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Neurofeedback 101 Course Outline

Neurofeedback 101 Course Outline / Schedule

PLEASE NOTE: Students interested in APA credits need to arrive 10 minutes before the start  time of class each day and attend the entire course. They will also need to sign in and out each day, including lunch breaks. For additional APA requirements, please go to the end of the outline.

Day 1 – Saturday

9:00 – 10:50 am
Discussion of what is neurofeedback
How does it work?
How to discuss it with clients
Arousal Model. C3, C4, and CZ.
Targeting brain region functions
Introduction to qEEG driven training

10:50 – 11:00 am – Break time (coffee, tea, water & snacks are available)

11:00 – 1:00 pm
Preparing for Neurofeedback Sessions:
How to choose basic protocols for participants based on arousal model & presenting symptoms
Review protocol decisions for course attendees
Basics of hooking up an electrode
Simple review of measuring/identifying training sites
Instructing & practicing running first sessions on each course attendee
Learning to ask key questions during sessions – What do you observe during training?
How to change frequency as needed
Note: During every training period each attendee receives a neurofeedback session, as well as facilitates a neurofeedback session on anther course participant.

1:00 – 2:10 pm – Lunch (CE students sign out)
Attendees can choose to go with the instructor for lunch and discussion or go somewhere else and take a break.  This is a great time to ask the instructor individualized questions about equipment, running a practice, or neurofeedback questions beyond what’s covered in the outline.

2:10 – 2:55 pm (CE students sign back in after lunch)
Run your 1st Neuroeedback sessions

2:55 – 4:50 pm
What does the EEG mean?
Frequency and amplitude basics
Excessive slow, excessive fast activity
What does a normal EEH look like?
How can you tell if it’s EEG or artifact?
Review of several dysfunctional EEGs
What are frequency bands?
How does someone learn to change his or her EEG?

4:50 – 5:00 pm – Break time (coffee, tea, water & snacks are available)

5:00 – 6:15 pm
Review of training effects from 1st training
Discussion of how to choose or adjust training protocols customized for each attendee based on response to 1st training session
2nd Neurofeedback training session for attendees

6:15 pm – Course ends for the day (CE students, please sign out)

Day 2 – Sunday

8:30 – 10:50 am (CE students sign in)
Review of protocol choices, protocol changes and training outcomes from Day 1 training
Discussion: Choosing different types of protocols or training (both neurofeedback and biofeedback).  What would you like to try and experience and why? Review of options and decision logic for each attendee
Focus on learning protocol decision logic, which can be applied with your clients
3rd Neurofeedback training session for course attendees

10:50 – 11:00 am – Break time (coffee, tea, water & snacks are available)

11:00 – 12:30 pm
Feedback basics – different types of rewards & inhibits
Learning more about optimizing feedback protocols for attendees and for clients
How do you adjust and adapt feedback for training?
Are there side effects?
Introduction of spectral displays
Looking at EEG amplitudes and EEG guidelines/rules

12:30 pm – 1:40 pm – Lunch with group or on your own (CE students sign out)

1:40 – 4:20 pm (CE students sign back in after lunch)
Symptom model vs. brain-based model vs. EEG model vs qEEG model
Additional explanations and demos of training the EEG
More about EEG basics, including variability, amplitude, coherence and connectivity
Learning to set thresholds
Concepts for setting thresholds
Discussion and review of symptom and brain-based models in more depth
Learning to “think neurofeedback” through client case reviews
Additional information about overarousal, underarousal and instability and its impact on the nervous system and how this relates to client symptoms
Discussion of neuroregulation tools and other interventions that may compliment neurofeedback, from light to sound to CES to PEMF to nutrition.  Are these important?

4:20 – 4:30 pm – Break time (coffee, tea, water & snacks are available)

4:30 – 6:15 pm
Review of attendee training – impact of training different frequencies and different protocols
Help attendees choose type of training – including other types of systems and other types of training models
Review how to assess change: how is client progress utilized in the protocol and training decision process?
How to ask clients the right question to assess their status and assist in protocol decisions
Are there side effects?
Fine tuning the protocol or system choice for each course attendee
Run 4th Neurofeedback training session for course participants

6:15 pm – Course ends for the day (CE students sign out)

Day 3 – Monday

8:00 am (Optional opportunity to arrive early and ask questions of instructor)
8:30 – 10:50 am  (CE students sign in)

Review effects of yesterday’s sessions (live cases from the class)
Discuss and analyze training effects. Review protocol choices and training options with multiple types of equipment
Practice client intakes with live case examples
Review other types of client cases and client intake forms
More on how to work through the decision process with clients – assessing progress or lack of progress and making protocol decisions
Additional information on using qEEGs vs not using qEEGs
Discuss strategies and options for training: impact of different equipment vs impact of protocol choice
qEEG vs Zscore training vs LENS vs other options
Discuss different equipment, different training models, different approaches based on attendee questions/requirements
Q&A – How long to train before changing protocols”
What training effects to expect with clients and how soon
Protocol options for other disorders – anxiety, OCD, Autistic Spectrum, learning disabilities, migraines and pain
What is theta/beta ratio?
What is dominant alpha or peak alpha frequency?

10:50 – 11:00 am – Break time (coffee, tea, water & snacks are available)

11:00 – 1:00 pm
Run 5th neurofeedback session
Run last neurofeedback session or other type of neuroregulation of biofeedback session
Adjust protocols during sessions based on response to training for each individual
Reinforce how to ask the right questions of clients and how to observe changes in the client to affect the decision process
Observe and/or participate in full cap 19 or 31 channel EEG recording (optional based on class time & interest)
Review course learning objectives
Turn in Course Evaluation Forms (see note below)

PLEASE NOTE:The APA requests that all participants fill out course evaluations at the end of the course, even if you are not seeking APA credits. Center for Brain is required to submit tabulated evaluations equal to the total number of participants. Your compliance with this request is appreciated. Those seeking APA credits can receive their certificates upon completing the following: attending the entire course, filling out the daily sign-in sheets, completing & submitting the evaluation form and providing payment for the APA credits.  Please contact Dr. Liz Doyle at 561-594-2062 upon completion of these steps to provide payment for the 20 APA credits.  The fee is $50.

1:00 pm – Course Ends (CE students make sure to sign out)

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