Learn Neurofeedback with NewMind Academy

Do I Qualify?

Not everyone can be a Neurofeedback practitioner. To qualify for BCIA (Biofeedback Certification Institute of America) certification a person typically must hold a health license or a mental health license in the state they reside in. Those who don’t may practice under the license of someone who is qualified.

To find out if you qualify to sit for the certification test it is important to call Rhonda Potter at BCIA (720-502-5829) and talk to her. Sometimes they will allow individuals to sit for the BCIA test based on an individual evaluation of their special and unusual experience and education that they believe will qualify them.

Once you have determined that you are qualified to sit for the test, then you will need to take 36 hours of didactic training from a BCIA approved trainer. We recommend the New Mind Web course as it is the most economical way to do this, and it can be done at your own pace at your home or office. In addition, you can take in the information in manageable amounts rather than trying to cram it all in at once and wonder later about what you learned.

You will also need to spend at least ten hours training yourself, we recommend more, and approximately 26 hours of mentoring and case review. We can provide you the best mentoring available at your convenience over the internet. Check out our programs at this site and start today!

qEEG for Neurofeedback

INTRODUCTION

A Brief History of Neurometrics

Database Construction

Sampling Issues & Theory

The Problem of Normal

Phenotypes

Age Regression

Amplifier Characteristics

Signal Processing Differences

Other Considerations

Types of Databases

Reference Database

Normative Database

MiniQ

Research vs Clinical Databases

Advanced Analysis Techniques

Laplacian & Weighted Averages

LORETA

Collection Methods

File Types

Serial Acquisition

Simultaneous Acquisition

Montages

Bipolar Montage

Referential Montage

Average Reference Montage

Artifacts & Artifacting

Scope of Practice Considerations

Editing & Editing Tools

Collecting the Edited Sample

Windowing

The MiniQ and Editing

Normal & Abnormal Variants

Technical Aspects of Recording

Input Impedance and the Impedance Fetish

Time of Day and Sleep

The Collection Chair

Environment

Eye Problems

The Collection Script

The Dimensions of qEEG Analysis

Power

Magnitude

Coherence & Phase

More Coherence Complexities & Details

Intra vs Inter Hemispheric Coherence

Dominant or Peak Frequency

Asymmetry

EEG Morphology

The Cortical Window

The Function of Frequencies

Delta

Theta

Alpha

Beta

High Beta: High Frequency Beta

Gamma & Beyond

The Function of Location

10-20 Systems

Brodmann Areas

Hubs & Nodes

Connectivity

Compensation

The Default Mode

Functional Connectivity

Effective Connectivity

Matching Function to Location with Coherence

Network Analysis

Cell Ensembles

Rules of Connectivity

Binding Mechanisms

Pathway Analysis

Patterns of QEEG Analysis

The Trend of Analysis

Low or High Magnitude Considerations

Function of Frequency by Location

Matching Symptom to Location

Findings in Traditional Neurology

Findings In fMRI Research

Discriminants

Limitations of Discriminants

Deriving Protocols

Indirect Training of Component Bands

Using Two Channel Dynamics

The Evolution of Protocols

Protocol Selection

Watching Changes in Frequency

Compensatory Thresholding

Zscore Training

Tracking Changes

Percent Change

Writing Reports

Reviewing Maps with Clients

Manual Interpretation

Continuing Education Information

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Accreditation Statement

In support of improving patient care, this activity has been planned and implemented by Amedco LLC and New Mind Technologies. Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Psychologists (APA)

Amedco LLC designates this activity for a maximum of 18.00 Psychologist contact hours.

The following state boards accept courses from APA providers for Counselors: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, KS, KY, MD, ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirements

The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirements

The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (outstate held)*, OK, OR, SC, UT, WA, WI, WY

MA / MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY

* If the activity is held live in the state of NY, then direct addictions board is required, ie: NAADAC. If the activity is held outside NY, is virtual, enduring or remote, it is considered “outstate” and this reciprocity applies.

Neurofeedback Certification

Chapter IPerspectives in Neurofeedback

1. History And Development Of EEG Biofeedback
2. Some Assumptions Underlying the Field
3. Barry Sterman & Joel Lubar (Margaret Ayers): The Neuropsychological Arousal Model
4. Joe Kamiya & Tom Budzynski: A Psychological Model
5. Robert Thatcher & Jay Gunkleman: qEEG Medical Perspective
6. Siegfried and Susan Othmer: Regulatory Systems model
7. Elmer Green, Gene Peniston, & Nancy White: The Alpha-Theta Model
8. Les Femi & Adam Crane: The Profound Attention Model
9. Valdeen Brown: A Non-linear Dynamical Systems Approach
10. Anna Wise: The High Performance Mind
11. Tom & Collura & Robert Thatcher: Z-Score Training
12. Len Ochs: LENS
13. Nick Dogris: Neurofield

Chapter IILearning Theory

1. Learning Theory and EEG Training
   1. Operant Conditioning
   2. Reinforcement
   3. Establishing Operations
   4. Shaping
   5. Extinction
   6. Variable Ratio Reinforcement Schedule
   7. Ratio Strain
   8. Dichotomous Reinforcement
   9. Proportional Reinforcement
   10. Tones
2. Optimal Conditioning
3. Classical Conditioning
   1. Neutral Stimulus
   2. Reflexive Response
   3. Subcortical System
   4. Amygdalic Network
   5. Systematic Desensitization
   6. Post Reward Synchronization
4. Length of Training
5. Assumptions Underlying Neurofeedback

Take Module Test

Chapter IIIBasic Neuroanatomy

1. Introduction
2. Basic Anatomical Features
   1. Cerebrum (beta)
   2. Limbic System (theta)
   3. The Striatum or Basal Ganglia
   4. Brain Stem and Cerebellum (delta)
   5. Thalamus (alpha)
   6. Somatosensory Cortex (SMR)
3. Getting More Specific
   1. Neuron
   2. Synapse
   3. Neurotransmitter Systems
   4. Neurotransmitter EEG Connection
   5. Neurotransmitter Systems and EEG Correlates
   6. Cortical Systems: Pyramidal Cells, Cell Columns, and Layers
   7. Fiber Systems
   8. Brodmann’s Areas: Connecting The Dots
   9. Projection Tracts
   10. Thalamic Projection System
   11. Thalamic Gating

Take Module Test #1

Chapter IVNeurophysiological Sources of EEG

1. Electrophysiology-Neocortical Dynamics
   1. Oscillators and Wavefronts
      1. Excitatory Postsynaptic Membrane
      2. Inhibitory Postsynaptic Potential
      3. Standing Wavefronts
   2. Slow Cortical Potentials
   3. Amplitude & Magnitude
   4. Global, Regional, & Local Activity
      1. Resonant Loops
         1. Local Resonances
         2. Regional Resonances
         3. Global Resonances
      2. Standing Waves
2. Nonlinear Dynamics and EEG
   1. A Contained Maelstrom
   2. Hypercoupling, Hypocoupling, and Coherence
3. Evoked Potentials

Take Module Test #2

Chapter VInstrumentation

1. Concepts and Terms in Electronics
2. Basic Electronics Theory
   1. Voltage
   2. Amperage
   3. Resistance
   4. Power
   5. Current
   6. Impedance
   7. Capacitance
   8. Phase
   9. Ohms Law
3. How Your Equipment Works
   1. Amplifiers
      1. Waveforms
      2. Frequency Ranges
      3. Filters
   2. Filter Theory
   3. Differences in Equipment
      1. Number of Leads
      2. Type and Number of Filters
      3. Viewing Raw EEG
      4. Dichotomous & Continuous Feedback
      5. Graphics
      6. Display
      7. Session Averaging
      8. Voltage
         1. Peak to Peak
         2. RMS (root mean square)
4. Buying Equipment
   1. Service is #1
   2. Manufacturer’s Theoretical Perspective With Respect to EEG
   3. Practice on Yourself
   4. The “Which Computer is Right” game

Chapter VIMontages & Hooking Up

1. Reference Areas
2. 10-20 System
3. Monopolar Montage vs. Bipolar Montage
   1. Ground
   2. Ear Lobes
      1. Linked Ears
      2. Single Ear
   3. Mastoid
4. Other Montages
   1. Bipolar Montage or Serial Montage
5. Spectral Analysis & Classic Neurofeedback Spectral Analysis

Take Module Test #1

Chapter VIIArtifacts

1. Artifacts
   1. Poor connections
      1. Clean Scalp
      2. Hair Out of Way
      3. Sufficient Paste
      4. Proper Grounding
   2. Eye Blinks
   3. Eye Movement
   4. Heat From Scalp
   5. Gum Chewing
   6. Gritting the Teeth
   7. Holding Tongue at Roof of Mouth
   8. Swallowing
   9. Physical Movement
   10. Heart Beat
   11. Scalp Tension
   12. Electrostatic Interference
2. Electrical Sources of Artifact
   1. 60-Cycle Hum
   2. Electrostatic Interference
   3. Don’t Panic
3. Eyes Closed vs. Eyes Open EEG
   1. Medication Effects
   2. Diurnal Influences
   3. Developmental Differences Due to Age

Chapter VIIISignal Processing

1. Overview and Commonly Encountered Wave Types
   1. Rhythmic Delta
   2. Non-Rhythmic Delta
   3. Rhythmic Theta
   4. Non-rhythmic Theta
   5. Alpha
   6. Beta
   7. Spikes & Sharp Waves
2. Other Wave Forms
   1. Kappa
   2. Lambda
   3. Mu
   4. Gamma & Sheer Rhythms
   5. Sleep Spindles etc
   6. Slow Cortical Potentials
3. Source Localization Methods
   1. Laplacian & Weighted Averages
   2. LORETA
   3. Aseptic Techniques

Take Module Test #2

Chapter IXResearch Evidence for Neurofeedback

1. Template for Developing Guidelines for the Evaluation
2. Research Support for Neurofeedback
3. Key Studies
   1. ADHD
   2. Seizure Disorder
   3. Migraine
   4. Depression
   5. Anxiety Studies
   6. Autism
   7. Peak Performance

Take Module Test

Chapter XPsychopharmacology

1. Psychopharmacology and EEG
2. Drug Classifications
   1. Sedative-Hypnotics
      1. Benzodiazapines
      2. Alcohol
   2. Behavioral Stimulants and Convulsants
      1. Amphetamines
      2. MAO’s
      3. Tricyclics
      4. SSRI’s
      5. Caffeine
      6. Cocaine
      7. Wellbutrin
   3. Antipsychotic Agents
   4. Narcotic Analgesics
      1. Opiates
      2. Marijuana
   5. Psychedelics and Hallucinogens
3. QEEG Based Prescription
4. Dangers of Commonly Used Medications For ADHD
5. Sleeping Pills
6. Dealing With Street Drugs
7. Sugar and EEG

Take Module Test

Chapter XIIntake, Evaluation, and Treatment Planning

1. Getting Started
   1. Intake
   2. Initial Interview
   3. History
   4. Forms
2. Testing
3. Relating History and Meds
4. Initial Assessment Without qEEG
   1. Intro
   2. T.O.V.A.
   3. Results
   4. Raw Data
5. Taking Baselines
6. Hemispheric Dominance and EEG
7. Monopolar Analysis: The MiniQ
8. Challenges and Effectiveness
9. Ratios and Trends as Indicators
10. Examples

Chapter XIIQEEG Brain Maps

1. Utilization and Validity
   1. Absolute Power
   2. Relative Power
   3. Asymmetry
   4. Coherence
   5. One Hertz Bins
2. Evaluation of qEEG and Reading Topographical Displays
   1. Sequence of Evaluation
   2. Tables and Statistics
   3. Other Measures and Interpretation
3. A Brain Map Example
4. Further Learning
5. Ongoing Assessment
6. Evaluating Progress
   1. When to Evaluate Progress
   2. Keeping Records
   3. Plasticity

Take Module Test

Chapter XIIIDisorders and Protocols Part I

1. Protocol Evolution
2. Treatment Planning
   1. Priorities and Perspective
   2. Writing the Plan
   3. A Note on Insurance Companies
3. Protocol Determination
   1. Arousal Model and the Three Systems
   2. Alternative Approaches
4. Seizure and EEG
   1. Introduction
   2. Generalized Seizures
   3. Partial Seizures
5. LD & ADD/ADHD
6. TMJ, Headaches, & Chronic Pain
   1. TMJ
   2. Tension Headaches
   3. Migraine Headaches
   4. RSD
7. Depression
   1. Profile
   2. Linking Depression and Anxiety
   3. Heredity and Physiology
   4. Depression in the EEG
8. TBI, Stroke, Coma & Dementia
   1. Traumatic Brain Injury
   2. Strokes and Dementia
9. Parkinson’s Disease
10. Tourette Syndrome
11. Schizophrenia

Take Module Test #1

Chapter XIVDisorders and Protocols Part II

1. Anxiety, OCD, PTSD
   1. Anxiety
   2. Obsessive Compulsive Disorder
   3. Post Traumatic Stress Disorder
2. Fibromyalgia & Chronic Fatigue
   1. Introduction
   2. Fibromyalgia
   3. Chronic Fatigue Syndrome
3. Lyme’s Disease
4. Hypertension
5. Dissociative Disorder
6. Bipolar Disorder
7. Addictions
8. The Common Thread
9. We Now Return You to Protocol Selections…
   1. The Sensorimotor Strip
   2. Standard Protocols
   3. Research Supported Protocols
   4. Othmer Protocols
   5. Other Common Protocols

Take Module Test #2

Chapter XV
Treatment Implementation

1. Client Etiquette
   1. Information and Awareness of Change
   2. Client Responses
   3. How Often Should I Come in?
   4. The 30 Sessions Myth
2. Outsources
3. The Big Picture
   1. Implementing Protocols
   2. Do What Works
   3. Training Off Site
   4. The Brain Has Its Own Wisdom (Adverse Reactions)
   5. Contraindications to Treatment and Training
   6. Interpreting Training Graphs
4. New D
   1. Alpha Theta Training
   2. Remote Training

Take Module Test

Chapter XVI
Treatment Implementation

1. Methods
2. Combining NFB with Other Modalities
3. AVE – Audio Visual Entrainment
4. Other Adjunctive Modalities

Chapter XV
Professional Conduct

1. Ethics and EEG Biofeedback
2. Clinical Practice
3. Scope of Practice
4. Respect, Responsibility, Competence, Confidentiality
   1. Respect and Responsibility
   2. Competence
   3. Confidentiality
5. Informed Consent
6. Recognize Your Counseling Limitations
7. Professional Competence
8. Explaining Risks and Benefits
9. Liability
10. BCIA Requirements
11. Continuing Education Units
12. Record Keeping
13. Referrals
14. Healthcare Providers
15. Dealing with Unethical Behavior

Take Module Test

Copyright 2005
by Richard Soutar, PhD
All rights reserved. No part of this course may be used or reproduced in any manner without written permission except in the case of brief quotations embodied in academic analysis, critical articles and reviews

Introduction to EEG Biofeedback (Neurofeedback)

Where is this written down? That is the question I get at every one of my workshops. Many people entering the field are frustrated because there is no basic source to draw upon. Although books exist, they do not offer the kind of specific detail about doing neurofeedback that people are often seeking. The New Mind Neurofeedback of Atlanta now provides a comprehensive web course which is BCIA approved. This interactive course is designed to be the “how to” guide that leads you to be prepared for certification.

According to the Biofeedback Association of America “EEG Biofeedback is employed to modify the electrical activity of the CNS including EEG, event related potentials, slow cortical potentials and other electrical activity either of subcortical or cortical origin.” In addition they state that the goals of EEG Biofeedback are as follows: “The alteration of brain functioning determined from comparing the patient’s Quantitative EEG with databases of normal populations.” This course is an explication of the preceding definition and goal as defined by that certifying body. It is designed to assist those who wish to become certified in obtaining their didactic hours toward that goal. It is written in a manner which explains how to do neurofeedback as well as the theory and research behind it.

In addition to this material you will be doing supplementary reading in James Evans and Andrew Abarbanel’s Introduction to Quantitative EEG and Neurofeedback. You will also do supplementary readings in a special edition of Clinical Electroencephalography. This course is written specifically to be used in conjunction with these two other publications to provide a detailed understanding of neurofeedback and how it is applied. A course syllabus is provided to indicate what you should read in the supplementary readings and when you should read them. At the end of each section you will take a multiple choice test designed to test your knowledge of that section. If you fail to pass the multiple choice test you will be asked to go back and review the material again and be given a second test. If you fail to pass that test the instructor will contact you and will determine what remedial steps need to be taken for you to pass that section of the course.

How to use this course

The course is divided into modules. It is suggested that you read the course material and suggested readings for each module before continuing on to the next module.

If you have questions about the information, sign onto the discussion group and ask questions. The course instructor will be monitoring the discussion group site and will be answering any questions on a regular basis. It is important that you read the suggested readings in the books, journals and referenced articles before getting a “quick answer” from the instructor or fellow students.

Review any articles or journals that are cited if you are interested in the original research. Once you are comfortable with the material and feel that you are ready to take the exam, you can log onto take the tests section for each module at take the exam. Note that you will only be able to log on one time to any individual test. Forty five (45) minutes will be allowed for each module exam. You will be contacted within 48 hours of the results. If you have not received notice during this time please contact the instructor. As noted above if you do not pass the exam you should start over on the module and a second exam will be given. If you fail that exam the instructor will contact you about remedial work that can be done.

Continuing Education Information

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Accreditation Statement

In support of improving patient care, this activity has been planned and implemented by Amedco LLC and New Mind Technologies. Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Psychologists (APA)

Amedco LLC designates this activity for a maximum of 36.00 Psychologist contact hours.

The following state boards accept courses from APA providers for Counselors: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, KS, KY, MD, ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirements

The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirements

The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (outstate held)*, OK, OR, SC, UT, WA, WI, WY

MA / MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY

* If the activity is held live in the state of NY, then direct addictions board is required, ie: NAADAC. If the activity is held outside NY, is virtual, enduring or remote, it is considered “outstate” and this reciprocity applies.

qEEG-N Certificate of Competency

The qEEG-N Certificate of Competency sets a new standard for qEEG guided neurofeedback. It ensures the highest level of competency in the areas of qEEG as outlined by the BCIA Blueprint of Knowledge and the ISNR qEEG board recommendations (Hammond et al., 2004). NewMind in recognizing the need for qEEG standards for those doing qEEG guided neurofeedback (EEG biofeedback) in a behavioral setting rather than for medical and psychiatric, neurological or forensic reasons offers the alternative qEEG-N certification specifically for neurofeedback practitioners to fill a gap in the field. This would apply to, but not be limited to, occupations such as counseling or social work and their scope of practice. (This is in recognition of the fact that medically oriented QEEG certifications, such as the QEEG-DL certification, place an undue and unnecessary burden of a financial, temporal, intellectual nature as well as the unnecessary acquisition of technology.) The qEEG-N adheres as closely as appropriate to the standards of the American Clinical Neurophysiology Society as published in the American Clinical Neurophysiology Society Guideline 1: Minimum Technical Requirements for Performing Clinical Electroencephalography* (Sinha et al., 2016), adopting those standards that apply to the practice of neurofeedback and modified according to scope of practice requirements.  Those modifications were recognized and established by the ISNR board and those guidelines were published in Hammond et el. (2004). Minimal guidelines for qEEG have been established in the BCIA Blueprint of Knowledge for certification for over two decades and the qEEG-N certification seeks to amplify and refine those guidelines and the skills outlined based on contemporary clinical requirements and advances in knowledge. Thus this certification recognizes both Hammond et al. and the BCIA requirements and embodies both with the intention of enhancing knowledge and skills in qEEG to an optimal level. qEEG-N certification is the mark of distinction for neurofeedback providers engaged in behavioral services.

qEEG-N does not seek to establish standards for forensic or research purposes.  It is based on a systematic review of the relevant literature in neurofeedback and clinical experience of hundreds of practitioners over of period of two decades. The standards apply to all aspects of qEEG.

Vision Statement: To establish standards used as a benchmark in the field of neurofeedback for training professionals in areas of knowledge and clinical application (practice) required for the use of qEEG as it applies to behavioral and psychophysiological applications through didactic training, workshops, and mentoring.

Requirements for Certification:

• BCIA Certification (Prerequisite) 
• 18 Hours of Didactic Training From the NewMind QEEG course. $295 (APA CEs)
• 16 Hours Live Practical Instruction From The NewMind QEEG Workshop $500 (BCIA 16 CEs)
• 6 Case Submissions to NewMind Lunch & Learn (Free)
• 12 Hours Attendance of Case Analysis NewMind Lunch & Learn (Free)

Total: 52 Hours

Additional Prerequisite Cost: $795.00 (cost for 18-hour QEEG course and 16-hour QEEG workshop)

*The American Clinical Neurophysiology Society (ACNS) Guideline 1 provides minimum technical requirements for performing clinical electroencephalography (EEG). This guideline ensures that EEG procedures meet certain standards to serve patients and society by advancing the science, practice, and profession of clinical neurophysiology

qEEG-N is a voluntary certification offered by NewMind as part of its training services and recognized as a world leader in neurofeedback training services.

Email us at drs@newmind.tech for more information