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ISNR - 2019 Annual Conference-OH Counselor ONLY
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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.
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
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. 
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
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
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
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
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
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
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
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
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 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
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
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
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
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.
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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