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Saturday, September 8, 2007
WS1: Recognition of and EEG Feedback Protocols for Behavioral and Emotional Disorders Based on Patterns in the Raw EEG
Margaret Ayers, M.A., Real Time Feedback
Penny Montgomery, Ph.D., Real Time Feedback
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate
Abstract: In many neurofeedback clinical settings, protocols and decisions regarding client care are made off site by someone other than the clinician. This workshop will focus on information that clinicians can easily obtain and can use to make their own decisions and construct their own protocols for effective client care. Patterns or signatures of clinical entities can easily be learned and read in the raw EEG. These patterns are present when symptoms are present and disappear when effective neurofeedback training is applied and symptoms are abated. This workshop will focus on six emotional/behavioral categories, including anxiety, depression, addictive disorders, obsessive-compulsive disorder, ADHD and Asperger's Syndrome. EEG signatures will be demonstrated and protocol construction based on these signatures will be taught. Training strategies and determination of goals will be included in this course designed to enable clinicians to best use their own knowledge and judgment in the service of their clients.
Goals/Objectives:
1. Identify EEG patterns for depression, anxiety, obsessive-compulsive disorder, ADHD, addictive disorder and Asperger's syndrome.
2. Construct effective protocols for neurofeedback training for specific diagnostic categories.
3.Develop neurofeedback training goals, including changes in symptoms and EEG patterns.
Agenda:
Distribution of handouts 5 minutes
Opening comments re methods of determining diagnostic entities and protocol construction for neurofeedback training. Margaret Ayers 10minutes
Discussion of concept of patterns in raw EEGs and historical perspective. Margaret Ayers 10 minutes
Discussion of concept of patterns in raw EEGs and their correlation with symptoms of emotional and behavioral diagnostic entities. Both 15 minutes
Specific pattern identification and protocol construction for depression. Q and A. Both 20 minutes
Specific pattern identification and protocol construction for anxiety. Q and A. Both 20 minutes
Specific pattern identification and protocol construction for obsessive-compulsive disorder. Q and A. Both 20 minutes
Specific pattern identification and protocol construction for addictive disorders. Q and A. Both 20 minutes.
Specific pattern identification and protocol construction for ADHD. Q and A. Both 20 minutes
Specific pattern identification and protocol construction for Asperger's Syndrome. Q and A. Both 20 minutes
Summary and discussion. Both 10 minutes
10 minute break at comfortable point after first 90 minutes.
WS3: Advanced QEEG Analysis Techniques
Robert Coben, Ph.D., Private Practice
William Hudspeth, Ph.D., Neuropsychometrix
Robert Lawson, M.S., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate to Advanced
Abstract:
Introduction: Collecting, artifacting, analyzing and interpreting EEG/QEEG data is a complex process. Translating suchdata into effective Neurofeedback protocols can be equally as challenging.
Method: The presenters of this workshop have over 50 years of combined experience analyzing such data. We willpresent methods of analyzing EEG/QEEG data that builds upon standard amplitude/power comparisons. Included in this will be discussions of: (1) connectivity/coherence analysis; (2) measuring change as a result of intervention; (3) determining the underlying mechanisms of power/magnitude abnormalities; (4) difference mapping (reading vs. at rest); and neurofeedback protocol design based on these tools.
Results: Workshop participants will enhance their EEG/QEEG skills to include more advanced methods. Specific examples will include complex analyses of mechanisms underlying mu rhythm abnormalities, learning disabilities, processing deficits and others. Neurofeedback protocol design will be integrated into the workshop as well.
Conclusion: Advanced EEG/QEEG techniques will be presented with a discussion of multiple issues and strategies.
Goals/Objectives:
1. Describe advanced QEEG analysis techniques.
2. Discuss connectivity data and how this aids the QEEG interpretive process.
3. Identify the mechanisms underlying amplitude/power anomalies.
Agenda:
Connectivity/coherence analysis - 1 hour.
Measuring change or EEG differences between conditions - 1 hour.
Analyzing undelrying mechanisms responsible for power anomalies - 1 hour.
NF protocol design based on the above - integrated into all sections.
WS8: Advanced BrainMaster Protocol Design Workshop including Event Wizard and Connectivity Protocols
Thomas F. Collura, Ph.D., BrainMaster Technologies, Inc.
Credits: CME 3.75, APA, NBCC, ASWB CE 3.75, BCIA recertification 3.75
Level of Difficulty: Beginner to Intermediate
Abstract:
This workshop will include a fast review of the basics of BrainMaster protocol design, and then cover the use of advanced protocol design techniques. It will emphasize the new Event Wizard interface, and its application to advanced protocols including coherence, spectral correlation, comodulation, synchrony, phase, and asymmetry. It will also cover methods for creating range-based training, z-score based protocols, mixed amplitude and connectivity training, and couples work. It will include demonstrations of protocols, and the opportunity for hands-on work by participants.
Goals/Objectives:
Explain the basic protocol design system of the BrainMaster
Use the Event Wizard to design advanced protocols
Design protocols for connectivity and couples work
Agenda:
Basics of BrainMaster protocol design (1 hour)
Event Wizard and advanced protocol design (1 hour)
Couples and connectivity protocols (1 hour)
WS18: The Polyvagal Perspective: Phylogenetic, Neurophysiological and Clinical Insights into the Mechanisms of Heart Rate Variability
Stephen Porges, Ph.D., University of Illinois at Chicago
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Advanced
Abstract:
The Polyvagal Theory introduced a new perspective relating autonomic function to behavior that included an appreciation of autonomic nervous system as a "system," the identification of neural circuits involved in the regulation of autonomic state, and an interpretation of autonomic reactivity as adaptive within the context of the phylogeny of the vertebrate autonomic nervous system. The workshop has two objectives. First, to provide an explicit statement of the theory; and second, to introduce the features of a Polyvagal perspective. The polyvagal perspective emphasizes how an understanding of neurophysiological mechanisms and phylogenetic shifts in neural regulation, leads to different questions, paradigms, explanations, and conclusions regarding autonomic function in biobehavioral processes than peripheral models. Foremost, the polyvagal perspective emphasizes the importance of phylogenetic changes in the neural structures regulating the autonomic nervous system and how these phylogenetic shifts provide insights into the adaptive function and the neural regulation of the two vagal systems. The workshop will emphasize: 1) the methodology necessary to evaluate the two vagal systems through assessment of heart rate variability, 2) the neurophysiological mechanisms mediating the two vagal systems, and 3) the emergent clinical and behavioral consequences of activation of each vagal system.
Goals/Objectives:
1. List the major features of the Polyvagal Theory
2. Describe how specific heart rate patterns reflect different neural circuits
3. Explain how autonomic patterns are mediated by brain structures and how autonomic state influences brain function.
Agenda:
How heart rate variability reflects different neural circuits The adaptive function of specific neural circuits and how they may interfere with or foster cognitive function and appropriate social behavior Quantification methods to extract various neural influences from the heart rate pattern and how these patterns relate to brain function.
WS20: Ethics in QEEG and Neurofeedback: Professional Standards and Cases
Leslie Sherlin, M.S., Nova Tech EEG
Joseph Horvat, Ph.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Advanced
Abstract:
INTRODUCTION: Professionals in the field of quantitative EEG and neurofeedback, licensed, certified or not, must deal with a broad range of ethical issues. This workshop will offer presentation, discussion and guidance on a wide variety of topics that are encountered daily by the clinician/practitioner such as fee setting, advertising, sexual attraction, managed care issues, confidentiality, relationships with colleagues and enforcement. The primary intention is to present contemporary ethical issues in mental health focusing on the neurofeedback practice.
METHODS: The workshop will present didactic material regarding the current standards and ethical guidelines of ISNR and BCIA. Additionally general laws and guidelines that are shared across professional specialties and states will be presented along with decision making strategies to assist in avoiding or preventing ethical misconduct.
RESULTS: Regardless of the specialty or work setting, the professional will encounter ethical dilemmas with regularity. This workshop will not only present the current guidelines but will sensitize the attendee to the process for remediation and resolution of ethical violations. The first half will focus on relaxed lecture presentation of material and the remaining half will be group discussion of real scenarios allowing the participant to experientially apply the guidelines and techniques of preventative and reactive ethical decision making.
CONCLUSIONS: The aware professional is far less likely to become entangled in ethical violations. This workshop will expose the professional to real scenarios to broaden and heighten their awareness of ethical considerations.
Goals/Objectives:
1. Identify current ethical guidelines set forth my professional organizations in qEEG and neurofeedback.
2. Apply a suggested ethical decision-making process.
3. Create a plan for dealing with ethical violations.
Agenda:
Introduction: Ethics and Risk management, Core ethical principles, How ethical problems arise, Risky situations (30 minutes - Sherlin)
Presentation of ISNR, BCIA and general mental health ethical guidelines (30 minutes - Horvat)
Preventing and Avoiding Unethical Behavior: Ethical decision making (30 minutes - Sherlin)
Case scenarios for small group consideration and presentation to the large group of strategies. (90 minutes -Sherlin & Horvat )
WS22: Mild Brain Injury in Sport & Your Practice: Mechanisms, Pathophysiology & New Thinking in Assessment and Rehabilitation Methods
James Thompson, Ph.D., American Applied Neuroscience Institute (AANI)
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Intermediate
Abstract:
Introduction: Mild traumatic brain injury (MTBI), otherwise known as concussion, continues to be one of the least understood, but most common injuries in both sports and the general population. It is estimated that in the U.S. the incidence of brain injury is over two million annually at an approximate cost of $38 billion, in sports the rate is even higher with reports as high as 19% of high school athletes experiencing at least one concussion. According to a recent NIH Consensus Statement, mild traumatic brain injury is an evolving dynamic process that involves multiple interrelated components exerting primary and secondary effects at the level of individual nerve cells (neuron), the level of connected networks of such neurons (neural networks), and the level of human thoughts or cognition.
Method: This workshop takes the learner through the process of concussion from injury onset to injury resolution. Participants will learn the mechanisms and pathophysiological consequences of concussion, learn the multitude effects of concussion and see how this relates to their practice in terms of screening, assessment and rehabilitation. Participants will gain knowledge in the area of brain injury and will be guided, by demonstration, through the EEG, LORETA and biofeedback tools that aid in the diagnosis and rehabilitation of MTBI.
Results: Discussions and demonstrations of current and previous research and clinical findings will elucidate the shortcomings of uni-modal testing modalities and will demonstrate the need for multiple testing modalities. Participants will also learn how to implement assessment and rehabilitation into their practice.
Conclusion: Due to the high incidence of MTBI and the current lack of rehabilitation for this injury, the question is not if, but when, a practitioner using neuro and/or biofeedback will see a client who has suffered a brain injury. Knowledge regarding the nature of MTBI, assessment methods and rehabilitation techniques are a requisite part of a neurofeedback practice as the long-term negative consequences of MTBI become increasing known.
Goals/Objectives:
1) Discuss the basic mechanisms of concussion, resulting neurometabolic cascade and neural plasticity as it pertains to functional changes following concussion.
2) Describe neuropsychological, postural, and electroencephalographic, assessment methods and compare their usefulness alone and in combination for the assessment of MTBI.
3) Demonstrate the utility of EEG and LORETA for the assessment of concussion and for guiding a rehabilitation intervention protocol.
Agenda:
Concussion: More Common Than You Think 60 minutes
Concussion history in the literature, definitions, incidence | Symptoms, Cumulative effects & Second Impact Syndrome | Mechanisms & Pathophysiology | Neural plasticity and cortical adaptations associated with MTBI
Current Assessment Methods: Limitations & Improvements 60 minutes
Research findings for neuropsychological, postural and EEG assessment methods | Shortcomings in concussion management | Multi-modal testing paradigm development & utility |The Big Question: Injury resolution or Symptom resolution?
EEG, LORETA & Development of Rehabilitation protocols 60 minutes
Clinical markers of head injury | EEG & LORETA assessments and common findings | Rehabilitation guided by assessments
WS24: Effective ADHD & Asperger's Intervention with Adults & Children Different EEG Profiles, Comorbidities, & Interventions
Michael Thompson, M.D., ADD Centre
Lynda Thompson, Ph.D., ADD Centre
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate to Advanced
Abstract:
Introduction: Distinct EEG patterns in the raw EEG, augmented by QEEG analysis that includes LORETA imaging, can distinguish different sub-types of ADHD in adults compared to children. Our experience supports literature findings that most clients with Asperger's Syndrome (AS) present complaining of difficulties with attention span. ADHD Adults show two main patterns: high amplitude theta (like children) and high beta, including spindling beta. AS clients show anterior cingulate patterns that differ from the data-base in addition to right temporal-parietal junction inactivity with symptoms of sensory aprosodia and / or right frontal inactivity with symptoms of motor aprosodia. Comorbidities are also evident with the EEG including: Learning Disabilities, previously undiagnosed seizure disorders and adults with anxiety (even panic) and/or depression. The EEG patterns lead to both corrective interventions and individualized optimal performance protocols. This workshop will teach the participants the functional neuroanatomical basis for training that combines NFB and BFB, the assessment process for these clients, and the methods of intervention.
Method: For the majority of both the ADD and the Asperger's clients, initial feedback was contingent on decreasing slow wave activity, decreasing beta spindling (usually between 19 and 35 Hz), and increasing fast wave activity (12-15 Hz or 13-15 Hz for most subjects). Coherence training was done with some clients. The most common montage was (CZ) for children and FCz for adults referenced either to the right or left ear. Metacognitive strategies were taught when clients were relaxed, calm, and focused. Strategies covered areas of reading comprehension, spatial reasoning, math and, in the Asperger's clients, identifying, understanding and labeling emotions. Questionnaires for ADHD and for Asperger's symptoms were given before and after training. Pre and post testing included: TOVA, IVA, WRAT and Wechsler intelligence scales.
Results: Results with more than 160 ADHD and 140 Asperger's clients will be shared. The outcomes were positive on questionnaires, school reports, and on the standardized tests.
Conclusion: The functions of the areas of the cortex that show EEG differences from database norms do correspond to the symptoms observed in the clients. The NFB and BFB training is logical based on the EEG and Stress Assessment findings. Collecting objective pre and post training data is possible in both educational and clinical settings. Results can be used to monitor clients' progress and guide changes that improve programs. The positive outcomes of decreased ADHD and Asperger's symptoms. With AS this included improvements in attention, anxiety, aprosodias and social functioning, plus improved academic and intellectual functioning. The results support the use of neurofeedback as a helpful part of effective intervention in people with both ADHD and AS.
Goals/Objectives:
1. List the key symptom patterns that assist in the differential diagnosis of ADHD (child and adult), Asperger's syndrome, and in comorbid conditions including: Tourette's, LD, anxiety, panic, depression, TBI, memory dysfunction, and Seizure Disorders.
2Discuss the diverse connections of the anterior cingulate and its role in attention and in affective and cognitive dysfunction in ADHD and its importance in understanding the symptoms of Asperger's clients.
3. Identify characteristic EEG power patterns in the frequency range 2 to 61 Hz that may be observed in ADHD and in Asperger's and comorbid conditions in addition to learning how to assess the psychophysiological patterns that reflect stress, which is such a common problem in Asperger's and with ADHD adults.
4. Develop a rational intervention for different types of ADHD, Asperger's syndrome and a combination of ADHD and Asperger's, based on the assessment data, which combines elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body trainingprogramme; discuss the application of this knowledge during a demonstration of a one (or two) channel EEG assessment combined with a stress assessment.
Agenda:
1. Knowledge (45min.)-Be able to list key symptoms of: ADHD (both children and adults), Learning Disabilities, Asperger's, Seizure Disorders (Absence, Partial Complex, Tonic-Clonic, Concussion (TBI), Anxiety, Panic, Depression/Dysphoria. Learn the key symptom patterns to assist in the differential diagnosis of ADHD (child compared and contrasted with adult), and comorbid conditions including: Tourette's, LD,
a)Asperger's: list key symptoms and possible EEG correlates in cingulate, amygdala, insula, and other Limbic areas + right parietal-temporal junction and the possible important connections to the mirror neuron system.
b)Seizure Disorders; Concussion (TBI), Anxiety, Panic, Depression / Dysphoria
c)Learn also the positive aspects of ADHD as seen in very high performing athletes and executives
2. Assessment: (1 hour) Be able to distinguish the above disorders by both single channel and 19 channel EEG assessments.
a) Do one and two channel EEG assessment. Recognize characteristic EEG power patterns in the frequency range 2 to 61 Hz that may be observed in these disorders.
b) Read 19 channel raw EEG examples and see Neuroguide (&/or SKIL) and LORETA analysis of this diagnostic data.
c) Do a 'STRESS ASSESSMENT to assess the psychophysiological patterns that reflect stress (anxiety and tension;
3. Intervention (1 hour): Be able to develop a rational intervention based on the assessment data, which combines elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body training program.
Intervention Steps:
ADHD: Distinguish different clinical and EEG presentations of Adult and child ADHD by EEG patterns and base intervention strategy on decreasing the appropriate slow wave and fast wave (hi-beta) activity while raising appropriate (symptom based) fast wave activity (SMR and low-beta).Seizures: Increase SMR while decreasing dominant slow wave at appropriate site.
ADHD with Asperger's: A series of steps:
1st: Deal with the ADHD Symptoms. Begin by Helping the Client to be more 'externally' oriented and calm. Decrease the dominant slow wave frequencies and Enhance 13-15 Hz activity. Placement at Cz or C4 in children and FCZ IN ADULTS referenced to the right or the left ear respectively.
2nd: Deal with Anxiety, (perseveration when present) and Internal Ruminative Thinking. Decrease high 19-22 Hz activity (when present) Usually place electrode over the cingulate Fz-Cz or on the right frontal-central region. Decrease dominant beta activity between 23 33 Hz (when present) over the location (usually frontal) where it is observed. Use appropriate biofeedback often involves increasing RSA and decreasing muscle tension.
3rd: Deal with Other Comorbid Conditions such as: In Asperger'sSensory Aprosodia- Decrease dominant Slow Wave activity at P4 & T6 and Motor Aprosodia Decrease dominant Slow Wave activity at F4 and Decrease beta spindling (when present) at F4. In Propositional Language Delays (when present as with ADD/LD, Asperger's/LD & high functioning Autism)-Decrease dominant Slow Wave activity and increase 14-17 Hz activity over Wernicke's area and the Angular gyrus while doing reading comprehension exercises. Decrease dominant Slow Wave activity and increase 15-18 Hz activity over Broca's area while answering questions and organizing written work.
In Learning Disabilities - e.g., Dyslexia activate Wernicke's area while reading (other areas for other LD problems)
In Anxiety + Panic- e.g., decrease over-activation of right frontal areas and of beta spindling when present. Decrease anterior cingulate over-activity.
Depression - e.g., activate left frontal lobe (compared to right)
Seizure Disorders- Recognize different patterns and how the symptoms might have led to a misdiagnosis if the EEG had not shown the etiology and pointed therefore to an appropriate treatmentParticipants will apply and discuss their knowledge during a demonstration of a one (or two) channel EEG assessment combined with a stress assessment.
WS28: QEEG-Guided Neurofeedback Training for Leaning Disabilities
Jonathan Walker, M.D., Neurotherapy Center of Dallas
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate
Abstract:
Introduction: We have been using the modular activation/coherence model, for some time now, as a guide to neurofeedback training for ADHS and learning disabilities. This approach has been effective in remediating problems, including subtypes of ADHD, ADHD comorbidities, dyslexia, dysgraphia, dyscalculia, auditory processing difficulty, visual processing difficulty, and sensory integration disorders. In this workshop we will teach you how to use this model to make QEEG/clinical correlations and to do effective neurofeedback training.
Method: Lecture with overheads and class discussions.
Results: Results will be discussed along with each disorder
Goals/Objectives: Explain the clinical/QEEG correlations of learning disabilities and conduct neurofeedback training to remediate the abnormalities. The Modular Activation Coherence Model
Agenda:
The Modular Activation Coherence Model 60 minutes
ADHD 30 minutes
Dyslexia 60 minutes
Other Learning Difficulties 30 minutes
Sunday, September 9, 2007
WS2: LORETA Neurofeedback: Application and ROI Analysis
Rex Cannon, M.A., University of Tennessee
Joel Lubar, Ph.D., University of Tennessee
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Advanced
Abstract: Introduction: This workshop is intended to educate and aid the individual in the application of LORETA Neurofeedback and performing the statistical procedures to report results.
Methods: We will take the attendees through the LNFB setup, including ROI and inhibit selection, data organization, pre-processing and extraction. We will provide practical examples of data extraction, mixed model analysis and LORETA imaging results. We will utilize the Truscan EEG acquisition system, Truscan Explorer, Eureka3, ROI extractor, SeekSferes, SAS 9.1.3 and SPSS 15. (Deymed Diagnostics and NovaTechEEG).
Results: The attendees will be able to perform and analyze LNFB EEG data and report ROI analysis efficaciously for publication.
Discussion: This workshop is intended to aid neurofeedback providers in reporting results in a clear, concise manner for publication purposes. There is a dire need for published results illustrating the efficacy of neurofeedback and spatial-specific neurofeedback training.
Goals/Objectives:
Perform LORETA Neurofeedback
Transport data from Deymed to other program
Explain how to extract ROI
Apply statistical methods for region of interest (ROI) analysis
Report results
Agenda:
LORETA Neurofeedback:
Setup and application 40 minutes
Data extraction 30 minutes
Statistical methods 40 minutes
Statisitcal Images 30 minutes
Reporting Results 30 minutes
Questions and Answers 20 minutes
WS6: Respiration, Arterial Pressure, Heart Rate Variability, and Autonomic Nervous System Governance: Theory and Practice
Stephen Elliott, Coherence L.L.C.
Dee Edmonson, R.N., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate to Advanced
Abstract:
Introduction: A clearer understanding of the larger picture of cardiopulmonary function and autonomic nervous system governance is developing. This workshop will provide an in depth exploration of the relationships between respiration, heart rate variability, arterial pressure, and autonomic nervous system governance including theory, empirical evidence, and clinical results.
Method: It is theorized that slow deep respiration results in the physiological phenomenon referred to as the respiratory arterial pressure wave (RAPW), which is principally a function of blood storage and evacuation by the thoracic cavity coincident with robust inhalation and exhalation.
The hypotheses are: a) the respiratory arterial pressure wave is a real observable phenomenon resulting from storage and evacuation of blood by the thoracic cavity coincident with inhalation and exhalation, respectively, a) there is very strong anecdotal evidence that HRV amplitude correlates highly with autonomic status, high HRV amplitude being indicative of relative balance and low amplitude being indicative of imbalance, c) it is autonomic nervous system regulation of arterial pressure, specifically in response to the presence or absence of the respiratory arterial pressure wave, that results in robust amplitude of the heart rate variability cycle or absence thereof (via the baroreceptor reflex), d) if (c) is affirmative, then it is the presence or absence of the respiratory arterial pressure wave that correlates highly with autonomic status. Empirical results will be presented demonstrating the RAPW during normal adult breathing and during cardiopulmonary resonance and its correlation with the heart rate variability cycle. Data including heart rate variability amplitude, blood pressure, electrodermal response, and EEG collected in a sample population of 25 or greater, in a clinical neurotherapy setting, will be presented.
Results: The study is not yet complete.
Conclusion: While incomplete, early evidence suggests that the above hypotheses are correct in principle.
Goals/Objectives:
1. Discuss the relationships of respiration, aterial pressure, heart rate variability, and autonomic nervous system governance
2. Explain the function of the HRV cycle relative to instantaneous arterial pressure
3. State the implications of instantaneous arterial pressure to autonomic status, other biometrics.
Agenda:
Respiration, arterial pressure, heart rate variability, and autonomic nervous system governance - a unifying theory.Steve Elliott, 90 minutes
Clinical experience and results, Dee Edmonson, 60 minutes
Two experiential segments of 15 minutes each totaling 30 minutes.
WS7: The Role of Attention in Orchestrating Awareness and Brain Activity CANCELLED!
Sunday Workshop Schedule WS31: Before and After - Extreme Emotional Makeovers Documented Through Supportive Research
Janice Turber, M.Ed., Center for Attachment Resources & Enrichment
Barbara Fisher, M.S., Center for Attachment Resources & Enrichment
Jay Gunkelman, QEEGT-D, Q-Pro Worldwide
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner to Advanced
Abstract:
INTRODUCTION:This workshop will focus on research utilizing pre- and post-Quantitative EEG's, as well as other testing instruments which include the Parent-Child Relationship Inventory, the Parenting Stress Index, and the Randolph Attachment Disorder Questionnaire - Third Edition, to demonstrate the effectiveness of a holistic approach to improve brain function of those diagnosed with Reactive Attachment Disorder (RAD).
METHOD:The specific behavioral symptoms of obsessions and compulsions, oppositional defiance, generalized anxiety, cognitive inflexibility, impulse control issues, and attentional issues as well as language processing and social and emotional context issues will be related to specific brain sites identified with those diagnosed with RAD. Specialized clinical techniques such as cradling/holding, personification of the negative part of self, Eye Movement Desensitization and Reprocessing, psychodrama, image work, and narratives will be outlined.
RESULTS: Four case studies of those diagnosed with RAD will be presented to illustrate the correlation between the above-mentioned behavioral symptoms and the functioning of the brain before and after treatment.
CONCLUSION: The use of a multi-faceted approach including the specialized clinical interventions along with qEEG-directed neurofeedback training has had a remarkably healing effect on children and adolescents diagnosed with RAD. Attendees will receive helpful clinical interventions, which will assist in promoting healing in those diagnosed with attachment disorders.
Goals/Objectives:
Identify the behavioral symptoms of Reactive Attachment Disorder (RAD)
Examine the relationship between RAD symptoms and specific brain functioning sites.
Correlate neurological and behavioral improvements attained through a holistic therapeutic approach and qEEG-directed neurofeedback training.
Differentiate the neuropsych function of the right temporal area from that of the cingulate.
Identify qEEG findings associated with hyperperfusion.
Agenda:
Discussion of Reactive Attachment Disorder symptomology and specialized therapeutic interventions - 20 minutes - Fisher
Case Study 1 - Pre- and post-behavioral traits and changes - 20 minutes - Turber
Neurological implications of pre- and post-qEEG's - 15 minutes - Gunkelman
Case Study 2 - Pre- and post-behavioral traits and changes - 20 minutes - Fisher
Neurological implications of pre- and post-qEEG's - 15 minutes - Gunkelman
Case Study 3 - Pre- and post-behavioral traits and changes - 20 minutes - Turber
Neurological implications of pre- and post-qEEG's - 15 minutes - Gunkelman
Case Study 4 - Pre- and post-behavioral traits and changes - 20 minutes - Fisher
Neurological implications of pre- and post-qEEG's - 15 minutes - Gunkelman
Questions and Answers - 15 minutes
WS32: Introductory to Intermediate Understanding of the QEEG From a Practical Application Perspective Plus Tips on Using Multiple QEEG Database Comparisons for Neurofeedback Protocol Selection
Jeffrey Wilson, Ph.D., ADD Treatment Center
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Intermediate
Abstract:
An introductory to intermediate presentation and discussion of the use of QEEG. Not overly technical, but geared toward gaining a good understanding of the use of QEEG as it is generally being used to guide neurofeedback therapy. The general interpretation of amplitude, power, coherence, and comodulation will be presented. In addition, we will cover the fundamental function associated with each of the 19 typical 10-20 cortical locations, and discuss the functional impairment associated with examples of QEEG deviations at many of these locations. QEEG database comparison can reveal information about a client's brain functioning that may be otherwise unavailable. However, the picture is complicated by the fact that different database comparisons often produce discrepant results. Three QEEG database evaluations, NxLink, Neuroguide, and SKIL, will be compared for a number of clients. This workshop will present the major findings for each of these databases on each client, and discuss the differences and similarities between them regarding power, coherence, and comodulation. In addition, I will discuss some "rule of thumb" approaches for combining the results from multiple databases for neurofeedback therapy protocol selection.
Goals/Objectives:
1) Describe the basic elements of QEEG evaluations.
2) Explain why different QEEG programs result in different findings on the same individual.
3) List the common differences between the results from three commonly used QEEG programs.
4) Utilize multiple database comparisons to maximize protocol selection for a client.
Agenda:
General elements of a QEEG evaluation
Comparison of the evaluations of SKIL, NxLink, and Neuroguide for several patients.
Which of the three databases to use for what purpose.
WS34: Mind Expansion with Gamma Brainwave Training & Integrative Movement Procedures
David Paperny, M.D., University of Hawaii School of Medicine
Liana Mattulich, M.D., Private Practice
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner toIntermediate
Abstract:
This workshop will address a unique method of optimal performance integration, improving the totality of the human being living in today's demanding society and work environment. In contrast to usual peak performance training, participants will learn how Eastern medical theories & energy movement techniques can be applied with gamma EEG frequencies and standard biofeedback to restore healthy balance and sustained openness to more possibilities and options in life. A cohesive training sequence demonstrating how synergistic use of EEG and biofeedback-related tools, plus Eastern medical techniques involving subtle energy fields such as acupuncture meridians and energy movement techniques can consolidate personal change. Research in this less common training in higher frequencies has been shown to provide faster and more sustained progress than usual EEG training. Participants will learn biofeedback techniques for enhancing brain function and learning ability, as well as psychological issues that need to be overcome for mental pliability. The mind-body-energy Dimensions of Consciousness and the relevant neurochemistry of Glia cell physiology will be discussed. Acupuncture points used as EEG training sites, which address emotional and psychological issues, and how they can be used in EEG biofeedback protocols will also be discussed. This training approach for optimal performance provides Integration and Transformation of the mental, physical, and even spiritual aspects. It combines Eastern medical theories and energy techniques with EEG and biofeedback, without the actual use of acupuncture.
Goals/Objectives:
(1) Learn theories for Optimal Performance Integration of the mind-body-energy Dimensions of Consciousness and the relevant neurochemistry of Glia cell physiology
(2) Identify and be able to use four cranial meridian points in EEG feedback shown to be useful for accomplishing specific empowerment goals
(3) Understand research protocols for and begin to use high-gamma training for optimal performance, as well as techniques needed to integrate this with specific body movement procedures
Agenda:
Introductions, Overview & Experience 30 minutes
Applications didactic explanations & presentations 45 minutes
15 minute break
Theory didactic explanations & presentations 30 minutes
Discussion, Question & Answer 20 minutes
WS36: DCN128, User-Friendly MiniQ Software: Methods and Applications for Assessment and Training with Demonstration
John Demos, M.A., Neurofeedback of Southern Vermon, LLC
Credits: CME 2.75, APA, NBCC, ASWB CE 2.75, BCIA recertification 2.75
Level of Difficulty: Beginner toIntermediate
Abstract:
INTRODUCTION:DCN128 v3.0 is a new commercial software product which processes IIR filtered EEG data acquired from 12 International 10-20 sites for the purpose of creating user-friendly topographical brain maps to promote education and enhance protocol selection. BrainMaster software, miniQ hardware and EEG recording caps were used to acquire core data and are also needed by current users of this product. The goal of this workshop is to review methods of data acquisition, processing and application. The presenter is the author of this new software; it is sold by BrainMaster Technologies, Inc.
METHOD: DCN 128 v3.0 is a reference database derived from 69 subjects (n=69). All data was process with IIR filtering with 8 bandwidths (the maximum allowed with BrainMaster software) rather than FFT. Subjects were divided into 4 groups (adult, 13-15 yrs, 10-12 yrs, and 7-9 yrs old) and screened according to 6 criteria. Thirty adults (16-55 yrs) and thirty-nine children (7-15 yrs) took part in the study. In additional to that number approximately 10-15 samples were rejected due to artifacts and EEG irregularities. Software processed data in topographical maps, histograms, line graphs and pie charts for the following: amplitude, coherence, asymmetry, variability, peak frequency. Cz and Fz were processed in an "absolute" format. Topographical maps utilized a "relative" format for 8 different bandwidths. Data were processed as a percent of the whole; variations from the mean were tabulated also by means of percent. Statistical analysis was not used; gaussianity was not established. Delta was processed separately. BrainMaster's MiniQ software & hardware with EEG recording caps, impedance was 5,000 ohms or less. BrainMaster's "preartifacting" was used to limit EOA and sEMG artifact.
RESULTS & APPLICATION: Processed adult data will be compared with the Montgomery et al. (1998) QEEG study at Cz (IIR-statistical analysis of Cz - eo & ec). The flow of the data will be compared with the Joel Lubar et al. (1995) study using 19 channels (FFT-summary of eo, ec & under task). Processed data-case studies-will be compared with medical grade software, e.g. Nxlink. The quantity of childhood data is a weakness. The goal is to have 30 subjects per each category group. Experience users are encouraged to add new non-clinical subjects to all ages of the database that meet all 6 criteria. Additional adult subjects will also be accepted in the attempt to expand the database. Eyes Closed MiniQ data acquisition will be demonstrated and eyes closed data will be process for one adult volunteer. Software will be reviewed. Participants will be shown data charts that relate to adult coherence, amplitude, variability, and asymmetry values for (Cz, C3 and C4). Also, posterior and anterior IIR amplitude values of theta, alpha & beta will be compared (F3 & F4 to P3 & P4). The rationale of tracking variability during neurofeedback training will be explored; cases will be discussed; training charts will be shown. "Range" training software can be created from reference database values. Range training is an alternative to traditional amplitude or power training using thresholds. Creating a range training protocol will be demonstrated using reference database amplitude values.
Goals/Objectives:
1.Assess both adults and children for alpha-to-beta ratios at Cz and compare to reference database.
2. Assess the sensorimotor cortex for patterns of coherence percentages in comparison to reference database
3. Identify changing patterns of variability that may signal an iatronically-induced headache.
Agenda:
Method data acquisition and process 60 minutes
Video presentation or live demonstration of miniQ data acquisition and processing with DCN128 software 60 minutes
Results and potential application for training software development 60 minutes