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.
REGISTER NOW
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
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
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
9 am - 6 pm - Full Day
Infraslow (ISF) Bipolar Workshop - Part 2
Presented By:
- Mark Smith, LCSW BCN QEEGD
SESSION SYNOPSIS: Infraslow frequencies (ISF) have been associated with autonomic response since Nina Aladjalova (1957) associated ISF with the reparative parasympathetic response in wounded animals over sixty years ago. Since that time, research has demonstrated that ISF determines the excitability cycle of faster frequencies, is central to the establishment of large scale behavior networks, and can be exploited in neurofeedback to shift clients along the autonomic continuum (Balt 2020, Leong 2018). The first portion of this talk will present the foundational behavioral and neurofeedback research that supports a theoretical construct that includes the Central Autonomic Network (CAN) and Triple Network Theories (TNT). This theoretical lens has developed within the collaboration between the ISF neurofeedback community and Dr. Dirk De Ridder’s Lab at Otago University in New Zealand. This collaboration has led to the targeting of the cortical hubs of autonomic response within behavioral networks to address a host of mental and physiological diseases. Further this lens has led us to the question of whether the activation within or connectivity between the triple networks is responsible for a large portion of the mental health disorders currently siloed within diagnostic categories. To clarify these suppositions, Tyson Perez has established the ISAD research project. ISF sLORETA Neurofeedback targets of parasympathetic and sympathetic control in the Salience Network and the Default Mode Network were chosen to study. Tyson will discuss the protocol and preliminary results of his multi-arm, randomized, double-blind, sham-controlled trial investigating the effects of infraslow fluctuation neurofeedback (ISF-NFB) in the treatment of internalizing disorders (IDs). In addition, we will be discussing the results from the dose-response (i.e 6 vs 12 sessions) phase of our trial. This is the first ever trial looking at the potential clinical and neurophysiological impact of source-localized (sLORETA) ISF-NFB in IDs. Primary outcomes include transdiagnostic self-reports (IDAS-II, MEDI, HADS) and EEG (activity and connectivity) modulation.
- Hot Topics
- Introductory
- 60% Clinical/40% Research
LEARNING OBJECTIVES:
- Ascertain if genuine ISF-NFB is more effective than sham in ID populations
- Ascertain if outcomes from genuine ISF-NFB shows a dose-response relationship in ID populations
- The student will be able to predict ROIs within cortex associated with symptom presentation.
- Describe large scale behavioral networks impact on psychopathology
TARGET AUDIENCE: Clinicians, Researchers, Patients
DIVERSITY CONSIDERATIONS: The current trial enrolls participants from varying racial and ethnic backgrounds including Maori/Pasifika who are disproportionately affected by IDs
8 or 9:00am - 1:00pm HALF-DAY MORNING PRE-CONFERENCE WORKSHOPS
8 am - 12 pm - Half Day Workshop
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.
9 am - 1 pm - Half Day - Workshop
The Electrophysiology of Stress: Strategies to Improve Clinical Efficacy and Compassion
Presented By:
- Urszula Klich, PhD
- Penijean Gracefire, MA, BCN, qEEG-D
SESSION SYNOPSIS: Compassion has emerged as a major factor in the therapeutic benefit of mindfulness-based techniques which have been integrated into mainstream healthcare. There is a growing body of evidence of the effects of compassion training on physiological, psychological and behavioral levels. Combining biofeedback with compassion practices can maximize the advantageous psychological and physical changes that are seen with both. Research findings suggest that compassion training may decrease loneliness, depressive symptoms, and sleep difficulty as well as moderate the effects of trauma. This workshop will combine the expertise of two experienced clinical educators to create a unique set of insights into the relationships between not just therapists and their clients, but also the how the stress of daily life can impact the ability of counselors to attend to their own well-being. A clinician’s capacity to sustain a safe and ethical space in which clients can reach therapeutic goals is directly affected by their own levels of energy, health, attention and cognitive clarity. This session will review how to identify the cognitive and physiological symptoms of stress, how to address them through the framework of compassion, and introduce stress management strategies for more effectively educating and supporting clients, as well as reducing compassion fatigue and burnout in clinicians. Key topics will include biofeedback, neurofeedback, meditation, compassionate care, and clinician wellness. Attendees will leave with strategies that can be immediately applied to daily routines to reduce stress and to demonstrate and address self-care for the practitioner, we will practice compassion cultivation during the session.
- Clinical Interventions and Optimal Performance
- Introductory
- 80% Clinical/20% Research
LEARNING OBJECTIVES:
- Participants will be able to define compassion as used in clinical practice and provide two examples of potential benefits for clients.
- Participants will be able to identify 2 activities used for incorporating concepts of compassion into individual and group therapy treatment to improve mental health and lessening the impact of toxic states of mind on physical disease.
- Participants will be able to identify two common complaints or symptoms that may be addressed with the application of compassion-based practice in treatment.
- Participants will learn introductory concepts regarding how electrophysiology and emotional regulation are connected, and basic strategies for reducing unwanted stress behaviors.
TARGET AUDIENCE: Clinicians including psychologists, counselors, nurses, medical providers and integrative practitioners
DIVERSITY CONSIDERATIONS: Unique considerations and potential challenges in treating diverse populations such as individuals with trauma will be discussed.
9 am - 1 pm - Half Day - Workshop
Group Biofeedback: What, Where, Why, and How Does It Work?
Presented By:
- Anu Kotay, PhD
- Carolyn Fisher, PhD, BCB
SESSION SYNOPSIS: In many clinical settings, there is a push to increase access and optimize costs, which has led to the development and implementation of more group-based interventions. With the appropriate considerations, biofeedback can be effectively utilized in a group setting. Growing evidence suggests that group biofeedback (GBF) demonstrates efficacy in a variety of clinical and non-clinical populations, and can be used in conjunction with other clinical interventions. However, this modality is not commonly utilized by biofeedback practitioners. In addition to more general barriers to implementing group treatment, obstacles specific to GBF may pertain to equipment issues, support staffing, or uncertainty about how to administer biofeedback in a group. Notably, the potential benefits are numerous, and include cost-effectiveness, improved patient access, and additive benefits specific to group-based treatment. The goal of this workshop is for biofeedback providers to have a theoretical and practical framework to allow for the implementation and practice of GBF for diverse populations. This workshop will provide a background on the applications of and empirical support for GBF, consider some of the special considerations for implementing this intervention, and discuss specifics of how to offer GBF in conjunction with other evidence-based treatment modalities such as mindfulness and cognitive-behavioral therapy. To make this intervention more accessible, a protocol and a variety of different ways to implement this modality will be offered.
- Clinical Interventions and Optimal Performance
- Intermediate
- 85%Clinical/15% Research
LEARNING OBJECTIVES:
- Describe current level of evidence to support the use of group biofeedback in various patient populations
- Discuss ethical concerns raised by seeing patients in groups and how to address
- Explore strategies to manage common challenges in group treatment, particularly as they pertain to group biofeedback
- Delineate benefits and limitations of group services compared to individual services
TARGET AUDIENCE: Practitioners who want to advance their practice and have an interest in implementing group-based biofeedback services.
DIVERSITY CONSIDERATIONS: Increase access to biofeedback services among those who may be marginalized from best health care resources.
9 am - 1 pm - Half Day Workshop
Practical Interventions to Improve Health and Well Being in Adult Learners
Presented By:
- Angele McGrady, PhD
- Erik Peper, PhD
SESSION SYNOPSIS: The major contemporary chronic physical and emotional illnesses are strongly influenced by the choices that people make, and the actions resulting from those choices. Most of these illnesses are associated with poor quality of life and significant burden of disease. Lifestyle habits develop during the teenage developmental stage and symptoms, such as headache, anxiety and gastrointestinal distress frequently emerge. However, these issues are rarely addressed, until the person demonstrates clinically significant problems later in life. Then, medical and psychiatric resources are expended to treat diagnosed conditions which may have been preventable or modifiable in their earlier stages. The adult learning atmosphere is an ideal environment for students and future health care professionals to increase self-awareness, gain skills to manage subclinical conditions and improve lifestyle habits. The use of social norms and personal feedback will be demonstrated as tools to motivate students to modify their behavior and decrease over reactivity to stress. Building resiliency, the ability to bounce back and to grow through adversity is critical to educational success at the undergraduate and graduate level. Students who are in good health physically and emotionally are able to use their intellectual abilities to the fullest. Similarly, resilient trainees make fewer errors, and are less likely to drop out of the healthcare workforce. The information and case examples which will be presented in this workshop is based on the presenters’ extensive experience in the undergraduate and graduate education environment. We will provide evidence-based models, practical examples and concrete instructions on implementing change strategies to improve lifestyle, decrease symptoms and improve overall well-being in adult learners. Educators/clinicians can implement these practical models in their universities or clinics to provide people with life-long skills to maintain well-being and prevent disease.
- Hot Topics
- Intermediate
- 75% Clinical/25% Research
LEARNING OBJECTIVES:
- Provide detailed educational health promoting and stress reduction programs that educators/clinicians can implement in their university or clinics
- Describe the structure of a 14 session stress management program for college students
- Provide examples of lifestyle changes that can be accomplished by future healthcare providers in 10 weeks
- Summarize the importance of self-care pro-health practices to prevent illness onset
TARGET AUDIENCE: Psychologists, Physicians, Trainees, Students
DIVERSITY CONSIDERATIONS: Students at both of our universities come to the US from all over the world. They are of variable ages and socioeconomic status. Programming must be culturally sensitive and adapted to a diverse population. Our workshop presents information and teaches skills applicable to multicultural settings.
2:00pm - 6:00pm HALF-DAY AFTERNOON PRE-CONFERENCE WORKSHOPS
2 pm - 4 pm - Half Day
Develop, Recover, Advance: A Workshop Connecting the Science and Practice of Neurophysiology to Optimize Brain Health
Presented By:
- Anne Ward Stevens, PhD
SESSION SYNOPSIS: Information about brain health is being published at rapid pace. Today, mental health providers are likely to be overwhelmed by the constant release of this information and may even be unsure of how to use this knowledge to inform their practice habits. Neurofeedback providers and clinicians, particularly, are in the business to assist in improving this physiology. And while this technique can improve awareness and self-regulation to make changes in the brain, other habits and factors may be implemented to optimize this change. Therefore, understanding the neurophysiology and the implications of habits and lifestyle decisions on the brain is important to optimize the speed of brain change. This workshop will explore the neurophysiology and it’s impact on brain regulation for several factors, including sleep, nutrition, exercise, meditation, screen time, social media and mindfulness. A review of how these factors can contribute to health or disease will be discussed.
- Basic Science
- Introductory
- 60% Clinical/40% Research
LEARNING OBJECTIVES:
- Be able to name and discuss three ways in which they can assist their clients in achieving better brain health.
- Be able to understand hurdles that prevent change in healthy habits from occurring.
- Be able to provide positive and creative ways that can assist their clients in creating optimal brain health.
TARGET AUDIENCE: Clinicians and practitioners who are interested in providing the best practices to help their clients create change.
DIVERSITY CONSIDERATIONS: Factors described will also be related opportunities afforded to diminished in other populations.
2 pm - 6 pm - Half Day Workshop
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
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
Special Session with Dr. Erik Peper (INFO TO COME)
Presented By:
- Erik Peper, PhD, BCB
2 pm - 6 pm - Half Day Workshop
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
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