|
This three-day conference will utilize a unique approach to support clinicians who are:
We will examine the sequence of decisions a clinician should consider in evaluating and incorporating connectivity techniques in one’s practice. The central claim of this conference is; connectivity assessment and training, used in consort with amplitude training, and in some instances ancillary techniques like HEG and stimulation approaches like LENS and the Roshi line, can dramatically increase the success rate, and reduce training times, for difficult, even treatment refractory conditions that involve or focus upon cognitive impairment and academic performance. We speak of a range of client presentations that include complex ADHD, learning disabilities, head injury, autism as well as the general improvement (and even optimization) of reading, memory, mathematics and problem solving abilities in “healthy” individuals seeking to function at their best. Direct and reliable improvement of “real world” cognitive performance variables via neurofeedback has proven to be far more challenging than regulating arousal, hyperactivity or affect. Over the last few years, a number of innovative EEG assessment and training systems have emerged. The keys to these newer approaches are:
Each presenter will step the audience through the narrative or “story” of why they came to utilize connectivity methods, how they use these methods, and in what ways did connectivity methods allow them to improve and expand their practices. [ back to top ]
Friday, April 20, 2007 Welcome, Overview and some "Meta-Themes" for The Connectivity Training Field Friday, April 20, 2007 Making Coherence Coherent; Tutorial For Connectivity Training and Assessment Abstract: Historically, the use of coherence and other connectivity metrics has been held back by the confusion surrounding the various terms. Also lacking has been an appreciation of the clinical indications and contraindications of the various metrics. In this tutorial, we discuss and clearly differentiate six major types of connectivity training. We learn that the various connectivity metrics used for assessment and/or training can give us a sophisticated appreciation of how the different neural areas communicate and cooperate with each other. Some connectivity measures focus on the shared amplitude between two sites. Shared or co-varying amplitude, in this context, is thought to reflect the amount of information being shared over a given time period. Other connectivity measures that focus on the phase relations between sites tend to reflect the speed or the degree of precision in the coordination of information transfer. We look at how closely Brainmaster’s training methods for coherence mimic Thatcher’s definition for coherence in the assessment process. These types of comparisons can be important because connectivity metrics used for real time training must be fast, a requirement that is less important for an assessment metric; this in turn has lead, historically, to possible discontinuities between the assessment and training of connectivities. We examine how BrainMaster software not only supports most types of connectivity training, but how it’s clinician screens support simultaneous monitoring of changes in amplitude at two electrode sites as a function of the connectivity training being performed. Finally, we look at our new Z-Score training system, developed in conjunction with Robert Thatcher’s NeuroGuide, which provides a new way to plan and train for connectivity normalization. [ back to top ] 2:45pm - 5:00pm Enhancing Cognitive Function in Difficult Populations: A Step-by Step Process Abstract: Most of the current approaches treating complex ADHD, learning disabilities, the autism spectrum, epilepsy and head injuries via QEEG-guided neurofeedback (NFB) involve normalizing the amplitude and perhaps coherence abnormalities seen, without explicitly targeting the cortical areas responsible for the impaired ability that is being treated. It is not accepted practice in neuroscience to account for the higher cortical processes (e.g, reading, mathematical reasoning, executive functions) by narrow localization of the anatomical components that make up such skills. At the same time, modern neuroscience has learned much as to what parts of the brain reliably participate in the lower cortical functions (i.e., arousal/wakefulness modulation, perception and basic attention control). Furthermore, it is clear that the previously mentioned “higher” cortical functions require timely communication, sufficient “bandwidth” and flexible coordination between the functional skill’s anatomical areas or “modules”, [see Damasio, (1994), Nunez, (1995)]. For example, the left prefrontal “activation regulation module” must cooperate with the occipital visual information registration modules just so that a student can attend and see something on a chalkboard. To then remember what is being seen, the temporal “memory modules” must cooperate with the visual modules for the image to be retained in working memory long enough to be permit evaluation, elaboration and/or long term memory encoding. If the connections between these modules are not functioning optimally, visual memory and learning will be impaired. In this workshop, we offer NFB practitioners a way of interpreting QEEG report information with several tables we have developed. These tables allow practitioners to reason from presenting symptoms and deficits to the anatomical areas (“modules” and their cooresponding electrode sites) that are involved with the healthy brain functions that resolve the symptom/deficit. The tables identify what training to use when the amplitude characteristics of the module areas are impaired. Finally, our tables identify what impaired coherence relationships and their electrode sites are most associated with a complaint. With these tables and their skillful use, it is possible to use normative QEEG data more effectively and to tailor one’s treatment planning to those sites which have the most involvement with the cognitive deficit under consideration. We will also discuss the pros and cons of using these tables without QEEG data. We then describe our use of the “subtraction” technique whereby we subtract the QEEG values obtained in an eyes open recording from a QEEG recording made while the client is reading, doing math, or some other cognitive task relevant to his or her current presenting problems. The resulting values, combined with our tables, provides the basis for a precise treatment plan. We end with a discussion for the indications and contra-indications for our “module-training” approach. References: Damasio, A.R., (1994), Descartes’ Error. Pages 94-96. 7:30pm - 9:00pm Clinical Experiences With Brainmaster's Live Z-Score Training Saturday, April 21, 2007 Enhancing Cognitive Function In Difficult Populations; A Step by Step Process (continued) 11:15 am to 12:30pm QEEG Assessment and Neurotherapy Treatment Strategies For Autistic Spectrum Disorders: Addressing the “Autism Epidemic” with Innovation and Data Abstract: It has been the case multiple times in the history of modern behavioral health care that important disorders move unexpectedly from being ignored or under-recognized to becoming an “epidemic” with a sharp rise in interest, media and professional recognition, theories for it’s etiology and treatment, and funding for it’s remediation. Parallel, the autism spectrum has, in the last few years, undergone such a transformation. My colleagues and I have been at the forefront of what is arguably the most promising approach to the management and resolution of autism spectrum disorders; namely, sophisticated QEEG mapping techniques and EEG Neurofeedback, combined with two very promising ancillary techniques; HEG and the pRoshi “disentrainment” system. In this presentation, I will review for clinicians the current status of my approach to the autism spectrum; suspected etiologies, the outcome data, the techniques and their rationale. We will also cover the matter of more global vs. localized changes in connectivities as a function of the disorder and the treatment modality used. Finally, we will review the opportunities for training and consultation with my center. [ back to top ]
Cognitive Activation QEEG Assessment and Neurofeedback Abstract: I will present a step-by-step procedure to assess and optimize neurocognitive function for a variety of populations, with emphasis on Learning Disabilities and Head Injury. We will cover the following topics:
Saunday, April 22, 2007 Cognitive Activation QEEG Assessment and Neurofeedback (continued) LUNCH 1:15 pm - 3:45pm A Periodic Table of Periodicity: Nearly all spectral measures considered in neurotherapy can be summarized as consistency or difference of magnitude or phase for multiple sites or multiple frequencies. If we limit electrode sites and frequency to no more than two, we generate a set of four 2x2 tables that contains familiar terms as well as a few unfamiliar ones. These tables, along with transformational properties (to be discussed) comprise a form of periodic table for analyzing periodicities, an organizing scheme that may be useful in capturing the varied dynamics of cortical and thalamocortical neurophysiology relevant to neurotherapeutic assessment and training. Tables are separated into measures of functional connectivity or activity depending upon whether the spectral parameter is compared across sites or within a single site.
Finally, when we cross activity and connectivity measures (what I call local and network properties) we begin to sort out possible transformational properties of EEG which may prove helpful in assessment. Transformational properties are the degree of connection or disconnection between local and network events. For instance, in four Asperger syndrome individuals we observe spectral magnitude values which were poorly correlated with comodulation values compared to healthy adults, which suggests too much focality in information processing – i.e., energy changes were too localized, occurring with lagging or without attendant changes in the network. The synchrony of the brain’s networks may likewise be fueled or failed by local cortical events. I will introduce the recent upgrade of the SKIL analysis software, SKIL 3.0, and discuss our collaboration with NeXus and other manufacturers to incorporate Laplacian training and Brodmann area training. Inaccurate source localization hinders the promise and power of functional connectivity assessment and training. SKIL 3.0 includes analysis (with child and adult databases) for four montages – referential, local Laplacian, weighted Laplacian, and a Brodmann montage, our approach at source derivation. These arrangement of montages ensures that both highly localized and highly distributed sources can be detected accurately at the scalp. Also, all of the measures described above can be analyzed in SKIL except for those in Table D. What may be most helpful for the clinician are our visualization tools, including spectral plots, brain maps, and most importantly, trends. Being able to observe alpha and theta trends, for instance, across multiple minutes with one’s own eyes and them bimodulate (correlate) or not is very helpful. Click here to download Periodic Table of Periodicity. 4:00pm - 5:00pm Integration Panel-Conference Faculty © 2007 by Mike Gismondi |
Presenters Registration and Logistics 3 day tuition $595.00 Immediate registration is recommended to guarantee a spot; space will be limited and there will be no on-site registrations permitted. Room reservations for the Marriott or lower cost motels nearby will be coordinated via Mike Gismondi. For more information about the Westchester Marriott, go to http://marriott.com/hotels/ travel/nycwe-westchester -marriott-tarrytown/ Payment Options For more information please contact Mike Gismondi at mike@eeg-conferences.com |
