Isnrlogoasof8409jpg save
ISNR - 2018 Annual Conference
Mr pencil

How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Only Florida licensees need to answer this question. Notice to Florida Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Florida alpha-numberic license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
Only Ohio licensees need to answer this question. Notice to Ohio Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Ohio alpha-numeric license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Enhance the knowledge and clinical application of evidenced-based assessment, treatment, neuro-modulation, 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.
The teaching methods used were appropriate to the objectives
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Promote research and engagement into the methodologies, practices and theoretical concepts of neuroscience, EEG operant conditional and biofeedback.
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.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
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.
The teaching methods used were appropriate to the objectives
The instructor used the technology effectively
Identify the best subject inclusion and exclusion criteria for building a database
Explain the fundamental statistical consideration within databases
Summarize t-tests, alpha and P levels, correlational relationships, and z-scores
Identify developmental changes in the EEG
Name the origins of the EEG
The instructor used the technology effectively
Explain what EEG signatures should be referred out to other professionals
Summarize Brodmann area functions and network connections
Summarize the interpretation and training of LORETA
Identify general cognitive and clinical changes that take effect after neurofeedback training based upon publications.
Explain how clinical presentation may effect the EEG.
The instructor used the technology effectively
Identify salient Infraslow behavioral research and apply in clinical setting.
Identify ROI€™s associated with pathological behavioral.
Explain how to manage the unique challenges to the application of 19 channel Infraslow training.
Identify response patterns to ISF training that inform treatment.
The instructor used the technology effectively
Identify and differentiate between the tasks associated with the entrepreneur, technician, and manger roles.
Self-evaluate areas of growth and strengths in those roles.
Identify and self-confront obstacles to practice growth imposed by limiting beliefs and faulty assumptions.
Identify opportunities to connect with other neurofeedback and brain/mental health care professionals for referrals and mutual support.
Develop their own hero€™s journey€? story as the first step in an overall marketing strategy.
The instructor used the technology effectively
Identify what is beta/alpha/theta/etc? What does it tell us? How do we use it? What is a “slow” or “fast” EEG? Making sense of those squiggly lines.
Explain how does neurofeedback really work? What’s the equipment do? How does the brain respond?
Identify how do you decide/target what to train? Does the EEG/qEEG tell all? Can you target key brain areas/issues without a qEEG? Intro to multiple models of training and protocols.
Explain what are the basic concepts needed for beginners? How does it guide training? Are there different “flavors” of qEEG? A discussion of options – including how to learn more. Explain what are the basic concepts needed for beginners? How does it guide training? Are there different “flavors” of qEEG? A discussion of options – including how to learn more.
Identify very different points of view in the field about the type of training? From single channel vs multi channel vs low frequency, vs z score, coherence, etc?
The instructor used the technology effectively
State the relationship between brain structure and function in the context of the EEG.
Explain how learned self-regulation may benefit individuals suffering from neurological disorders.
Summarize the extent to which concussion and traumatic brain injury affect brain function and result in corresponding symptoms.
Identify potential epileptiform disturbances warranting referral to a neurologist.
Identify normal and healthy sleep patterns in the EEG and neurological dysfunction in sleep disorders.
The instructor used the technology effectively
Provide an overview of treatment protocols, tDCS, tACS, tRNS and pEMF neurostimulation and neuromodulation
Discuss advanced QEEG analysis methods form the Neuroguide, EinEEG and EEGlab/MatLab software platforms
The instructor used the technology effectively
Explain sources in the brain from which various frequency bands normally emanate, and their physiological basis.
Explain how t-tests, alpha and P levels, correlational relationships, and z-score measures are used in QEEG and in neurofeedback.
Explain what defines the various montages and the circumstances of their use.
Describe how LORETA and sLORETA-based interpretation and training provide unique capabilities compared to surface metrics.
Have a working knowledge of the montages, transforms and power displays along with the specific perspectives they can provide a reader of QEEG output.
The instructor used the technology effectively
Identify advanced ISF interventions application to discrete presenting problems.
Identify and train neural networks responsible for pathological behavior with ISF.
Apply cross frequency applications for discrete disorders.
Apply combinations of ISF sLORETA with other forms of neurofeedback.
The instructor used the technology effectively
Identify and develop in writing the unique selling/service and value propositions of their practice.
Identify their ideal client (avatar) based on central demographic data and presenting problem(s).
List common objections potential clients have for engaging in neurofeedback training and employing mental triggers for overcoming those objections.
The instructor used the technology effectively
Define coherence
List difference between pairwise and multivariate measures of coherence
Understand multivariate approaches to coherence and connectivity
Understand difference types of neural connectivity
Learn about procedures involved in Granger causality connectivity analysis
The instructor used the technology effectively
Describe the basic concept of the technologies and the principles of operation.
Apply these techniques for the treatment of brain injuries.
Assess if the treatment outcomes are on par with the published research.
Assess which technique to use for various maladies.
Explain how to apply the technologies to the patient.
The instructor used the technology effectively
Explain the rapid diagnostic procedures
Interpret QEEG data
Identify common QEEG signatures for disorders
Identify EEG patterns for trauma
Explain when to prescribe CES
The instructor used the technology effectively
Provide an overview of treatment protocols, tDCS, tACS, tRNS and pEMF neurostimulation and neuromodulation
Discuss advanced QEEG analysis methods form the Neuroguide, EinEEG and EEGlab/MatLab software platforms
The instructor used the technology effectively
Identify uncommon EEG patterns
Use montages to better assess and treat patients
Identify ischemia and lesion location with montaging
The instructor used the technology effectively
Explain the idea of non-linear resonance, and mode-locking.
Summarize non-linear nature of the auditory and motor networks of the brain, and how these non-linearities can be investigated using musical rhythms as a stimulus.
Explain how a peak in power at some frequency in an FFT may be indirectly related to the actual frequency of stimulus (internally from one network to another, or externally).
The instructor used the technology effectively
Identify the different types of connectivity.
Name the difference between functional and effective connectivity.
List techniques for measuring effective connectivity.
List the findings of the current study examining the effects of this on NF outcome.
The instructor used the technology effectively
Identify QEEG finding in anxiety, depression, chronic pain and epilepsy.
List new functional brain imaging techniques (fMRI, SPECT, PET) and comparison to QEEG.
Identify medical cannabis (CBD/THC) effects on EEG/QEEG.
The instructor used the technology effectively
State an overview of ethical considerations for the neurofeedback and biofeedback professional
Demonstrate how the profession's ethical standards will be upheld through specific policies with this modality
The instructor used the technology effectively
Summarize the existing scientific literature on ‘EEG biomarkers€™.
Explain how the scientific literature is a predictor for the future implementation of the clinical use of EEG biomarkers.
Interpret significant trends in the scientific literature on EEG biomarkers.
Interpret the relevance of analogies with other medical fields that use biomarkers.
The instructor used the technology effectively
Review several lines of evidence about the Neureka! Brain system from fMRI and other scans
Compare Neureka! Brain scans to EEG studies and measurements
Summarize the findings of the study
The instructor used the technology effectively
Talk about your own cultural beliefs and values as well as those of your clients
Explain the importance of Cultural Neuroscience and what it has to offer to us as a vehicle in reviewing these issues
The instructor used the technology effectively
Cite the data from a recently completed randomized controlled trial comparing MM versus CT versus MBCT within a CLBP sample
Identify the treatment-related changes in the self-reported outcomes
Summarize the analysis of change in brain activity across the three treatments
Explain how potential changes in brain state are associated with chantes in the self-reported outcomes
The instructor used the technology effectively
State at a macro-level, the progress report on the CPT coding workgroup trying to modernize our codes
Lis petitions for inclusions as a recognized organization for AMA activities for CPT coding and Relative-Value Unit determinations
The instructor used the technology effectively
Identify the benefits and shortcomings of various modalities of neurofeedback protocols.
Discriminate and articulate the differences between single-channel training, 19-channel training, various stimulation modalities, and various other modalities (Z-score, ISF, alpha/theta, surface training, LoRETA training, etc.).
List the efficacy of each disparate modality and the steps undertaken using the QEEG and EEG to determine the appropriate protocols.
The instructor used the technology effectively
Summarize our ethical codes and how they may be challenged by neuroscience.
Identify the philosophical and integrated concept of ethics and its application outside of our professional lives.
Identify a context by which we may better serve an ethic of virtue above and beyond the traditional ethic of no harm.
The instructor used the technology effectively
Measure the level of anxiety and depression in clients based on qEEG assessment.
Identify dimensions of social behavior contributing to toxic stress as reflected in qEEG distributions.
Name the level of contribution of psychological vs physiological sources to qEEG distribution patterns.
Identify the phase of client anxiety or depression based on assessment and qEEG analysis.
Measure the impact of affective status on the external attention system.
The instructor used the technology effectively
Identify the three major requirements of the mentoring process.
Identify challenges faced by mentors in the mentoring process.
Identify challenges faced by mentees in the mentoring process.
Identify the necessary skills mentees must demonstrate as a part of mentoring.
The instructor used the technology effectively
Describe EEG collection and interpretation concepts, such as montages; active, reference, and ground electrodes, analog-to-digital conversion, QEEG, LORETA source density analysis
Name electrical and instrumentation terms including impedance, differential amplifier, sampling rates, high and low pass filters.
Identify common artifacts including eye movement, muscle tension, cardiac, electrode movement.
Recognize key features of normal and abnormal waveforms.
Describe the application of key learning theory concepts, such as, operant conditioning, to NFB.
The instructor used the technology effectively
Explain which protocols are research based and which are not, and what the level of support is.
Summarize how to choose protocols based on clinical data overlaid with knowledge of brain regions by function.
Identify a system for monitoring patient progress which enables more skillful adjustment of protocols and optimizes the decision-making process for changing protocols.
Explain the use of SMR, Beta and Alpha/Theta protocols.
List the pros and cons of various type of feedback (e.g. DVD vs simple games vs. numerical feedback vs complex games, etc.)
The instructor used the technology effectively
Explain what Neuro-behavioral therapy is and how it can be applied in clinical practice for treating patients with ADHD.
List theoretical foundations underlying Neuro-behavioral therapy.
State practical knowledge and experience working with specific elements of Neurobehavioral Therapy for treating ADHD.
Make a list of i-pad-based apps to be used with patients to improve ADHD symptoms.
The instructor used the technology effectively
Explain the use of neurofeedback in treating symptoms of PTSD in veterans with auditory/visual processing challenges.
List improvements of general well-being post auditory/visual processing improvement.
Discuss the use of neurofeedback in reducing anxiety and depression in veterans with PTSD.
The instructor used the technology effectively
Identify the placebo effect controversy.
List the college ADHD students EEG subtypes.
Apply a personalised EEG based neurofeedback protocol for ADHD.
The instructor used the technology effectively
Explain the unique history of Infraslow neurofeedback/research and why these frequencies and this form of training have remained hidden from more general recognition
List two forms of ISF training
Discuss the clinical imperatives that drove protocol development and describe the current best practice
The instructor used the technology effectively
Evaluate the effectiveness of LORETA z score neurofeedback and heart rate variability biofeedback as interventions for PTSD.
Evaluate the current level of evidence behind the use of neurofeedback for PTSD.
Demonstrate an understanding of the differential effects of neurofeedback and peripheral biofeedback on three neural networks.
The instructor used the technology effectively
Identify the 4 stages and involved neurological structures of the Compassion Circuit.
Describe Theory of Mind and the neurological hub of this critical "perspective-taking" circuit.
Explain what prefrontal neurological structure appears to modulate the experience of compassion
The instructor used the technology effectively
Explain how Neurotherapy and psychotherapy are inextricably linked
Summarize how Freud and Jung's respective models of the psych relates to neuroanatomy and connectonomics
The instructor used the technology effectively
Identify significant gender differences in clinical presentation after sport concussion injury.
Identify changes in sLORETA Quantitative EEG Analysis occurring shortly after sport concussion injury and persisting after clinical recovery.
Identify gender differences in these sLORETA QEEG analyses.
The instructor used the technology effectively
Explain the notion that using a three-dimensional model (i.e., using subjective/self-report, objective/functional, and objective/performance measures), can provide a clear, and holistic picture of a persons well-being.
Identify various qEEG and HRV metrics.
Explain how the data collection can be done rather quickly and effectively.
The instructor used the technology effectively
Describe the history of altered states neurofeedback.
Explain how research on psychedelic medicine relates to altered states neurofeedback.
Design neurofeedback protocols to promote a variety of altered states.
Identify at least 3 adjunctive strategies to assist in the Deep States process.
The instructor used the technology effectively
Apply mindfulness-based skills to their biofeedback practice in order to help their clients reap the benefits of biofeedback
List challenges associated with client's unhelpful efforts to control the fundamentally uncontrollable aspects of their internal experience
Name some challenges for which other interventions have been unsuccessful for patients
The instructor used the technology effectively
Review several case studies from The Atlanta Healing Center that illustrate important advances in treatment of chronic brain disease of addiction
Explain the importance of making the proper diagnosis, medication assisted recovery, evaluating co-occurring psychiatric, cognitive and pain conditions
Assess the hormonal and nutritional status of patients and providing treatment modalities like neurofeedback
The instructor used the technology effectively
Identify the research on developmental trauma and it's social, emotional and brain consequences.
Explain how to conduct eeg assessment with effective connectivity measures.
Explain how four channel multivariate neurofeedback training is performed.
State information on outcome and case data regarding progress with such approaches.
The instructor used the technology effectively
Analyze the differences from the raw EEG data between paroxysmal activity, seizures, sleep and interictal discharges.
Identify the major components of TBI and PTSD
The instructor used the technology effectively
Summarize past and current relevant research on basic clinical mechanisms and clinical research on tDCS and tES.
Explain the safety conclusions and considerations in the use of tDCS and tES.
Tell how to individualize treatment based on synthesis of: a. Symptom presentation b. Functions of brain areas c. Qeeg d. Current research
Explain how tDCS could be used in combination with Neurofeedback in their practice
Identify how to use tACS along with Neurofeedback to power up their sessions.
The instructor used the technology effectively
Identify the purpose of having and following professional ethics.
Identify scope of practice issues related to qEEG and neurofeedback.
Identify key aspects of client/patient orientation to qEEG and neurofeedback.
Identify common behaviors and actions that may result in ethical violations.
The instructor used the technology effectively
Define available neurofeedback treatments available for home use.
Define available biofeedback treatments for home use.
Define available virtual reality systems for home use.
Define the flow of practice from intake to assessment to home treatment for anxiety, attention and depressive disorders.
List the options for creating immersive virtual environments at home.
The instructor used the technology effectively
Define the underlying physiology involved in audio-visual entrainment.
List the biomarkers (EEG & qEEG) for a variety of clinical conditions.
Identify the biomarker (EEG & qEEG) for a specific type of TBI prevalent in the clinical population.
Explain how to apply AVE for the treatment of substance abusers.
The instructor used the technology effectively
List the theoretical and empirical basis for combining ISF neurofeedback with cognitive training to train several large-scale brain networks.
Utilize the ISF software in conjunction with cognitive training tasks to conduct a basic cognitive neuromodulation session.
Utilize client performance to inform adjustments to the cognitive neuromodulation training protocol.
The instructor used the technology effectively
List basic principles of cognitive testing.
Explain why cognitive testing can be applied in clinical praxis and research.
Explain how cognitive testing can be applied in clinical praxis and research.
The instructor used the technology effectively
Describe the differences between the various technologies used in an HEG training paradigm, as well as describe what the term HEG encompasses.
Employ a qEEG metric in Neurofeedback decision-making and progress tracking.
Describe the principal EEG phenotypes of the Autistic Spectrum.
The instructor used the technology effectively
Define hypothesized mechanisms of action and research outcomes for bi-lateral alternating stimulation in tactile form (BLAST).
Define hypothesized mechanisms of action and research outcomes for cranial electrical stimulation (CES).
Explain how to integrate those modalities using a model for clinical practice for appropriate patients to improve outcomes.
The instructor used the technology effectively
List 3 techniques of neuroimaging.
Summarize about confounds to therapy protocols when treating TBI.
The instructor used the technology effectively
Outline the neuroimaging methodologies
Summarize the long-term anatomical, physiological, cognitive and behavioral sequelae of traumatic brain injury
Demonstrate how this method can be readily implemented into a multi-disciplinary clinical practice
The instructor used the technology effectively
Describe the history of ISF neurofeedback.
Differentiate Infraslow neurofeedback training" from "traditional" neurofeedback .
Understand the functional role of the infraslow frequencies in behavioral networks as identified by research.
See the effect of ISF training on QEEGs.
Explain the effect of ISF training on the certain autonomic functions.
The instructor used the technology effectively
Name new conceptualization of pain, Parkinson, tinnitus, depression, addiction, ADHD, OCD and personality disorders as imbalances in the brain
List techniques to help with normalizing the imbalance in the brain
List non-pharmacological treatment for chronic pain using spinal cord stimulation
The instructor used the technology effectively
Define and explain addiction as a brain disease
Review the distortions and omissions of the classic brain disease model and point to problems in the treatment philosophy derived from it
Outline an alternative model of addiction based on principles of learning and development
The instructor used the technology effectively
Illustrate the advantages associated with different montages and their importance in the planning of neurofeedback protocols.
Utilize the new Neuro-navigator software in Neuroguide to identify problematic regions of the brain, and to conceptualize a clinical hypothesis for protocol development.
Explain how to use the dynamic JTFA for moment to moment analysis of EEG patterns and the LORETA time domain for evaluating focal activity and unusual EEG patterns.
The instructor used the technology effectively
Discuss the rationale for integrating pulsed NIR into a Neurofeedback design as an active feedback element.
Identify clinical populations which might be appropriate for pulsed NIR.
Incorporate a Neurofeedback approach with pulsed NIR into a clinical treatment plan.
The instructor used the technology effectively
Identify how ISF sLORETA impacts the physiology of brain regions and brain networks.
Describe the ROI€™s and brain networks involved in food craving.
Identify target specific dysregulated neural networks of disordered eating with ISF sLORETA neurofeedback.
Summarize recent ISF sLORETA research that reveals statistically significant change with an eating disorder population.
The instructor used the technology effectively
Discuss the structural and functional impact of developmental trauma.
Describe ways in which neuroscience research on trauma could inform the practice of neurofeedback and psychotherapy.
Describe protocols that help the traumatized to brain to reorganize and regulate.
The instructor used the technology effectively
Describe how regional brain activity gives rise to event-related potentials that can be recorded and analyzed.
Explain in functional terms how evoked-potential recording and averaging techniques effectively reflect brain activity.
List the implications of measuring event-related potentials for clinical assessment.
Describe experiments using emotionally charged stimuli, to produce frontal activation patterns.
Explain in a socio-psycho-dynamic model, how brain responses to stimuli are one component in inter-individual interaction and change.
The instructor used the technology effectively
Discuss QEEG subtypes of Autism, Aspergers and ADD and how they differ and overlap.
Explain how to use CPT and memory tests and QEEG to monitor treatment effects of neurofeedback.
Apply neurofeedback, direct neurofeedback and HRV strategies and techniques for ADD, Autism, Aspergers, Anxiety and head injuries.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
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):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
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?

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:

Mr question
Provided by amedco