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Workshops & Commercially Oriented Short Courses Thursday and Friday
Thursday, August 28, 2008 View the Thursday Schedule
COSC 1: New Clinical and Research Perspectives on the Development of Brain Music Therapy as a Home Neurofeedback Modality
(Lecture, Experiential, Demonstration)
Galina Mindlin, M.D., Brain Music Therapy Center, gmindlin@chpnet.org
George Rozelle, Ph.D., MindSpa Mental Fitness Center, grrozelle@aol.com
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
Brain Music Therapy is a neurofeedback method developed in Russia and brought to the United States in 2004 by Galina Mindlin. It involves establishing rhythmic and tonal parameters based on the individual's EEG to regulate functional states. By using the Brain Sound Compiler, EEG patterns are converted into synthesizer-based music, tailored to the patient and recorded on a CD. For the biofeedback practitioner it is a clinically proven home training component that requires one office visit and yields positive results. Dr. Rozelle added BMT to his neurotherapy practice in 2005 and has found it to be an efficient way to reach more patients in a cost effective and clinically effective manner. There is a growing network of BMT providers that has added to the clinical data base and public awareness of this modality. New research is being conducted at Columbia University to further develop and confirm the efficacy of this unique therapy. The authors will present research findings, share clinical experience, discuss integration into a clinical practice, and provide a demonstration of the procedures.
Goals/Objectives
Explain clinical and theoretical perspectives of BMT.
Describe the benefit of BMT for different conditions.
Discuss new research data.
Outline
Procedure, clinical applications, neurophysiology behind BMT (60 minutes)
New clinical data, all existing research data and ongoing pilot study in Columbia University (30 minutes)
Mechanisms (entrainment and neurophysiological) making BMT a highly effective treatment (30 minutes)
Perspectives on combining BMT with different NF modalities to optimize treatment outcome (30 minutes)
Demonstration and discussion (30 minutes)
Financial Interest: Dr. Mindlin owns exclusive rights to provide BMT in the U.S. Clinicians may become providers through contractual affiliation. Dr. Rozelle has no financial interest in BMT.
COSC 2: Treatment Protocols and Operation of the DAVID Audio-Visual Entrainment and Cranio-electro Stimulation Systems
(Lecture, Demonstration)
David Siever, Mind Alive, Inc., avedave@mindalive.com
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
To date, several thousand psychologists have acquired the DAVID audio-visual entrainment (AVE) devices for both personal and professional use. However, many clinicians don't utilize the full functionality of their DAVID systems, such as tracking patient usage. Nor have there been a written set of established guidelines to help guide clinicians select the appropriate protocols for treating the various conditions and dysfunctions sustained by their clients.
This workshop covers technical operation of the DAVID systems and the CESta. It will emphasize on considerations of using AVE, CES and tDCS with clients. This course includes treatment protocols (in the DAVID Pal) for insomnia, chronic fatigue, fibromyalgia, trauma, anxiety, depression, seasonal affective disorder, ADD, ADHD and cognitive disorders. It will include treatment protocols for use of cranio-electro stimulation and tDC stimulation using the CESta. Many clinicians own and use the DAVID Pal systems and would like to learn how to program them. We will learn to program on the DAVID Session Editor so that clinicians may learn how to design sessions for their clients.
Goals/Objectives
Describe the AVE session and patient protocols for treating with audio-visual entrainment.
Explain the CES session and patient protocols for treating with cranio-electro stimulation.
Describe how to use the DAVID and CESta equipment.
Outline
Learn about how to operate the DAVID Pal and Pal36 with CES devices (40 minutes)
Learn about how to operate the CESta devices (40 minutes)
Learn about the various treatment protocols (40 minutes)
Learn about how to program the devices (60 minutes
Questions (15 minutes)
Financial Interest: The presenter is the owner of Mind Alive Inc.
WS 9: The Respiratory Arterial Pressure Wave Cardiopulmonary Mechanics Behind the Heart Rate Variability Cycle
(Research, Clinical Experience & Application)
Stephen Elliott, B.S., Coherence L.L.C. , steve.elliott@coherence.com
Dee Edmonson, R.N., Private Practice, dee.edmonson@sbcglobal.net
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate
Abstract
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 historical perspective, theory, empirical evidence, and clinical results. The relationship between respiration, blood flow and arterial pressure will be elaborated. Data including heart rate variability amplitude, blood pressure, electrodermal response, EEG, and blood pressure, collected in a clinical neurotherapy setting, will be presented. An update will be provided of an ongoing study of HRV amplitude vs. blood pressure.
The workshop will present numerous case observations wherein multiple biometrics, expressly including EEG, are recorded simultaneously during clinical intervention. Some of the cases involve active EEG biofeedback with and without paced breathing, some EEG is simply recorded (without EEG feedback) with and without breathing. Others include active or passive monitoring of HRV, electrodermal response, hand temperature, etc.
Goals/Objectives
Describe the theory and practice of Coherent Breathing.
Sketch the cardiopulmonary mechanics of respiration, blood flow, and heart rate variability.
Explain Heart Rate Variability (HRV) biofeedback as a tool for cultivating optimal respiration and autonomic balance. Describe the application of Coherent Breathing in clinical practice.
Outline
Background and history of respiration, blood flow, and arterial pressure (30 minutes)
Cardiopulmonary mechanics of the respiratory arterial pressure wave (25 minutes)
Cardiopulmonary resonance - a theory of heart rate variability (HRV) (25 minutes)
Update an ongoing study of respiration, heart rate variability, and arterial pressure (25 minutes)
The application of Coherent Breathing in a clinical setting including case observations (50 minutes)
Coherent Breathing - The Definitive Method, principles, and practice (25 minutes)
Review, Q&A
Financial Interest: Stephen Elliott is the principal author of "The New Science of Breath" and Founder and President of Coherence LLC. Dee Edmonson has no financial interest.
WS 10: Conducting Efficacy Research in Clinical Practice: Practical Strategies for Developing Effective, Empirically-Supported Neurotherapy Treatments
(Lecture, Experiential)
Vincent Monastra, Ph.D., Private Practice, poppidoc@aol.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
Evidence of the clinical benefits of various forms of neurotherapy is readily apparent to practitioners who have witnessed the expression of neuroplasticity in the lives of their patients. However, despite the volumes of case studies and "open" clinical trials, relatively few controlled studies incorporating random assignment (RCT's), have been published. It is this lack of RCT's that substantially limits the acceptance of the efficacy of neurofeedback applications among health care providers.
This workshop will clarify the guidelines for determining the efficacy of a treatment, while reviewing the status of various applications of neurotherapy in clinical populations. Emphasis will be placed on examining the research strategies employed in the existing RCT's and assisting participants in beginning to conceptualize designs that can be implemented in daily clinical practice. Innovative uses of the internet for standardizing training, data collection, and conducting "blind" data analysis from treatment sessions conducted across multiple clinics will also be presented in an effort to stimulate the establishment of multi-center efficacy research teams.
Goals/Objectives
Describe the guidelines for determining the efficacy of a neurotherapy protocol for treating a specific disorder or condition.
Evaluate the current efficacy status of neurotherapy protocols for the treatment of psychiatric disorders.
Design a practical, low-cost, randomized, clinical trial of a specific neurotherapy protocol for the treatment of a disorder of their interest.
Outline
Guidelines for Establishing the Efficacy of Neurotherapy Protocols (45 minutes)
Review of the efficacy status of specific neurotherapy protocols in the treatment of ADHD, Seizure Disorders, Traumatic Brain Injury, Depression, and other clinical applications (90 minutes)
Principles of research design: identifying scientifically acceptable dependent measures, patient selection and screening, determination of sample size, incorporating random assignment and "blind" data analysis (30 minutes)
Guided practice in the design of research studies and the use of the internet to promote team building (30 minutes)
Financial Interests: The presenter received equipment grants from Thought Technology and Deymed. He also receives book royalties from The American Psychological Association.
WS 11: Neurofeedback for Childhood Disorders: Underlying Neurophysiology and the Implications for Optimizing Neurofeedback Response
(Lecture)
Lesley Parkinson, Ph.D., Brain Health U K, lesleyparkinsoncp@hotmail.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
This workshop will be suitable for practitioners at the intermediate to advanced levels. Normal childhood development in terms of brain structures, neural networks and EEG findings will be outlined and these will be referenced to the abnormal findings in conditions such as Autistic Spectrum Disorder, Asperger's Syndrome, Central Auditory Processing Disorder, Dysgraphia, Dyslexia, Dyscalculia, Tourette's Syndrome, Epilepsy, Hypermobility Syndrome and Attachment Disorder. Neurofeedback protocols with demonstrated efficacy will also be presented. ADHD will only be covered briefly.
A main aim of this workshop is to link scientific findings with clinical practice. Participants will also have the opportunity to contribute to case discussion.
Goals/Objectives
Identify the neurophysiological correlates, brain structures and CNS dysfunctions underpinning many childhood developmental and learning disorders.
Describe the scientific basis for neurofeedback for these disorders.
Apply neurofeedback protocols for both simple and complex cases where co-morbidities exist.
Outline
Autistic Spectrum Disorder, Asperger's Syndrome, Attachment Disorder, ADHD (45 minutes)
Central Auditory Processing Disorder, Dysgraphia, Dyslexia, Dyscalculia (45 minutes)
Tourette's Syndrome, Epilepsy, Hypermobility Syndrome (45 minutes)
Birth Trauma and Closed Head Injury (45 minutes)
Financial Interests: No significant financial interest.
WS 12: Effective Stress Management Using Neurofeedback + Biofeedback
(Lecture, Demonstration)
Lynda Thompson, Ph.D., Michael Thompson, M.D., ADD Centre, lyndamichaelthompson@gmail.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Intermediate
Abstract
Stress has an EEG signature. Anxiety and emotional intensity can correspond to bursts of high amplitude beta 19-22 Hz activity with corresponding low SMR and/or low amplitude, high frequency alpha, in frontal regions. LORETA findings suggest the source is in the Limbic areas. Participants will learn how classic protocols which raise high alpha and SMR at FCz may, with a small number of clients, actually increase their difficulties and symptoms. This will serve to emphasize the importance of a doing a very careful QEEG assessment. Non-productive ruminating may correspond to high amplitude bursts of beta or beta spindling between 23 and 35 Hz. Abnormal functioning of the anterior cingulate, (in particular, in Brodmann areas 24 and 25) with its connections to the hypothalamic-pituitary-adrenal axis, the nuclei controlling the autonomic nervous system, the amygdala, anterior insula and the medial and orbital regions of the frontal lobes, will be discussed in order to demonstrate how neurofeedback to normalize the AC functioning may influence the entire stress response system.
The EEG changes correlate with classic psychophysiological findings including : poor respiratory sinus arrhythmia (RSA) and heart rate variability (HRV), shallow, frequent, irregular respiration, increased heart rate, drop in skin temperature, rise in EDR and an increase in muscle tension. Participants will learn how these classic findings may be different in cases where long term stress has been experienced. Participants will see, in the hands-on demonstration, how neurofeedback is combined with biofeedback to achieve effective and lasting intervention for stress management.
Goals/Objectives
Identify the EEG and Physiological correlates of stress and compare and contrast these to healthy recovery from stressors.
List the steps for EEG assessment and a psychophysiological stress-assessment.
Design an individualized intervention based on assessment findings which combines elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body training program.
Relate two techniques the client can use to help generalize the learning that has been achieved in office sessions.
Outline
Introduction: 3 case examples (45 minutes)
Knowledge: Identify the EEG and Physiological correlates of stress and compare and contrast these to healthy recovery from stressors (45 minutes)
Assessment: List the steps for EEG assessment and a psychophysiological stress-assessment (30 minutes)
Intervention: Design an individualized intervention based on assessment findings which combines elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body training program; and relate two techniques the client can use to help generalize the learning that has been achieved in office sessions (60 minutes)
Financial Interests: Lynda Thompson is co-author of THE A.D.D. BOOK
Michael and Lynda are co-authors of SETTING UP FOR CLINICAL SUCCESS
Michael and Lynda Thompson are co-authors of THE NEUROFEEDBACK BOOK
It is likely that these books may be on sale at the meeting. The authors will state their interest in these books at the workshop.
WS 13: Reading Difference Topography in the Evaluation and Treatment of Dyslexia
(Lecture)
Jonathan Walker, M.D., Neurotherapy Center of Dallas, admin@neurotherapydallas.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate
Abstract
The technique of reading difference topography will be explained in detail. Data will be analyzed on the different types of abnormalities seen, with the strategies devised to correct those abnormalities using QEEG-guided neurofeedback. This approach nearly always results in the patient becoming a good reader or an excellent reader
Introduction
It is only recently that QEEG-neurofeedback was found to be the first effective way to train dyslexic individuals to become good readers (Walker, Norman and Lawson, 2005). An additional aid has been developed (Lawson and Walker) in the form of reading difference topography, which has shown that poor readers often deactivate their brain when they read instead of activating it. The dyslexic individual then benefit from training to activate those deactivated areas when she reads. In the workshop we will review the types of abnormalities we have encountered in dyslexic individuals in their QEEGs and their reading difference topographs, and will demonstrate how this information help to train them with neurofeedback to become good readers, usually within a few weeks.
Methods
Data is reviewed from individuals who are above average (33), average (39), or poor (dyslexic) (36) readers, to illustrate the characteristic differences. Then different cases are reviewed, to illustrate the strategies used to remediate the different dyslexic patterns.
Outcome
All the dyslexics are now reading at grade level or better. Evaluations were done by their classroom teachers.
Goals/Objectives
Explain how to do reading difference topographs.
Demonstrate how to interpret them.
Explain how to use them to aid neurofeedback training for dyslexia.
Outline:
How to do reading difference topographs (60 minutes)
Interpretation on the findings on reading difference topographs (60 minutes)
Case histories using RDT to guide neurofeedback training for dyslexics (60 minutes)
Financial Interests: No financial interests.
Friday, August 29, 2008 View the Friday Schedule
COSC 3: Training with the Brain Pleasurizer
(Lecture, Demonstration)
Jonathan Cowan, Ph.D., Peak Achievement Training, jon@peakachievement.com
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner
Abstract
A recent synthesis of research on neuroeconomics, studies of the dopaminergic reward centers of the brain, and the Neureka! system led to the development of the Brain Pleasurizer, a complete neurofeedback system that can detect feelings of happiness and satisfaction. Neuroeconomics is the study of the brain's responses during economic decision making. fMRI studies from Stanford (Knutson et al, 2003) indicate that the midline prefrontal cortex is activated when one experiences various types of pleasure, including winning money.This site is the anterior end of the dopaminergic reward system in the brain.
These findings validate the observations that we have made using the Peak Achievement Trainer's Neureka! Protocol, which clarifies the 40 Hertz rhythm by using a proprietary algorithm. I will present experiential observations combined with a detailed literature review to support the hypothesis that there is a specific neural system that processes new discoveries, enhancing awareness to put them into an appropriate context before they are stored in memory, and then rewarding the discovery with brief feelings of satisfaction, happiness, and appreciation. The Neureka! Protocol responds to all of these experiences.
One function of the dopaminergic system is to produce these positive feelings. In fact, since dopamine is known to function as a non-specific amplifier (neuromodulator) of all postsynaptic responses in the midline
prefrontal cortex (Arias-Carrion and Poppel, 2007; O'Donnell, 2003), it should also amplify any 40 Hertz rhythms. This is consistent with our observations.
This suggested the idea of developing a specific application of the Peak Achievement Trainer to enhance these positive feelings-the Brain Pleasurizer. Specially modified Neureka! neurofeedback is combined with
videos or music selected for its ability to kindle these happy feelings. Then the system is set to keep the picture larger or the music louder only when the user continues to create the Neureka! rhythms. As the user learns to enhance these feelings on their own, the prompts are gradually faded away in a traditional neurofeedback approach. I will teach the group how to train the brain's pleasure centers, and demonstrate the Brain Pleasurizer on a few fortunate participants.
References
Arias-Carrion, O. and Poppel, E. (2007). Dopamine, learning, and reward-seeking behavior.Acta Neurobiol Exp 67:481-88.
Knutson, B., Fong, G., Bennett, S., Adams, C., & Hommer, D. (2003). A region of mesial prefrontal cortex tracks monetarily rewarding outcomes: characterization with rapid event-related fMRI.NeuroImage, 18, 263-272.
O'Donnell, P. (2003).Dopamine gating of forebrain neural ensembles.Eur J Neurosci 17:429-435.
Goals/Objectives
Explain the reward system of the brain.
Use neurofeedback to modify the reward system and enhance pleasure.
Convey the limitations and ethical considerations of this technique.
Outline
Neuroeconomics--the study of the brain's responses during financial decision-making (30 minutes)
The dopaminergic reward system (20 minutes)
The Neureka! system and the brain's response to new discoveries (30 minutes)
An overview of Brain Pleasurizer Training (50 minutes)
Brain Pleasurizer Training techniques (50 minutes)
Financial Interest: Dr. Cowan is an owner of NeuroTek, LLC, which manufactures the Brain Pleasurizer.
COSC 4: QEEG and LORETA Analysis for Determination of Neurofeedback Protocols
(Lecture, Experiential)
Joel Lubar, Ph.D., University of Tennessee, jlubar@utk.edu
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Intermediate
Abstract
This workshop will consist of three parts. I will first show, using some of the advanced features of NeuroGuide, how to distinguish EMG from EEG and how to recognize many types of artifacts and attempt to remove them both during recording and during post recording analysis. Artifacts can severely distort coherence, phase and burst metrics analyses as well as frequency, power, and relative power measures.
The second part of the workshop will demonstrate, either with my files or examples brought by participants, the use of QEEG and LORETA to develop protocols for neurofeedback. This will also involve the use of Neurostat for pre-post analyses of QEEGs.
In the final portion of the workshop I will use the new software for the Deymed Biofeedback3 two channel system with audience participation to demonstrate z-score neurofeedback for coherence. Thiscan also be used for absolute power, relative power and phase neurofeedback. This system automatically and accurately graphs all parameters both within and across sessions. The reward measures for magnitude do not include artifact for EOG, EMG and other commonly seen artifacts. These are removed online automatically for the training channels. Analysis is by Gabor-wavelet transforms which are extraordinary accurate and extremely fast compared with active band pass filters of the Fourier transforms.
Goals/Objectives
Demonstrate in detail artifact analysis and removal.
Demonstrate QEEG-LORETA analysis and protocol development.
Demonstrate z-score neurofeedback.
Outline
Artifacting analysis will take approximately (60 minutes)
QEEG-LORETA analysis (60 minutes)
Demonstration of z-score neurofeedback utilizing the new Deymed 2 channel system involving a volunteer (60 minutes)
Financial Interests: No financial interest.
WS 14: LORETA Neurofeedback: Methods and Applications for Reporting Neurofeedback Efficacy and Performing ROI Analysis
(Lecture, Demonstration, Discussion)
Rex Cannon, M.A., University of Tennessee, rcannon2@utk.edu
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Intermediate
Abstract
Introduction:
This workshop is intended to educate and aid the individual in the application of LORETA Neurofeedback and performing the statistical procedures necessary to report results.
Methods:
We will take the attendees through the LNFB setup and recording in real time, 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, SeekSpheres, SAS 9.1.3 and SPSS 15. (Deymed Diagnostics and NovaTech EEG). We will run the statistical comparisons and discuss the output and implications. We will also run a brief statistical analysis with the newer sLORETA version.
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 programs.
Explain how to extract ROI.
Apply statistical methods for region of interest (ROI) analysis.
Report results.
Outline
LORETA Neurofeedback: Real time setup and recording
Setup and application (40 minutes)
Data extraction (30 minutes)
Statistical procedures and methods (40 minutes)
Statistical Images (30 minutes)
Reporting Results (30 minutes)
Questions and Answers (20 minutes)
Financial Interests: No financial information to disclose.
WS 15: Assessing Brain Dysfunctions by HBI Reference Database
(Lecture, Demonstration)
Juri Kropotov, Ph.D., Institute of the Human Brain, jdkropotov@yahoo.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
The goal of workshop is describe a new methodology for assessment brain function and dysfunction developed recently at the Human Brain Institute in St. Petersburg. It starts with a short introduction to theoretical concepts. Neuronal mechanisms of basic operations in different brain systems will be discussed. The main focus of the workshop will concentrate on practical application of the theoretical concepts in a form the HBI Reference Database. The normative data includes 19-channel EEG recordings in 1000 people from ages 7 to 89 years old. It also includes recordings of 400 ADHD children and adolescents, as well as numerous recordings in other kind of patients (patients with epilepsy, OCD, addiction, depression, whiplash, etc.). 19-channel EEG was recorded in two resting conditions with eyes open, eyes closed, and five different task conditions, including two stimulus GO/NOGO task, arithmetic, reading and two auditory tasks.
Absolute amplitude and power spectra, averaged and two-channel coherences, wavelet-transformations and ERPs are computed in three different montages off-line and mapped into 2D representations or into 3D images using LORETA technology (including s-LORETA). Comparison with the data base consists of computing z-scores standardized measures of deviation of individual EEG parameters from the normative data. ERPs are subjected to independent component analysis. Comparing amplitudes of ERPs independent components with the normative data gives the insights concerning different stages of information processing in the individual under assessment. The results of application of the HBI database for diagnosis of various brain dysfunctions will be presented. Examples will include ADHD, OCD, dyslexia, depression, and stroke. The results of application of the Database for constructing protocols of neurofeedback and transcranial Direct Current Stimulation (tDCS) in ADHD and stroke will be also presented.
Goals/Objectives
Demonstrate how to use the HBI reference database for assessing brain dysfunctions.
Discuss what new information for clinicians is provided by analysis of independent components of event-related potentials.
Demonstrate how the HBI database can be applied for designing protocols of neurotherapy such as conventional neurofeedback, s-LORETA neurofeedback and tDCS.
Outline
Basic theoretical concepts regarding brain functioning (20 minutes)
Basics of Independent Component Analysis (20 minutes)
Conventional methods of ERPs recording and analysis (20 minutes)
Description of the HBI reference data base (30 minutes)
How to use the HBI database - demonstration ( 60 minutes)
Results of application of the HBI reference data base in ADHD, stroke, autism, dyslexia (30 minutes)
Financial Interests: Dr. Kropotov is a co-owner of the HBI Company.
WS 16: The Treatment of Chronic Fatigue and Other Fatigue States
(Lecture, Interactive)
Lesley Parkinson, Ph.D., Brain Health U K, lesleyparkinsoncp@hotmail.com
Tomas Ros, MSc, t.ros@gold.ac.uk
Credits: CME 3 American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Advanced
Abstract
Introduction
The main aim of this workshop is to provide participants with a greater conceptual framework of Chronic Fatigue Syndrome and Fatigue States, enabling them to refine the assessment and treatment of these disorders. This will lead to greater treatment efficacy.
Method
Part 1
The differential diagnosis of Fatigue:
Nutritional Fatigue
Toxic Fatigue
Immune Overload Fatigue
Hormonal Fatigue
Part 2
Chronic Fatigue Syndrome and Fibromyalgia:
Energy Failure
Stress and Free Radical Damage
Nutritional Strategies
Part 3
QEEG Typologies of Fatigue States
Neurofeedback Protocols
Conclusions
Examination and evaluation.
Goals/Objectives
Refine assessments of Chronic Fatigue Syndrome and Fatigue States.
Discuss the neuro-physiological mechanisms that lead to energy failure.
Discuss QEEG findings in Chronic Fatigue Syndrome.
Use neurofeedback protocols for Chronic Fatigue Syndrome.
Outline
The differential diagnosis of Fatigue states: nutritional, immune, hormonal (60 minutes)
Chronic Fatigue Syndrome: energy blocks, stress factors, nutritional needs (60 minutes)
QEEG typologies and etiological factors; neurofeedback protocols (60 minutes)
Financial Interests: No significant financial interest.
WS 17: Age-Related Cognitive Decline and Health Aging Strategies
(Lecture)
George Rozelle, Ph.D., MindSpa Fitness Center, grrozelle@aol.com
Galina Mindlin, M.D., Ph.D., BrainMusic Therapy Center, galinamindlin@msn.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
With an ever-increasing average life span and technology-enhanced sedentary life styles, it is not surprising that the incidence of age related cognitive decline and serious impairment is on the increase. In the United States there are approximately 5.1 million people with Alzheimer's Disease. Unless effective treatments and prevention strategies are developed there could be as many as 100 million people affected by 2050.
Alzheimer's, along with Parkinson's and Senile Dementia are becoming more prevalent and the fear of developing these conditions is spurring a widespread interest among researchers, healthcare workers, and consumers in warding off the effects of aging on the brain.
Neuroscience has shown that neurogenesis and synaptogenesis, are ongoing processes throughout the life span. Recent research suggests that proper stimulation and exercise of the brain can enhance brain plasticity and slow the aging process. As a result, there is an ever-growing list of products to train the brain and capitalize on consumer demand. The authors review the relevant research to support brain exercise and propose a mental fitness program model for healthy aging. The model includes strategies the authors have found to be effective, such as biofeedback, computerized cognitive training, multi-sensory stimulation, and neurotherapy. This is an opportunity for neurofeedback practitioners to provide a valuable service to a rapidly growing demographic.
Key Words
Aging, Alzheimer's, Biofeedback, Brain Plasticity, Cognitive Decline, Mental Fitness, Neurogenesis, Neurotherapy, Synaptogenesis.
Goals/Objective
Discuss age-related cognitive decline and diseases of aging.
Discuss the latest research on exercise and the brain.
List ten mental fitness strategies for healthy aging.
Outline
Physiology of Aging (30 minutes)
Cognitive Decline, Alzheimer's, and Dementia (30 minutes)
Pharmacological Interventions (30 minutes)
Research on prevention of cognitive decline (30 minutes)
Neurofeedback, Cognitive Training, and Brain Music therapy (30 minutes)
Mental Fitness Strategies to Teach to Patients (30 minutes)
Financial Interests: The presenters have no financial interest in any products presented. Dr. Mindlin has a financial interest in Brain Music Therapy which will be mentioned briefly.
WS 18: Neurofeedback Advanced (BCIA Review Course)
(Lecture, Demonstration)
Lynda Thompson, Ph.D., Michael Thompson, M.D., ADD Centre, lyndamichaelthompson@gmail.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
This workshop covers areas from the BCIA blueprint of knowledge and skills, information relevant to all neurofeedback practitioners. Basic definitions and descriptions will be discussed. It will review highlights concerning the history of neurofeedback, research criteria for determining efficacy, neurophysiology, neuroanatomy, source of the electroencephalogram (EEG), instrumentation, procedures for assessment and intervention and comment on adjunctive techniques including biofeedback.
Method
This course is a didactic presentation that provides a brief review of basic knowledge and will cover selected topics from the areas that comprise the Blueprint of Knowledge for specialty certification in EEG biofeedback developed by the BCIA. Goals are that participants will be able to answer questions on material that could legitimately be covered in a BCIA examination on EEG Biofeedback (that is, material that has been published, as contrasted to ideas based on clinical impressions). For example, they will be able to answer questions regarding EEG data collection and instrumentation including: impedance versus resistance, differential amplifier, sampling rates, filters and so on and understand EEG assessment (one, two and 19 channels, brain maps, LORETA, EEG artifacts, normal and abnormal waveforms, findings in disorders where neurofeedback is used), methods for obtaining accurate data and interpreting this information. Additionally, they will be ale to demonstrate an understanding of how learning theory (especially operant conditioning) applies to EEG biofeedback, discuss basic neurophysiology relevant to interventions that use the EEG and briefly relate basic information on other related topics including: ERPs, ethics, statistics, and so on.
Blueprint areas are:
Section I Overview of Biofeedback, Neurofeedback and Learning
Section II Physiological Basis of the Electroencephalogram and basic neuroanatomy.
Section III Measuring The EEG: Instruments & Electronics
Section IV Brief Overview of Statistics and Research Design with an emphasis on criteria for evaluating efficacy
Section V Psychopharmacology Overview as it relates to assessment and training.
Section VI Fundamentals of Intervention: Choice of Electrode Placement, Channels,Bandwidths and Adjunctive Techniques
Section VII Professional conduct: brief review
Results & Conclusions
Feedback concerning the workshop has been that it increases the confidence level and the success rate for people taking the BCIA examination.
Goals/Objectives
Answer questions on material that could legitimately be covered in a BCIA examination on EEG.
Biofeedback (that is, material that has been published, as contrasted to ideas based on clinical impressions).
Discuss EEG data collection and instrumentation.
Describe methods for obtaining accurate data and interpreting this information.
Demonstrate how learning theory (especially operant conditioning) applies to EEG biofeedback.
Discuss basic neurophysiology relevant to interventions that use the EEG.
Relate basic information on other related topics including: ERPs, ethics, statistics, and so on.
Outline
Dr. Lynda Thompson presents this review assisted by Dr. Michael Thompson. It is a lecture format with the participants actively involved in questioning the presenters. It covers a selection of areas which are important to candidates writing the BCIA examinations. Basic definitions and descriptions will be discussed. The workshop is divided into sections: Approximately 1/3 of the time is spent on each section. There are 296 multiple choice questions in The Neurofeedback Book. These are arranged in the same order as the sections of this workshop. A selection of these questions may be used to assist the participants to evaluate their understanding of each section (approximately 25 minutes each).
Section I Overview of Biofeedback, Neurofeedback and Learning.
Section II Physiological Basis of the Electroencephalogram and basic neuroanatomy.
Section III Measuring The EEG: Instruments & Electronics.
Section IV Brief Overview of Statistics and Research Design with an emphasis on criteria for evaluating efficacy.
Section V Psychopharmacology Overview as it relates to assessment and training.
Section VI Fundamentals of Intervention: Choice of Electrode Placement, Channels, Bandwidths and Adjunctive Techniques.
Section VII Professional Conduct: brief review.
Financial Interests: Lynda Thompson is co-author of THE A.D.D. BOOK
Michael and Lynda are co-authors of SETTING UP FOR CLINICAL SUCCESS
Michael and Lynda Thompson are co-authors of THE NEUROFEEDBACK BOOK
It is likely that these books may be on sale at the meeting. The authors will state their interest in these books at the workshop.