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ISNR - 2019 Annual Conference
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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. 
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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
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
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
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
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.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Know the best subject inclusion and exclusion criteria for building a database.
Understand fundamental statistical consideration within databases.
Have knowledge about t-tests, alpha and P levels, correlational relationships, and z-scores.
Understand developmental changes in the EEG Understand the origins of the EEG Know what EEG signatures should be referred out to other professionals.
Be knowledgeable about Brodmann area functions and network connections.
The instructor used technology effectively
Identify the origins of the ISF signal in cortex.
Know the behavior associated with Infraslow Frequencies in research.
Identify equipment and software specific to slow wave training.
Master specific software and equipment used in ISF training.
Implement ISF concepts in treatment populations.
The instructor used technology effectively
To define the core clinical principles of the LENS paradigm so that the central elements, issues, approaches, and practices make sense to the attendees.
To have participants enter a new patient into the database, download completed patient questionnaires, start/stop the LENS software, manipulate the essential controls, locate the 10/20 sites, and adequately prepare the sensors with NuPrep and 10/20 paste.
To have participants conduct an initial patient evaluation.
The concepts of sensitivity, hardiness and reactivity will be introduced, as will be the CNS questionnaire and the elements of the Intake Questionnaire.
To cover the basics of topographic map reading as one of the cornerstones of treatment.
The instructor used technology effectively
Be knowledgeable about Brodmann area functions and network connections.
Have an understanding of LORETA interpretation and training.
Be knowledgeable about general cognitive and clinical changes that take effect after neurofeedback training based upon publications.
Understand how clinical presentation may effect the EEG.
Explain sources in the brain from which various frequency bands normally emanate, and their physiological basis.
The instructor used technology effectively
Identify the special requirements of ISF traning as a trainer.
Gain experience with hands on training.
Learn from the experiential to refine the optimization process.
Identify the special requirements of training as a trainee.
Gain knowledge of ISF training as a trainee.
The instructor used technology effectively
To concretize the paradigms and principles by the use of the Report Generator to show how it becomes a tool to generate treatment plans and treatment re-evaluations.
To illustrate issues important in the conduct of the LENS approach so that the clinician can more intelligently inform the prospective client about the risks and benefits of his/her particular involvement.
To introduce EEG Suppression through the use of the Suppression Maps, showing site sorts according to the Coefficient of Variation.
Demonstrate the use of the Report Generator in relation to mapping, data management, and treatment planning.
The instructor used technology effectively
The participant will be able to identify and differentiate between the tasks associated with the entrepreneur, technician, and manger roles.
The participant will be able to self-evaluate areas of growth and strengths in those roles.
The participant will be able to identify and self-confront obstacles to practice growth imposed by limiting beliefs and faulty assumptions.
The participant will be able to identify opportunities to connect with other neurofeedback and brain/mental health care professionals for referrals and mutual support.
The participant will be able to develop their own "hero's journey" story as the first step in an overall marketing strategy.
The instructor used technology effectively
Attendees will learn the difference between tDCS, tRNS and tACS.
Attendees will learn how neurostimulation can be utilized with neurofeedback.
The instructor used technology effectively
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.
Understand phase and coherence, how they relate and what they can mean in the interpretation of the QEEG.
The instructor used technology effectively
Develop training protocols after the optimization process is complete.
Gain in treating common clinical presentations with ISF training.
Hands-on training as client and trainer.
Understand treatment outcomes using Pre/post QEEGs and neuropsyche testing
The instructor used technology effectively
Integration of data related to dose, patient characteristics, and patient education.
To demonstrate the management of data from its export from LENSware, to its import and generation of information, treatment plans, and treatment evaluation in the Report Generator.
To provide practice for attendees in making topographic maps, and utilizing them as a treatment planning tool.
To present ways to integrate the historical, clinical, and EEG data into something that makes sense to the clinician and prospective client.
The instructor used technology effectively
The participant will be able to identify their ideal client (avatar) based on central demographic data and presenting problem(s).
The participant will be able to identify common objections potential clients have for engaging in neurofeedback training and employing mental triggers for overcoming those objections.
The participant will be able to identify at least three activities that they can use immediately to keep existing clients engaged.
The participant will be able to identify at least three lead generation channels that they can use to increase new client leads.
The participant will be able to develop at least one lead magnet to offer on their existing website or print advertising.
The instructor used technology effectively
Attendees will learn how neurostimulation impacts absolute power, coherence and phase in the EEG.
The instructor used technology effectively
The participant will be able to identify developmental trauma (DT).
The participant will be able to identify the impact of DT on the brain.
The participant will be able to discuss the impact of developmental trauma on the individual, family and health care system.
The participant will be able to discuss research about the impact of neurofeedback and biofeedback in treating individuals with developmental trauma.
The participant will be able to utilize skills in working with the challenges of implementing neurofeedback and biofeedback with individuals with DT.
The instructor used technology effectively
Know how swLORETA works and differs from the Key Institute LORETA.
Form hypotheses based on patient's symptoms and then to link symptoms to dysregulated brain networks related to the symptoms.; to create cross-frequency EEG biofeedback protocols and to implement them.
To image functional connectivity using the NIH Diffusion Tensor Imaging MRI template as part of patient assessment and protocol generation.
Image the cerebellum current sources and functional connections.
Evaluate changes in brain current sources and connectivity over neurofeedback sessions.
The instructor used technology effectively
Recognize the many causes of dysarousal of the brain and why Stimulation Technologies are essential for resolving them.
Understand the physiological principles of AVE, CES and tDCS; know when to apply these technologies.
Competently position tDCS electrodes when treating several brain maladies.
Have a chance to experience CES, tDCS (long & short pulse) and hear different forms of auditory entrainment.
Use AVE for heart rate variability treatment.
The instructor used technology effectively
Learn rapid diagnostic procedures.
Interpret QEEG data & Identify common QEEG signatures for disorders.
Recognize EEG patterns for trauma.
Determine conditions requiring full QEEG.
Identify contra indicators for aggressive treatment.
The instructor used technology effectively
Understand the relationship between brain structure and function in the context of the EEG.
Understand how learned self-regulation may benefit individuals suffering from neurological disorders.
Understand the extent to which concussion and traumatic brain injury affect brain function and result in corresponding symptoms.
Recognize 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 technology effectively
Outline 3 neuroanatomical components of either a ventral or dorsal attention network.
State EEG frequency and 2 typical cortical sites for sensorimotor (SMR) training.
Describe one typical EEG wave pattern found in seizure disorders.
Explain what skin conduction is and how it is measured.
The instructor used technology effectively
Understand ISF neurofeedback training and conceptualize its unique application to military trauma rehabilitation.
Identify the unique barriers to rehabilitation of military personnel suffering from trauma, anxiety and depression.
Identify methods of addressing these barriers to promote recovery.
The instructor used technology effectively
Obtain a better understanding of photobiomodulation mechanisms for brain stimulation.
Learn how neural oscillations can be modulated by inducing gamma and alpha photobiomodulation.
Learn how this may quickly and effectively treat many brain conditions and enhance mental performance in a personalized manner.
The instructor used technology effectively
Learn how swLORETA computes cortical depth imaging of EEG sources.
Learn how swLORETA images cerebellar current sources in real-time.
Learn how swLORETA measures cerebellar functional connectivity in real-time for purposes of EEG biofeedback.
The instructor used technology effectively
To understand the factors that play out in impairing performance.
The person will learn how to visualize, using the EX-RAY technique in conjunction with audio-visual entrainment protocols, specifically designed for performance enhancement.
The participant will learn about audio-visual entrainment (AVE) and how it is used to reduce performance-impairing psychophysiological factors and employ beneficial aspects of psychophysiological elements necessary for boosting performance
The instructor used technology effectively
How PBM improves the performance of mitochondria.
How to integrate PBM in Neurofeedback practice.
How to determine the PBM locations based on the optical model.
The instructor used technology effectively
Participants will be able to identify a number of artifacts commonly present in EEG.
Participants will recognize the different ways heartbeat and cardio-ballistics (QSR complex) can affect the EEG.
Participants will learn how to recognize a contaminated reference electrode.
The instructor used technology effectively
Identify common presenting symptoms and neurocognitive impairments seen in acutely concussed high school athletes.
Identify common findings in sLORETA QEEG analysis shortly after injury in concussed high school athletes.
Identify correlations between sLORETA analysis and computerized neurocognitive assessment.
The instructor used 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 a Neurofeedback paradigm which incorporates pulsed NIR.
Weigh the relevant clinical dynamics when considering how to create a treatment plan and select feedback designs which include stim as an active element.
The instructor used technology effectively
Learn the proper methods to diagnose concussion/post-concussion syndrome.
Learn how to order QEEG and SPECT Scans.
Learn what medication to ask a treating physician to prescribe.
Learn about the positive correlation between QEEG/SPECT.
Learn to order/suggest hyperbaric oxygen for concussion.
The instructor used technology effectively
To determine whether neurofeedback (NF) has a lasting and specific benefit on inattention in attention-deficit/hyperactivity disorder (ADHD) beyond artifact inhibition and other nonspecific effects such as advice on sleep hygiene, nutrition, coaching etc.
Learn that Unblinded randomized clinical trials (RCTs) have shown encouraging results in attention-deficit/hyperactivity disorder (ADHD) research, but small blinded, flawed RCTs have not.
The instructor used technology effectively
Understanding the principles of photobiomodulation (PBM).
Learning how to use PBM to normalize brain oscillations as treatment, using QEEG.
Learning how to use PBM to potentially achieve extraordinary menatl states.
Learning about the future in personalized treatment with PBM.
The instructor used technology effectively
Participants will understand the fundamentals of Independent Components Analysis.
Participants will understand the process of ICA-R in WinEEG.
Participants will be able to reiterate what a component in EEG is.
The instructor used technology effectively
Learn how to read the raw EEG in a more objective manner.
Learn how to quantitate the findings seen on the raw EEG.
Learn how to apply the focal findings of the raw EEG topographically.
Learn how to correlate the focal/generalized EEG findings to the QEEG, to the SPECT Scan, and the clinical neurological exam.
Learn how to apply the data in a medico-legal context.
The instructor used technology effectively
Define and differentiate between LCT, HCD and CFC.
Apply these concepts with actual NFB practice.
Answer remaining questions about Live Complexity Training.
The instructor used technology effectively
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.
List and describe common artifacts including: eye movement, muscle tension, cardiac, cardioballistic, electrode movement.
Draw and relate key features of normal and abnormal waveforms.
List common findings in disorders where neurofeedback is used including: Seizure disorders, ADHD, anxiety, depression, post-concussion.
The instructor used technology effectively
Understand past neurofeedback research for addiction disorders
Hear the benefits experienced by women undergoing neurofeedback
Conceptualize potential uses of neurofeedback within the drug court model.
The instructor used technology effectively
Learn about the psychological inputs into heart & breath functioning.
Learn about a novel technique using audio-visual entrainment for quick and effective HRV training.
See how the Spectrum AVE device is used with the "Breathe" app for doing HRV training.
The instructor used technology effectively
Have an understanding of PTSD and Moral injury, and the difference between the two.
Understand the neurophysiology behind PTSD and Moral injury
How we can use biofeedback and neurofeedback protocols to address both conditions.
The instructor used technology effectively
Understand the implications of measuring frontal lobe gamma asymmetry as a key indicator of emotional loads
Expose both the different neurological pathways associated with each of the four emotional categories and understand the significates of emotional intensity valance.
Understand the protocols used and how they may employ similar protocols in their own practices.
The instructor used technology effectively
The participant will be able to identify developmental trauma (DT).
The participant will be able to identify and apply physiomarkers and neuronmarkers to assess the condition of the individual, suggest course of treatment and track progress.
The participant will be able to identify patterns of neuromarkers and physiomarkers.
The instructor used technology effectively
Learn the Detection of dementia.
Learn the detection of TBI.
Learn the correlation of QEEG with PET imaging and DTI.
The instructor used technology effectively
Understand the mechanism of action of tDCS on opioid addiction.
Understand the mechanism of action of tACS on opioid addiction.
Understand the mechanism of action of tRNS on opioid addiction.
Understand how to implement neurostimulation into a detox program.
The instructor used technology effectively
Be able to identify clinical conditions where research has validated that hypnosis is an efficacious treatment.
Be able to explain the concept of naturalistic hypnotic trance and how hypnotic-like suggestions may be profitably given informally during neurofeedback.
Verbalize at least 6 hypnotic suggestions that may be informally given during neurofeedback.
Identify conditions where available research would cause one to recommend that the initial therapeutic intervention be hypnosis, versus neurofeedback.
The instructor used technology effectively
Know what steps to take to overcome the barriers in the acceptance of neurofeedback as a treatment for ADHD.
Know the value of using a mixed-methods design for answering this research question.
Identify the value of the Tukey-Duckworth two-samples significance test and Leximancer for qualitative/mixed-methods word analysis.
The instructor used technology effectively
The attendees will differentiate sharp activity from spikes.
The attendee will differentiate the Focus orientation from Network orientation.
The cortical field of SMR will be identified by those attending.
The instructor used technology effectively
Understand the concept of critical brain dynamics and its implications for brain function.
Become familiar with EEG-based measures based on critical brain dynamics and their potential application for diagnosis and treatment.
The instructor used technology effectively
List 7 brain areas important in Affect and Executive networks that are affected by both NFB and by HRV training.
State what ERP changes are often observed after a concussion.
State two HRV statistics that are often compromised after a concussion.
List 4 biochemical changes subsumed under the term diffuse axonal injury that may occur at the synapse and receptor area after a concussion.
Outline the neuroanatomical connections of the nucleus of the solitary tract to areas in the hindbrain, midbrain and forebrain that may influence HRV.
The instructor used technology effectively
Understanding the importance of daily exercise and movement to brain and body physiologic health.
Understanding basic principles of the enteric nervous system and "brain-gut health", and how to implement simple daily eating habits to improve brain and body physiologic health.
Understand basic principles of sleep, sleep dysregulation, impact of unhealthy/inadequate sleep, and simple measures to implement to improve quality of sleep and brain/body physiologic health.
The instructor used technology effectively
Better grasp the underlying dynamics of sLORETA feedback and How voxel to voxel connectivity works.
Identify clinical populations this approach could benefit.
Select and include a sLORETA connectivity design in a treatment arc with some confidence.
The instructor used technology effectively
Describe common seizure symptoms and link these symptoms to the most likely area of seizure onset within the brain.
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.
Name two common QEEG-based neurofeedback targets for patients with epilepsy.
The instructor used technology effectively
The participant will be able to identify the purpose of having and following professional ethics.
The participant will be able to identify ethical scope of practice issues related to qEEG and neurofeedback.
The participant will be able to identify key ethical aspects of client/patient orientation to qEEG and neurofeedback.
The participant will be able identify common behaviors and actions that may result in ethical violations.
The instructor used technology effectively
How PBM improves the performance of mitochondria.
How to integrate PBM in Neurofeedback practice.
How to observe the effect of PBM on EEG.
The instructor used technology effectively
Describe the salience network hypothesis and the role in reducing acute stress in real time using somatosensory based methods.
Understand which diagnoses warrant adding bilateral stimulation, cranial electric stimulation, or EMDR therapy to neurofeedback treatment plans.
Be able to return to clinical practice and incorporate one or more modality and list how integration may improve client outcomes.
The instructor used technology effectively
Know current CPT codes for QEEG, biofeedback, and neurofeedback.
Know how to make sure the services provided meet the requirements of the current CPT codes.
Know what the basis is for challenging details of neurofeedback and generally how to start this process.
The instructor used technology effectively
Summarize the components of the gut-brain axis as they relate to neurotherapy and mental health.
Learn about the bidirectional effects between stress and the gut-brain axis.
Implement a practical, integrative approach to help clients balance the gut-brain axis.
The instructor used technology effectively
Understand the efficacy of 4-channel multivariate coherence feedback.
Understand the magnitude of change resulting from 4-channel coherence training for various conditions.
Understand the advantages for different conditions for this mode of neurofeedback treatment.
The instructor used 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.).
Understand the efficacy of each disparate modality and the steps undertaken using the QEEG and EEG to determine the appropriate protocols.
The instructor used technology effectively
Measuring and improving the gut-brain axis.
Understanding the research about the interplay between these two.
The instructor used technology effectively
Learn about how neurophenomenology can be incorporated in neurofeedback research.
Demonstrate the paradoxical effects of instruction-enhanced neurofeedback.
Appreciate the benefit of adopting computational techniques to deepen neurofeedback research and practice.
The instructor used technology effectively
The participant will be able to identify the causes and symptoms of a TCD type of TBI.
Learn about the underlying physiology involved and the signature on an EEG and qEEG.
The attendee will also learn about using AVE as an effective treatment technique in the recovery of this condition.
The instructor used technology effectively
List and describe appropriate assessment tools.
State what the most common EEG findings are in ADHD and Outline the contributions of assessment measures to the prescription of treatment interventions.
Describe the EEG signatures associated with anxiety and ruminations FB and BFB.
State a method for increasing SMR in patients who are hyperactive and impulsive.
Outline 3 neuroanatomical components of either a ventral or dorsal attention network.
The instructor used technology effectively
Gain an understanding of: The importance of EEG from history to understand brain function and seizure disorders.
Gain an understanding of: Clinical EEG to enhance clinical outcomes in neuroscience / neuroregulation practice.
The participant will come to understand the benefits of ICA data cleaning and analysis.
Learn about ICA analysis, source localization and connectivity calculations.
The instructor used technology effectively
Explore the emerging neuroscience of trauma and dissociation.
Describe the neurocircuitry of dissociation.
Describe the default mode network (DMN) in developmental trauma.
Investigate protocols that interrupt or quiet the repeated firing of fear circuits.
Discuss what to expect in the therapy as these networks establish themselves.
The instructor used technology effectively
Discussion and demonstrations of specific techniques for artifacting raw EEG. This would include identification and localization of focal activity. Illustrations of the advantages associated with different montages and their importance in the planning of neurofeedback protocols.
The participant will learn how to utilize the new Neuro-navigator software in Neuroguide to identify problematic regions of the cortical brain matter, and white matter connections.
Understanding of how to use the dynamic real time Neuronavigator for moment to moment analysis of EEG patterns and the LORETA time domain capture for evaluating focal activity and unusual EEG patterns.
Learning advanced artifacting methods, and discussion of phase slope index, effective connectivity. This can be critical in determining whether there are QEEG based abnormalities impacting learning, reading and language based challenges.
Understand the analysis of complex cases to illustrate where progress has been limited, and to determine how to construct more effective and powerful protocols.
The instructor used technology effectively
Describe the ethical principles as presented by professional organizations such as the APA, ACA, and AMHCA.
Describe how organizations such as the AAPB, ISNR, and BCIA, and the QEEG certification board provide ethical guidance and standards.
Explain how your practices comply with ethical standards for your state, profession, and board certifications.
Describe and explain examples of ethical breaches that have appeared in the public information, and how they have (or have not) been resolved.
The instructor used technology effectively
Differentiate between fixed exceptionalities and ongoing challenges to treatment.
Identify a strategy for stratifying symptoms to better assess the trajectory of change.
Identify three indicators that neurofeedback should be modified, paused, or discontinued.
The instructor used technology effectively
Learn about the physiological mechanisms and clinical applications of Audio-visual Entrainment.
Learn about the physiological mechanisms and clinical applications of Cranio-electro Stimulation.
Learn about the physiological mechanisms and clinical applications of transcranial DC & AC Stimulation.
Learn about the physiological mechanisms and clinical applications of pulsed Electromagnetic Field Stimulation.
The instructor used technology effectively
Based on the content of this presentation students after recording an EEG will be able to construct a qEEG report to include an analysis and description of the raw EEG, qEEG brain mapping, an interpretation of the findings, a recommendation whether the subject should be referred to a physician or whether a Neurofeedback Intervention may be suggested.
Students will also be able to construct a qEEG report following a standardized format which may be used for client consultation or be sent to the referring practitioner.
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:

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