedback with NeuroGuide

Learn about the latest advancements in Neurofield, including CFC protocols and protocol generation

Learn about cognitive skills training and why it is important in combining these techniques with neurofeedback for best outcomes

Explain Korbinian Brodmannâ€™s research benefits neurofeedback providers

Identify cortical and sub-cortical areas using sLORETA imaging

Learn the function of key Brodmann & Regions of Interest locations

Understand the neuromechanisms involved in PTSD and other conditions.

Understand the clinical rationale for an acoustical neuromodulation approach.

Learn the basic techniques for rapid resolution of PTSD.

Describe the biology of addiction and trauma

Categorize the neural networks of trauma and addiction

Distinguish models of neurofeedback for treating addiction.

Name at least three prominent networks common across several models

Describe cross frequency communication in the context of networks adaptability

Devise a strategy for a network based protocol.

Match client goals to specific meditation styles

Explain how each style fits with specific mental health concerns

Design neurofeedback protocols for each style

Learn how QEEG and ERP are useful in diagnosing Concussions and TBI

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, situtation):

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

Was the educational content scientifically sound?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

Was the mode of education effective to 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 education 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 can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

Additional comments:

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