Thursday, March 24, 2022

PLEASE NOTE: The schedule is preliminary, tentative, and subject to change. We will live ‎stream and record keynote presentations and select breakout sessions for virtual ONLY ‎attendee participation. Pre-conference Workshops will be held onsite, for “in-person” only ‎participation.  Virtual Registration for the conference will be offered separately in early 2022 ‎for those who cannot or prefer not to travel. Thank you for your patience as navigate and ‎accommodate.‎

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8:00am - 6:00pm    Registration ‎


‎8:00am - 9:00am‎    Workshop Attendee-only CONTINENTAL Breakfast


‎9:00am -12:00pm‎   Exhibitor Move-In and Set-up


‎1:00pm – 6:00pm ‎  AAPB SYNERGY LOUNGE ‎

  • Open all day, featuring prominent experts and AAPB-endorsed authors for open ‎discussion, experience sharing and informal networking - and opportunity to reconnect ‎and engage for non-CE learning. The Lounge is designed with virtual capabilities to ‎ensure connectivity between those present at the meeting and those who can join us ‎virtually.‎

 

‎9:00am – 6 or 6:30pm  ‎    FULL-DAY PRE-CONFERENCE WORKSHOPS

9 am - 6:30 pm‎ - Full Day Workshop
WS12: Heart Rate Variability Biofeedback (HRVB) Certificate of Completion Workshop: How To Do It, Why it ‎Works, and For What - Part 2‎

Presented By: ‎

  • Richard Gevirtz, PhD, BCB, AAPB Honorary Fellow
  • Paul Lehrer, PhD

SESSION SYNOPSIS: This workshop is designed for biofeedback/neurofeedback practitioners, ‎psychologists, clinical counselors, clinical social workers, marriage and family therapists, nurses, ‎physicians, and other healthcare professionals and academicians interested in utilizing heart rate ‎variability (HRV) biofeedback in their practice or research. This workshop will cover 7.5 hours of the ‎BCIA HRV Biofeedback Certificate of Completion Blueprint and will cover cardiac anatomy and ‎physiology, respiratory anatomy and physiology, autonomic nervous system anatomy and physiology, ‎heart rate variability, HRV instrumentation, and HRV measurements. Attendees will review the ‎cardiac, respiratory, and autonomic anatomy and physiology that underlies HRV biofeedback. They ‎will discuss the central role of breathing in diverse disorders like anxiety, hypertension, and chronic ‎pain. Last, they will explain how HRV biofeedback restores autonomic balance and why this is ‎important to health and performance. Attendees will be able to discuss the meaning and sources of ‎HRV, and the correlates of low, normal, and high HRV. The presenters will explain the relationship ‎between aging, disease, and reduced HRV. Attendees will be able explain how to properly use HRV ‎instruments and interpret signals from blood volume pulse, electrocardiogram, and respirometer ‎sensors. The presenters will survey the major artifacts that contaminate recordings from these sensors ‎and show how to prevent or minimize them. Attendees will be able to describe and interpret HRV time ‎and frequency domain measurements.‎

  • Basic Science
  • Introductory
  • ‎50% Clinical/50% Research‎

LEARNING OBJECTIVES:

  • learn how to explain the meaning of HRV, sources of HRV, factors that influence HRV, correlates of low ‎and normal HRV, and the benefits of increased HRV.‎
  • learn how to explain the physiological basis of HRV and the blood volume pulse (BVP), ‎electrocardiogram (ECG), and respirometer signals.‎
  • learn how BVP, ECG, and breathing sensors operate, how to perform tracking tests, and how to ‎identify and control artifacts.‎
  • learn BVP and ECG sensor placements with regard to cultural sensitivity.‎

TARGET AUDIENCE: Biofeedback/neurofeedback practitioners, psychologists, clinical counselors, ‎clinical social workers, marriage and family therapists, nurses, physicians, and other healthcare ‎professionals and academicians interested in utilizing heart rate variability (HRV) biofeedback in their ‎practice or research.‎

DIVERSITY CONSIDERATIONS: This workshop will address age and sex differences in HRV ‎measurements, how to explain HRV biofeedback to clients, and how to respect cultural diversity when ‎applying sensors.‎


‎9 am - 6 pm‎ - Full Day Workshop
WS13: Neurofield Advanced Course - Part 2‎

Presented By:

  • Nicholas Dogris, PhD, QEEG-D, BCN
  • Tiff Thompson, PhD, R.EEG.T, BCN, QEEG-D, MFT

SESSION SYNOPSIS: The NeuroField Neuromodulation Advanced Training is designed to enhance your ‎skills in EEG and QEEG assessment, analysis, map interpretation, neuromodulation and treatment ‎planning in the NeuroField64 software platform, as well as Independent Components Analysis via ‎EEGlab and WinEEG. Case studies are welcome. This training is for intermediate to advanced ‎neurotherapy clinicians. NeuroField64 combines Pulsed Electro Magnetic Field stimulation (pEMF), transcranial direct current ‎stimulation (tDCS), transcranial alternating current stimulation (tACS), and transcranial random noise ‎stimulation stimulation (tRNS), and transcranial Advanced Pink Noise Stimulation (tAPNS) modalities ‎with both Z-score and Amplitude EEG neurofeedback for the purpose of enhancing treatment ‎effectiveness. Dr. Dogris and Dr. Thompson will lecture regarding the application of NeuroField64 on various clinical ‎diagnoses including (but not limited to) Autism, ADHD, Mood Disorders, Substance Abuse, Sleep ‎Issues, TBI, and Concussion, as well as Peak Performance. Dr. Dogris and Dr. Thompson will conduct ‎live demonstrations of NeuroField64 and provide participants the opportunity to experience these ‎modalities during the training.‎

  • Clinical Interventions and Optimal Performance
  • Advanced
  • ‎50% Clinical/50% Research‎

LEARNING OBJECTIVES: ‎

  • Attendees should be able to identify different pathologies associated with EEG and QEEG ‎presentations
  • Attendees should be able to administer neuromodulation protocols, such as pEMF, tACS, tDCS, tRNS, ‎and Pink Noise Stimulation
  • Attendees should be able to use the neurofield system, including the synchronized application of ‎stimulation and neurofeedback.‎
  • Attendees should be able to list the mechanism of action for neurostimulation procedures.‎

TARGET AUDIENCE: Advanced Practitioners familiar with the Neurofield system


 

‎8 or 9:00am - 1:00pm  HALF-DAY MORNING PRE-CONFERENCE WORKSHOPS


‎8 am - 12 pm‎ - Half Day Workshop
WS15: BCIA Biofeedback Certification Exam Review

Presented By: ‎

  • Fredric Shaffer, PhD, BCB, BCB-HRV
  • Donald Moss, PhD, BCB, BCN, BCB-HRV
  • Inna Khazan, PhD, BCB, BCB-HRV

SESSION SYNOPSIS: This workshop will provide an overview of the BCIA Biofeedback certification exam ‎and how to study for it. A multidisciplinary faculty will provide a targeted review of key knowledge ‎areas assessed by the exam, including ethics, efficacy, research, stress, learning theory, the ‎physiological basis of biofeedback signals, safety, instrumentation, and normal values. This workshop ‎is designed to increase attendee confidence as they prepare for the BCIA exam, provide focused ‎review resources, and help them consolidate their learning.‎

  • Basic Science
  • Introductory
  • ‎50% Clinical/50% Research‎

LEARNING OBJECTIVES: ‎

  • learn how to describe how biofeedback sensors work, how to identify and prevent artifacts, and how ‎to mitigate infection transmission.‎
  • learn how to ethically deliver biofeedback services.‎
  • learn how to evaluate when physiological measurements are normal and out-of-range.‎
     

TARGET AUDIENCE: Professionals who want to add biofeedback to their practice, preparing for the ‎BCIA Biofeedback certification exam, or who want a comprehensive review of their knowledge.‎

DIVERSITY CONSIDERATIONS: This workshop will address cultural diversity, cultural competence, and ‎multicultural issues in client education and the placement of sensors.‎
 

2 pm - 6 pm‎ - Half Day Workshop
WS19: Bringing Results Home: Using Portable Neurofeedback and Virtual Reality Devices to Improve Patient ‎Treatment Adherence

Presented By:

  • Robert Reiner, PhD, BCB, BCN, Psychologist
  • Heather Davidson, PsyD, BCN
  • Scott Lloyd, PhD, BCB, BCN

SESSION SYNOPSIS: Technology has evolved over the last 30 years in clinical practice. Dr. Reiner and his ‎team have been at the forefront of this evolution and have been integral in adapting principles of ‎learning theory from the behaviorists to include new technology such as biofeedback, neurofeedback, ‎virtual reality, magnetic and photic stimulation. This combined approach has provided patients with ‎great capacity to regulate a variety of common psychological complaints from depression to anxiety ‎with greater speed and efficiency. qEEG brain mapping has given us a tremendous ability to provide ‎insight for patients into their psychological issues with a higher degree of specificity. We have all been ‎amazed by the results seen by committed patients who complete a full course of neurofeedback ‎training in the office. But with 20-­40 sessions on average necessary to maintain gains with training 2 ‎to 3 times per week in the office this perceived cost and time expenditure can seem daunting for ‎many. Using a modified muse headset powered by Myndlift neurofeedback software paired with an ‎external electrode now neurofeedback can be done remotely. Similarly, Phobic anxiety is best treated ‎by exposure therapy, but clients balk at the thought of going into an elevator or plane. Virtual reality is ‎an immersive and portable solution. Powered by mobile phones and controlled via an online web ‎platform the clinician can now reach beyond the limits of the office and help provide the consistency ‎necessary for real change. In our cutting edge presentation we will take aspiring clinicians through case ‎presentations, protocols and hands-­on demonstrations with the latest tech.‎

  • Hot Topics
  • Intermediate
  • ‎70% Clinical/30% Research‎

LEARNING OBJECTIVES: ‎

  • Summarize history of learning theory and evolution of technology in the treatment of phobias
  • Utilize common protocols for treating adults and children using bio, neurofeedback, virtual reality and ‎photobiomodulation.‎
  • Practice how to translate data obtained in the lab to deploy in home training devices

TARGET AUDIENCE: Those looking to attend should have a strong interest in learning about and using ‎technology in clinical practice. They should have a basic knowledge of psychological disorders and ‎conditions and common cognitive and behavioral treatment practices.‎

DIVERSITY CONSIDERATIONS: The presenters will provide support for attendees in adapting their ‎practices to include technology with a variety of options depending on cultural context, economic ‎resources and different physical and mental strengths and challenges.‎


‎2 pm - 6 pm‎ - Half Day Workshop
WS21: Working with Screen Dependence, Obsession and Addiction: Effects on Health, Wellness and ‎Development

Presented By: ‎

  • Mari Swingle, PhD Clin Psych

SESSION SYNOPSIS: Rethinking Screen Time:  Working with Screen Dependence, Obsession and ‎Addiction. An in-depth workshop exploring the primary effects of excessive and otherwise non-‎complimentary screen/i-tech use on the (developing) brain and behaviour … And what clinicians can ‎do about it!    For well over 30 years now we have been assimilating interactive technologies in all ‎aspects of our lives (work, play, parenting and education) without any attention or functional ‎understanding of the potential impact on our health and wellness.  Specifically, we did not explore, or ‎otherwise ignored, effects on our biology other than those involved in product development or ‎designed to capitalize on sales and usage patterns.   In this in-depth workshop Dr. Mari Swingle will ‎present her ground-breaking research mapping the effects of excessive or otherwise inappropriate ‎usage of technologies on the adult brain and the developing person.  She will explore active clinical ‎data as well as 30+ years of progressive archival data. Participants will look at universal alterations in ‎biological priming & the rewiring or hijacking of biological systems as well as specifics in the socio-‎emotional and cognitive development of infants (e.g. attachment), children (e.g., vestibular system), ‎adolescents (e.g., psycho-sexual development), youth (e.g., failure to launch) and adults as well as ‎individual liabilities and epigentetic vulnerabilities that are client/person specific. To this end she will ‎discuss variations by exposure patterns relative to chronological age, age of exposure and nature of ‎exposure. Cases will be presented, diagnostic flags and treatment protocols reviewed.    All screen ‎‎(process) addictions including gaming addiction, social media addiction, pornography addiction, ‎scholastic perfectionism and ‘screen workaholism’ are not insular; tending to be culturally or ‎environmentally accepted or supported.  They are also often co-morbid or co-occurrent with other ‎expressed pathology or subclinical illness (or otherwise masked metal health issues). --Thus Dr. ‎Swingle will also explore major and minor attitudinal hurdles and environmental/cultural obstacles ‎that must be crossed to ensure successful treatment outcome.‎

  • Hot Topics
  • Intermediate
  • ‎50% Clinical/50% Research‎

LEARNING OBJECTIVES: ‎

  • Recognize symptoms of generalised i-addiction (process addiction) as well as combined content & ‎process addiction (e.g., gaming addiction, sexual/pornography addiction, social media addiction, ‎FOMO, etc.) It is not all bad! Learn to differentiate between
  • Learn and recognize (individual as well as cultural) risk factors (e.g., environmental, relational, ‎epigenetic, etc.)‎
  • Learn various age effects (e.g., variations in severity and treatment success outcomes based upon ‎chronological age vs age of introduction as well as state of emmersion). Learn to identify stages and ‎phases of critical developmental interference (e.g., 0-3, 4-6, 7-9, 9-11, 12-16, & 18+) on the developing ‎brain/person.‎
  • Learn how to reach & teach clients to mitigate societal factors including: Social & scholastic resistance; ‎parental fatigue, apathy and abdication.  How to tell science from hype (e.g., read the fine print of ‎media / PR & pseudo research by vested interest)‎

TARGET AUDIENCE: Any primary interventionist: Practicing therapists or medical professionals (e.g., ‎bio & neurofeedback providers, MD's Psychologists).  Any direct secondary interventionist: Nurses, ‎teachers, school counselors etc.‎

DIVERSITY CONSIDERATIONS: All are inherent in the presentation/topic.  Culture, race, age, SES, ‎gender and orientation in all their inherent meanings (e.g., race, identity, ‎country/culture(s)/community of residence, migration, origin, etc.) & (epi)genetics are central to this ‎issue.  The therapist will need to be, and bring, their cultural/multicultural awareness, openness and ‎competence to the therapeutic 'table'.‎
 

‎2 pm - 6 pm‎ - Half Day Workshop
WS23: BCIA Neurofeedback Exam Prep Course

Presented By: ‎
•    John Demos, MA, LCMHC, BCN, QEEG-D


SESSION SYNOPSIS: Preparation for BCIA’s neurofeedback exam includes having a working ‎knowledge of all 10 didactic training ‎modules. Board certified candidates need to understand how the ‎EEG reflects the trainee’s distress; how to track ‎progress as well as contraindications to training; not ‎everyone is ready for self-regulation training.   BCIA’s ‎blueprint of knowledge includes:‎
I. Definition of biofeedback; fundamentals and history of biofeedback; learning theory and operant ‎conditioning
‎2. Pyramidal cells and the EEG; IPSP & EPSPs; neuroplasticity; Thalamic activity; Structure and function ‎of lobes
‎3. International 10-20 system; neuroimaging techniques; montage options; artifacts; PDR; Alpha ‎blocking; EEG ‎morphology as it relates to bandwidth ranges; differential amplifiers; impedance ‎measurements.‎
‎4. Key research; Clinical efficacy standards‎
‎5. Medication effects on EEG and how they relate to assessment and training‎
‎6. Clinical vs. EEG assessments; QEEG and normative databases; normal EEG patterns; SUDS‎
‎7. Developing protocols from psychometric assessments vs. standard models; Amplitude vs. z-score ‎training
‎8. Client preparation; relaxation training; session monitoring; contraindications; Alpha-Theta training; ‎PTSD
‎9. Current trends: Low Frequency training; pEMF training vs. photic stim.‎
‎10. BCIA ethics; scope of practice; informed consent; rationale to continue training. Remote training ‎issues.‎


•    Basic Science
•    Intermediate
•    ‎40% Clinical/60% Research‎


LEARNING OBJECTIVES: ‎
•    Explain the definition of biofeedback as it related to operant conditioning
•    Distinguish the difference between normal and abnormal EEG
•    Understand the fundamentals of protocol selection based on psychometrics
•    Recognize the value and application of ongoing clinical and EEG assessment
•    Understand how the function of each lobe relates to clinical diagnosis
•    Summarize the relationship between differential amplifiers and montages

TARGET AUDIENCE: Clinicians who will soon take the BCIA neurofeedback exam will ‎benefit from this review. Clinicians who received ‎this training years ago will benefit from a ‎concise review of key neurofeedback principles. Prior education or ‎exposure to neurofeedback ‎is a plus in order to benefit fully from this presentation. ‎

DIVERSITY CONSIDERATIONS: The goal is to impart knowledge to a diverse group of ‎adult practitioners who may have differing views of gender identity racial equality and cultural ‎backgrounds. Neurofeedback does not support the superiority of any gender group, ethnicity or ‎age category over another. Rather, QEEG databases support the concept of uniformity and ‎equality among humankind. However, developmental changes are noted among the various age ‎groupings. This presentation will be of an intellectual nature, social issues will not be focused ‎on. Multicultural assessments, while of great value, will not be an integral part of the ‎presentation. Symptoms will be matched to QEEG presentations as they apply to humankind in ‎general. For example, diffuse and elevated beta presentations (with reduced alpha) often reflect ‎anxiety, in most cases regardless of background, ethnicity, gender identity or age.   ‎

John is licensed by the state of Vermont as a Clinical Mental Health Counselor since 1997; ‎certified by the ‎National Registry of Neurofeedback Providers in 1999; joined ISNR in 1999; ‎certified by BCIA in EEG in ‎‎2002; accredited as a BCIA didactic instructor in 2006; certified ‎by QEEG board in 2020. He published ‎‎"Getting Started with (EEG) Neurofeedback" in 2005 ‎and the 2nd edition 2019. He’s a workshop presenter ‎including Getting Started with ‎Neurofeedback; Getting Started with pulsed Electromagnetic Field Therapy ‎‎(pEMF) ‎‎(NeuroConnections, 2014); Introduction to Brodmann & sLORETA. Speaking venues: ISNR, ‎AAPB, ‎Stress Therapy Solutions, Future Health and Biofeedback Resources International. His ‎business, ‎Neurofeedback Professional Training LLC, offers mentoring for professionals and ‎consulting for clinics as ‎well as BrainMaster equipment sales and Jewel assessment & protocol ‎generating software for user ‎friendly reports with thousands of built-in protocols for surface and ‎sLORETA training. Pre-recorded ‎accredited BCIA didactic training now available‎.‎

 

2:00pm – 9:00pm‎    

EXHIBITS VIEWING

During the Annual Meeting, be sure to visit the Exhibit Hall for ‎the latest information on the equipment, products and services you need to ‎practice biofeedback more effectively and efficiently. Don’t miss this ‎opportunity to speak one-on-one with representatives from those organizations ‎that support the field and AAPB. ‎

 

6 pm to 6:30 pm‎

Group Co-Regulation/Meditation Session

7 pm - 9 pm‎              

Welcome Reception

REGISTER NOW

 

Wednesday, March 23, 2022‎

Thursday, March 24, 2022‎

Friday, March 25, 2022‎

Friday March 25, 2022 CONTINUED

Saturday, March 26, 2022‎

Saturday, March 26, 2022 CONTINUED

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