Preconference Workshops
Preconference Workshops - Full Session Details
Wednesday, May 13
9 am - 6:30 pm
WS01: BCIA Heart Rate Variability Biofeedback Didactic Course - Part 1
Presented By: Fredric Shaffer, PhD, BCB; Inna Khazan, PhD, BCB; Donald Moss, PhD, BCB, BCB-HRV
Session Type: Full-Day Preconference Workshop
CE Credits: 7.5
This workshop is designed for biofeedback/ neurofeedback practitioners, psychologists, clinical counselors, clinical social workers, marriage and family therapists, nurses, physicians, and other healthcare professionals, academicians or others 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 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 to 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.
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.
Subject Matter Classification: HRV
Track: Basic Science
Level: Introductory
Focus: 50% Clinical/50% Research
Learning Objectives:
Explain the meaning of HRV, sources of HRV, factors that influence HRV, correlates of low and normal HRV, and the benefits of increased HRV
Explain the physiological basis of HRV and the blood volume pulse (BVP), electrocardiogram (ECG), and respirometer signals
Summarize how BVP, ECG, and breathing sensors operate, how to perform tracking tests, and how to identify and control artifacts
Summarize how BVP and ECG sensor placements with regard to cultural sensitivity
Explain HRV time-domain and frequency-domain measurements
References:
Smith, M. L., Collura, T. F., Ferrara, J., & de Vries, J. (2014). Infra-slow fluctuation training in clinical practice: A technical history. NeuroRegulation, 1(2), 187-207. doi:doi:10.15540/nr.1.2.187
Smith, M. L., Leiderman, L., & de Vries, J. (2017). Infra-slow fluctuation (ISF) for autism spectrum disorders. In T. F. Collura & J. A. Frederick (Eds.), Handbook of clinical QEEG and neurotherapy. New York: Routledge Taylor and Francis Group.
Picchioni, D., Horovitz, S. G., Fukunaga, M., Carr, W. S., Meltzer, J. A., Balkin, T. J., . . . Braun, A. R. (2011). Infraslow EEG oscillations organize large-scale cortical–subcortical interactions during sleep: A combined EEG/fMRI study. Brain Research, 1374(0), 63-72
Marshall, L., Mölle, M., Fehm, H. L., & Born, J. (2000). Changes in direct current (DC) potentials and infra-slow EEG oscillations at the onset of the luteinizing hormone (LH) pulse. European Journal of Neuroscience, 12(11), 3935-3943. doi:10.1046/j.1460-9568.2000.00304.x
Palva, J. M., & Palva, S. (2012). Infra-slow fluctuations in electrophysiological recordings, blood-oxygenation-level-dependent signals, and psychophysical time series. Neuroimage, 62(4), 2201-2211.
Limitations/Severe Risks: All interventions discussed in this session are empirically supported (see references). Minimal risks, such as lightheadedness while breathing, exist for HRV based interventions and will be addressed during the workshop.
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.
GAP: Medical Knowledge,
GAP Correction: Increase awareness of the need for research based / backed practice.
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Wednesday, May 13
9 am - 6 pm
WS02: Biofeedback for Chronic Pain Management
Presented By: Saul Rosenthal, PhD; Anu Kotay, PhD; Katie Fleischman, PhD
Session Type: Full Day Preconference Workshop
CE Credits: 7
Chronic pain is one of the most prevalent and costly health concerns, yet it remains difficult to treat effectively when approached from the typical biomedical perspective. Because chronic pain is fundamentally a biopsychosocial phenomenon, it is well-suited to psychophysiologic assessment and intervention. This workshop reviews current models of chronic pain through a psychophysiologic lens. It provides practical strategies clinicians can use to improve self-regulation, reduce symptom burden, and enhance quality of life. Participants will learn how to differentiate major categories of chronic pain and identify the mechanisms most relevant to each (e.g., autonomic dysregulation, central sensitization, muscle tension, fear-avoidance). We will compare traditional biomedical treatments with evidence-based behavioral and psychophysiologic approaches, emphasizing how interdisciplinary providers can collaborate to create coherent, integrative care plans for both pediatric and adult patients. A combination of lecture, hands-on demonstrations, and guided hands-on exercises will introduce participants to concrete skills for building client engagement, explaining biopsychosocial models, applying applied psychophysiology techniques, and strategies to address catastrophizing and avoidance behaviors. Attendees will leave with practical tools they can incorporate into their clinical practice.
Target Audience: Providers interested in or working with individuals experiencing
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Peripheral Biofeedback (EMG/Temp/GSR), Neurofeedback (EEG), Heart Rate Variability (EKG, RESP), Stress Management, Mindfulness, Evidence-based
Track: Clinical Interventions and Optimal Performance
Level: Introductory
Focus: 80% Clinical/20% Research
Learning Objectives:
Describe a biopsychosocial model of chronic pain appropriate for client education and intervention planning
Differentiate major categories of chronic pain and identify common psychophysiologic themes
Evaluate traditional biomedical and emerging behavioral/psychophysiologic treatments within an integrated model of chronic pain care
Apply psychophysiological and collaborative care approaches to chronic pain management
Apply appropriate biofeedback modalities and behavioral interventions, matching pain complaints, areas of dysregulation, and maladaptive behaviors
References:
Calderone, A., Mazzurco Masi, V. M., De Luca, R., Gangemi, A., Bonanno, M., Floridia, D., Corallo, F., Morone, G., Quartarone, A., Maggio, M. G., & Calabrò, R. S. (2025). The impact of biofeedback in enhancing chronic pain rehabilitation: A systematic review of mechanisms and outcomes. Heliyon, 11(2), e41917. https://doi.org/10.1016/j.heliyon.2025.e41917
Fahrenkamp A, Sim L, Roers L, Canny M, Harrison T, Harbeck-Weber C. An Innovative and Accessible Biofeedback Intervention for Improving Self-Regulatory Skills in Pediatric Chronic Pain: A Pilot Study. J Altern Complement Med. 2020 Mar;26(3):212-218. https://doi.org/10.1089/acm.2019.0297
Paudel, P., & Sah, A. (2025). Efficacy of biofeedback for migraine: A systematic review and meta-analysis. Complementary therapies in medicine, 90, 103153. https://doi.org/10.1016/j.ctim.2025.103153
Roy, R., de la Vega, R., Jensen, M. P., & Miró, J. (2020). Neurofeedback for pain management: a systematic review. Frontiers in Neuroscience, 14, 671.
Sielski, R., Rief, W. & Glombiewski, J.A. Efficacy of Biofeedback in Chronic back Pain: a Meta-Analysis. Int.J. Behav. Med. 24, 25–41 (2017). https://doi.org/10.1007/s12529-016-9572-9
Limitations/Severe Risks: Given the complexity of patients with chronic pain, interventions and treatments can be minimally effective or have unexpected consequences. All interventions will be discussed in the context of an evidence base.
Diversity Considerations: Chronic pain is a universal experience. However, cultural background impacts that experience in multiple ways, including how the health care system treats individuals from diverse cultures. This workshop includes a discussion about culture as it relates to the expression and treatment of pain.
GAP: Patient Care, Medical Knowledge
GAP Correction: Review anatomy and physiology of chronic pain. Detail range of intervention options for providers to utilize.
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Wednesday, May 13
8:30 am - 1 pm
WS03: Network Pathways to Brain Health: What the Brain is Telling Us and How to Listen
Presented By: Thomas F. Collura, PhD; Robert Turner, MD; David Ims, PhD; Harry Brubaker, MS Psy, MEd, BCN, QEEGD
Session Type: Half Day Preconference Workshop
CE Credits: 4
Target Audience: Clinicians who work with patients experiencing the effects of environmental and behavioral stress and toxicity, and who wish to pursue brain-based interventions
Subject Matter Classification: Diversity in Psychophysiology, Optimal Performance, Stress Management, Practice Management, Evidence-based, Case Studies
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 100% Clinical
Learning Objectives:
Analyze an EEG with regard to possible evidence of poor sleep, in a resting EEG
Apply the network model incorporating the major networks (default mode, salience, and executive control) to describe normal healthy functioning of a brain as it moves between tasks
Compare and contrast the typical daily experiences and exposures of a client in the 2020’s with a person living in the 20th century
Demonstrate how visual inspection of an EEG can be used to detect paroxysmal activity that might be related to sleep deprivation or excess drowsiness
Describe how brain biofeedback can be used to support self-regulation and self-awareness in a clinically useful approach
References:
Swingle, M. K. (2019). i-Minds: How and why constant connectivity is rewiring our brains and what to do about it (2nd ed.). New Society Publishers.
Wacks, Y., & Weinstein, A. M. (2021). Excessive smartphone use is associated with health problems in adolescents and young adults. Frontiers in Psychiatry, 12, Article 669042. https://doi.org/10.3389/fpsyt.2021.669042
Cheng, S., Sheng, J., & Zhu, X. (2020). Association between electronic device use before bedtime and sleep quality among adolescents: A systematic review. Sleep Medicine Reviews, 52, Article 101311. https://doi.org/10.1016/j.smrv.2020.101311
Alickovic E, Lunner T, Gustafsson F and Ljung L (2019) A Tutorial on Auditory Attention Identification Methods. Front. Neurosci. 13:153. doi: 10.3389/fnins.2019.00153
Satapathy, P., Khatib, M. N., Balaraman, A. K., Kaur, M., Srivastava, M., & Padhi, B. K. (2025). Burden of gaming disorder among adolescents: A systematic review and meta-analysis. Public Health in Practice, 9, Article 100565. https://doi.org/10.1016/j.puhip.2024.100565
Limitations/Severe Risks: The use of EEG to assess patients has limitations in that the evaluator requires extensive training and experience, and must interpret the EEG in the full awareness of the patient history and condition. Using EEG or related assessments without adequate training and background can lead to misinterpretation and possible type 1 errors in diagnosis. Noachtar, S., & Rémi, J. (2009). The role of EEG in epilepsy: A critical review. Epilepsy & Behavior, 15(1), 22–33. https://doi.org/10.1016/j.yebeh.2009.02.035. This paper is confirmed in multiple sources including PubMed (PMID: 19248841) and Semantic Scholar, with 379+ citations. It critically reviews how misinterpretation of EEG recordings is one of the most common contributors to the overdiagnosis of epilepsy.
Diversity Considerations: The changes in our world culture are affecting everyone on the planet. Whether it is stress from economical, health, political, or social injustices, the brain takes in information and tries to make sense of the world. This presentation puts these factors into a brain-based context, including how the EEG reveals these effects, in a culturally neutral and objective format.
GAP: Medical Knowledge, Systems-based Practice
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Wednesday, May 13
8:30 am - 1 pm
WS04: HRV and Sound Therapy as Potentiators of EEG Training -DEEP DIVE
(FREE TO ALL!)
Presented By: Mari Swingle, PhD
Session Type: Half Day Preconference Workshop
CE Credits: 4
Much like photobiomodulation, the pairing of audio stimulation / harmonic blends above and below auditory threshold combined with HRV appears to notably potentiate neurotherapeutic outcome. This applies across training sessions (as a home protocol) as well as within sessions immediately preceding EEG training. This presentation will show variation in the EEG pre-post administration in isolation as well as pre-post EEG training. Attendees will be shown evidentiary clinical data, including the mechanisms of action and relative attribution to HRV and sound frequency / color therapy. Attendees will also learn how to prescribe specific protocols based on specific EEG phenotypes and clinical assessments.
Target Audience: Clinicians
Subject Matter Classification: Neurofeedback (EEG)
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 50% Clinical/50% Research
Learning Objectives:
Summarize the power of multiple mechanisms of action via the central and autonomic nervous system as pre-conditioning for movement in the EEG
Recognize global effects vs individual effects
Identify specific mechanisms of action as per the EEG
Recognize EEG phenotypes
Pair protocols by phenotype
References:
Tracy, L. M., Ioannou, L., Baker, K. S., Gibson, S. J., Georgiou-Karistianis, N., & Giummarra, M. J. (2016). Meta-analytic evidence for decreased heart rate variability in chronic pain implicating parasympathetic nervous system dysregulation. Pain, 157(1), 7-29.
Heiss, S., Vaschillo, B., Vaschillo, C., Timko, A., & Hormes, J. (2021). Heart rate variability as a biobehavioral marker of diverse psychopathologies: A review and argument for an “ideal range”. Neuroscience & Biobehavioral Reviews 121,144-155. https://doi.org/10.1016/j.neubiorev.2020.12.004.
Lehrer, P., Derby, L., Caswell, J.S. et al. (2024). Physiological Effects of Psychological Interventions Among Persons with Financial Stress: A Systematic Review, Meta-analysis, and Introduction to Psychophysiological Economics. Appl Psychophysiol Biofeedback 49, 503–521. https://doi.org/10.1007/s10484-024-09658-x
Jiao, D. (2025.) Advancing personalized digital therapeutics: Integrating music therapy, brainwave entrainment methods, and AI driven biofeedback. Frontiers Digital Health 7:1552396. doi: 10.3389/fdgth.2025.1552396
Bouny, P., Arsac, L.M., Guérin, A., Nerincx, G., Deschodt-Arsac, V. (2023). Guiding Breathing at the Resonance Frequency with Haptic Sensors Potentiates Cardiac Coherence. Sensors, 23, 4494.
Limitations/Severe Risks: The limitations and risk of this presentation are not in the content itself but the potential for clinical misinterpretation and application without proper complementary knowledge, credentials and skill or supervision / mentorship while acquiring such.
Diversity Considerations: Diversity is inherent as the sample presented is inclusive. As part of cultural competence, diversity, and (multi)culture are addressed directly as per variance found and not found in the sample.
GAP: Systems-based Practice
GAP Correction: Biofeedback and Neurofeedback are becoming increasingly divided as practice and treatment modalities. This presentation will demonstrate the power of going back to our discipline’s origins and the absolute power and potential of the blend rather than isolation of the modalities.
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Wednesday, May 13
8:30 am - 1 pm
WS05: Clinical Interoception in Biofeedback: Assessment and Intervention
Presented By: Nate Ewigman, PhD, BCB
Session Type: Half Day Preconference Workshop
CE Credits: 4
This 4-hour workshop provides an experiential, scientifically grounded and - above all - practical framework for translating interoception into clinical biofeedback and psychotherapy. Participants will begin by identifying their own interoceptive profile using the Multidimensional Assessment of Interoceptive Awareness (MAIA). Through this lens, attendees will learn to conceptualize patients’ interoceptive styles using a heuristic framework of common profiles: overly connected, disconnected, mixed, and mindful/healthy. In small groups, participants will get live practice explaining interoceptive patterns, delivering feedback, and linking interoceptive profiles to presenting problems. Following this experiential foundation, the workshop will introduce the neurophysiology of interoception to deepen clinical understanding of how afferent signaling, predictive processing, and stress-related learning shape symptom expression. Participants will review how interoception manifests across common conditions and will be introduced to clinically relevant constructs including interoceptive threat, interoceptive rehabilitation, the four-system model of somatic stress, funneling for low body awareness and the personalized bracing response. The session then integrates assessment with intervention. Participants will learn how to tailor biofeedback modalities to a patient’s dominant stress system and interoceptive style, including in-session reinforcement of interoceptive learning and out-of-session assignments. Attendees will leave with a practical, structured assessment framework, a phenotype-based treatment model, and strategies for incorporating clinical interoception into biofeedback.
Target Audience: Biofeedback providers, therapists, researchers interested in clinical translation
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Peripheral Biofeedback (EMG/Temp/GSR), Diversity in Psychophysiology, Mindfulness, High level science from aligned disciplines
Track: Hot Topics
Level: Advanced
Focus: Peripheral Biofeedback (HRV/Resp), Peripheral Biofeedback (EMG/Temp/GSR), Diversity in Psychophysiology, Stress Management, Mindfulness, High level science from aligned disciplines
Learning Objectives:
Define interoception and have a basic understanding of the interoceptive matrix in the brain
Assess interoceptive awareness using the MAIA, through interview and through biofeedback
Articulate particular methods for improving disconnected and overly connected interoceptive phenotypes
Summarize how you would incorporate interoceptive assessment and intervention into your practice
References:
Mehling, W. E., Acree, M., Stewart, A., Silas, J., & Jones, A. (2018). The Multidimensional Assessment of Interoceptive Awareness, Version 2 (MAIA-2). PLoS ONE, 13(12), e0208034.
Wareing, L., Readman, M. R., Longo, M. R., Linkenauger, S. A., & Crawford, T. J. (2024). The utility of heartrate and heartrate variability biofeedback for the improvement of interoception acrossn behavioural, physiological and neural outcome measures: A systematic review. Brain Sciences,14(6), 579.
Khalsa, S. S., Adolphs, R., Feinstein, J. S., & Tranel, D. (2018). Interoception and mental health: A roadmap. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 3(6), 501–513.
Feldman, M. J., Bliss-Moreau, E., & Lindquist, K. A. (2024). The neurobiology of interoception and affect. Trends in Cognitive Sciences, 28(7), 643–661.
Tanzer, M., Bobou, M., Koukoutsakis, A., Saramandi, A., Jenkinson, P. M., Norton, S., Selai, C., & Fotopoulou, K. (2025). Biofeedback and training of interoceptive insight and metacognitive efficacy beliefs to improve adaptive interoception: A subclinical randomized controlled trial.
Limitations/Severe Risks: There are no known risks around assessing and improving body awareness, however, this should be done only by a licensed professional who is qualified to treat whatever condition is presenting. Evidence: the MAIA assessment is a well-validated measure for the assessment of interoception; using biofeedback to improve interoception is supported by theory, evidence and expert consensus. by a licensed professional who is qualified to treat whatever condition is presenting.
Diversity Considerations: While we all have the same underlying physiology, society, our families and our own conditioning mold our relationship with our bodies; assessing interoception can powerfully tailor biofeedback treatment with respect to individual differences.
GAP: Patient Care
GAP Correction: Many providers are only superficially acquainted with the science of interoception and how it can be applied in practice
settings.
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Wednesday, May 13
2 pm - 6:30 pm
WS06: Individualized Protocols for Trauma Treatment: Integrating Assessment, Biofeedback and Neurofeedback
Presented By: Angelika Sadar, MA, BCN-HRV; Mitchell M. Sadar, PhD, BCN-HRV
Session Type: Half Day Preconference Workshop
CE Credits: 4
Trauma-related symptoms are complex and pervasive, often limiting the effectiveness of traditional talk therapies when used alone. Research and clinical experience show that biofeedback and neurofeedback can help regulate dysregulated systems, reduce residual trauma effects, and enhance patients’ ability to benefit from trauma-informed treatments such as psychotherapy or EMDR. Because trauma is not a unitary condition, individualized protocols are essential. This workshop will present findings from comprehensive assessments—including clinical history, self-report measures, psychophysiological recordings, EEG/qEEG, and event-related potentials—and demonstrate how such data inform protocol selection. Core modalities such as HRV, skin conductance, temperature, sEMG, frequency-band training, infra-low frequency, and PIR-HEG will be reviewed in this context. Special considerations in addressing trauma will also be addressed, including how to avoid overwhelming patients with premature relaxation, and how to structure the treatment environment to foster feelings of safety. Participants will leave with practical strategies for tailoring biofeedback and neurofeedback interventions to optimize outcomes for trauma-affected individuals.
Target Audience: Psychologists, clinicians, medical personnel, students
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Neurofeedback (EEG), Technology and Innovations, Evidence-based, Case Studies
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 75% Clinical/25% Research
Learning Objectives:
Explain the value of a multimodal assessment of trauma.
Design bio/neurofeedback treatment plans based on a multimodal assessment.
Design your office and patient approach to enhance treatment outcomes with trauma victims.
Analyze neurophysiological assessment data from normative database reports to differentiate normal from clinically significant patterns.
Identify and interpret specific EEG spectral patterns and event-related potentials empirically associated with PTSD symptomatology.
References:
Fedorenko, E. J., Barnwell, P. V., Selby, E. A., & Contrada, R. J. (2023). Associations between the late positive potential and PTSD, anxiety, and depressive symptoms among trauma-exposed undergraduates. Biological Psychology, 177, Article 108499. https://doi.org/10.1016/j.biopsycho.2023.108499
Lobo, I., Portugal, L. C., Figueira, I., Volchan, E., David, I., Garcia Pereira, M., & de Oliveira, L. (2015). EEG correlates of the severity of posttraumatic stress symptoms: A systematic review of the dimensional PTSD literature. Journal of Affective Disorders, 183, 210-220. https://doi.org/10.1016/j.jad.2015.05.015
McPherson, W. B., Newton, J. E., Ackerman, P., Oglesby, D. M., & Dykman, R. A. (1997). An event-related brain potential investigation of PTSD and PTSD symptoms in abused children. Integrative Physiological and Behavioral Science, 32(1), 31-42. https://doi.org/10.1007/BF02688611
Chrapusta, A., Kropotov, J. D., & Pąchalska, M. (2017). Neuromarkers of post-traumatic stress disorder (PTSD) in a patient after bilateral hand amputation - ERP case study. Annals of Agricultural and Environmental Medicine, 24(2), 265-270. https://doi.org/10.26444/aaem/74597
Marcu, G. M., Müller, A., & Kropotov, J. Y. D. (2025). Event-related potentials associated with cognitive control in adolescents exposed to complex childhood trauma. European Journal of Psychotraumatology, 16(1), Article 2494363. https://doi.org/10.1080/20008066.2025.2494363
Limitations/Severe Risks: There are not inherent risks involved with the use of the HBImed database, which will be used as part of the case presentations. However, it is incumbent upon the attendee to ensure that they work within their area of expertise and seek appropriate mentoring and/or supervision when practicing any interventions.
Diversity Considerations: The database that will be discussed will address gender and age differentiations. The research covered will include subjects from various countries and of varying races (indigenous, Latin America) and socio-economic status.
GAP: Patient Care, Systems-based Practice
GAP Correction: Understanding the latest research findings related to a patient's experience will facilitate the development of successful treatment interventions
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Wednesday, May 13
2 pm - 6:30 pm
WS07: Integrating Hypnosis into Your Clinical/Biofeedback Practice
Presented By: Ron Pekala, PhD
Session Type: Half Day Preconference Workshop
CE Credits: 4
This workshop will focus on acquainting therapists with a methodology for measuring hypnotic responsivity from a more phenomenological and patient-centered focus and demonstrate how hypnosis and visualization can be smoothly integrated with breathing, relaxation, and biofeedback-assisted strategies. There is evidence that high hypnotically susceptible, and highly imagoic, individuals will benefit more from hypnotic and visualization strategies (Wickramasekera, 1988; Zemen, 2024), whereas low susceptible individuals will benefit more from biofeedback, kinesthetic, and verbally-based strategies. Additionally, hypnotizability appears to vary widely across individuals (Hilgard, 1965; Weitzenhoffer, 1989a, b) and yet few therapists use any type of individual differences assessment concerning hypnotic/imagoic ability, when using breathing retraining, relaxation, biofeedback, visualization, and/or hypnosis with their clients. This workshop will provide the clinician with a reliable and valid methodology for measuring noetic (the Greek word for mind is “nous”) processes associated with hypnotic responsivity, and will focus on using the Phenomenology of Consciousness Inventory (PCI), and a hypnotic assessment protocol, the PCI-HAP (Phenomenology of Consciousness Inventory-Hypnotic Assessment Procedure; Pekala, 1995a, b; Pekala, 2015; Pekala et al., 2010) to tailor treatment interventions to the client’s phenomenological world. The protocol allows for the assessment of several of the "domains" hypothesized by leading theorists to be related to hypnotism: suggestibility, altered state (trance) effects, and expectancy. Use of the PCI and the PCI-HAP will be clinically reviewed. Clinical cases illustrating the hypnotic assessment process with individuals of differing hypnotic responsivity will be discussed. Via such discussion, the presenter will show how the various domains associated with hypnotic responsivity, and imagoic suggestibility, can be measured and quantified. Additionally, the data obtained from such a hypnotic assessment will demonstrate how to determine the client’s hypnotic/imagoic talents, so that those talents can be best accessed in generating intervention, protocols for home practice congruent with the client’s relaxation and hypnotic abilities.
Target Audience: Any therapist/clinician who uses relaxation-based interventions in their clinical practice and who is interested in better tailoring relaxation, meditation, biofeedback, visualization, hypnosis, etc. to their client’s phenomenological world based on individual differences measures such as hypnotizability (Wickramasekera, 1988), imagoic suggestibility (aphantasia/hyperphantasia, Zemen, 2024), and/or expectancy (Kirsch, 2010).
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Heart Rate Variability (EKG, RESP), Stress Management, Evidence-based, Case Studies, Hypnosis; Hypnotherapy
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 65% Clinical/35% Research
Learning Objectives:
Describe the rationale and development for using noetic analysis (the Greek word for mind is ”nous”), a methodology used to generate a “noetic snapshot” of your client’s mind during relaxation-based interventions
Describe and review the theoretical literature and research concerning how hypnotic altered state effects, hypnotic suggestibility, and hypnotic expectancy interact to determine a client's perception of being or not being "hypnotized
Enumerate and describe: the rationale for a phenomenological based assessment of hypnotic/imagoic talent using the PCI (Phenomenology of Consciousness Inventory), and the PCI-HAP (Phenomenology of Consciousness Inventory - Hypnotic Assessment Procedure)
Enumerate the sequence of decision making to integrate breathing retraining, relaxation, biofeedback, visualization, and especially hypnosis into the client’s clinical treatment.
Demonstrate through anecdotal clinical cases the use of various interventional strategies with clients of high, medium, and low hypnotic/imagoic responsivity.
References:
Pekala, R. J., and Creegan, K. (2020). Hypnotic states of consciousness, the qEEG, and noetic snapshots of the brain/mind interface. OBM Integrative and Complimentary Medicine, 5(2), doi:10.21926/obm.icm.2002019 (pp 1-35)
Pekala, R., Baglio, F., Cabinio, M., Lipari, S., Baglio, G., Mendozz,, L., Cecconi, Pugnetti, L. & Sciaky, R. (2017). Hypnotism as a Function of Trance State Effects, Expectancy, and Suggestibility: An ltalian Replication. International Journal of Clinical and Experimental Hypnosis, 65(2), 210-240.
Pekala, R. J. (2016). The “Mysteries of Hypnosis:” Helping Us Better Understand Hypnosis and Empathic Involvement Theory (EIT), American Journal of Clinical Hypnosis, 58, 274-285.
Perri, R., Perrotta, D, Rossani, F., & Pekala, R.J. (2022, March). Boosting the hypnotic experience. Inhibition of the dorsolateral prefrontal cortex alters hypnotizability and sense of agency. A randomized, double-blind and sham-controlled tDCS study. Behavioural Brain Research. doi: 10.1016/j.bbr.2022.113833
Beischel, J. Rock, A. J., Pekala, R. J. Boccuzzi, M. (2021). Survival Psi and Somatic Psi: Exploratory Quantitative Phenomenological Analyses of Blinded Mediums’ Experiences of Communication with the Deceased and Psychic Readings for the Living. Journal of Near-Death Studies, 39, 2, 61-102. doi.org/10.17514/JNDS-2021-39-2-p61-102
Limitations/Severe Risks: The approach developed by the author, as presented in this workshop, is based on cutting-edge research developed by the author and colleagues. The author (RJP) has one book (“Quantifying Consciousness,” 1991) and over 80 publications addressed to research supporting the approach (see Vitae) . Further replication and validation by other researchers and clinicians is needed.
Diversity Considerations: Cultural diversity, cultural competence, and multicultural issues: A great of the research with the PCI/PCI-HAP was done with minorities while the author directed a biofeedback clinic at a veteran’s hospital outside Philadelphia for over 40 years, Hence, the resulting assessment is normed while taking into account cultural diversity issues. The clinical cases discussed are based on individuals from various ethnic and racial backgrounds.
GAP: Patient Care, Practice-based Learning and Improvement
GAP Correction: Many clinicians who use hypnosis do not do biofeedback, and many clinicians who do biofeedback do not use hypnosis. Yet there is ample research evidence (Wickramasekera, 1988; Zemen, 20024) suggesting individual differences in hypnotic/imagoic ability, such that biofeedback-assisted strategies may be better for low hypnotizable/low imagery vividness clients; whereas hypnosis and visualization may be better for high hypnotizable/high imagery vividness clients. By using the PCI (Phenomenology of Consciousness Inventory) and the PCI-HAP (PCI- Hypnotic Assessment Procedure), the clinician can determine which strategies, via noetic analysis (the Greek word for mind is “nous”), may be best used by the client for symptom reduction. Noetic analysis allows the clinician to take a “mental snapshot” of the client’s mind in reference to a relaxation protocol, and best determine which intervention strategies, including breathing retraining, meditation, visualization, hypnosis, etc., may be most useful. This workshop will allow participants to expand their clinical strategies to help more clients.
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Thursday, May 14
9 am - 6:30 pm
WS08: BCIA Heart Rate Variability Biofeedback Didactic Course - Part 2: How To Do It, Why it Works, and For What
Presented By: Paul Lehrer, PhD; Richard Gevirtz, PhD
Session Type: Full Day Preconference Workshop
CE Credits: 7.5
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 and capnometers. 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. They will present a protocol for administering HRVB, review some of the available apps for it, and discuss how to explain and present HRVB to patients.
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.
Subject Matter Classification: HRV
Track: Basic Science
Level: Introductory
Focus: 50% Clinical/50% Research
Learning Objectives:
Explain the meaning of HRV, sources of HRV, factors that influence HRV, correlates of low and normal HRV, and the benefits of increased HRV
Explain the physiological basis of HRV and the blood volume pulse (BVP), electrocardiogram (ECG), and respirometer signals
Describe how BVP, ECG, and breathing sensors operate, how to perform tracking tests, and how to identify and control artifacts
Describe and apply BVP and ECG sensor placements with regard to cultural sensitivity
Explain HRV time-domain and frequency-domain measurements
References:
Smith, M. L., Collura, T. F., Ferrara, J., & de Vries, J. (2014). Infra-slow fluctuation training in clinical practice: A technical history. NeuroRegulation, 1(2), 187-207. doi:doi:10.15540/nr.1.2.187
Smith, M. L., Leiderman, L., & de Vries, J. (2017). Infra-slow fluctuation (ISF) for autism spectrum disorders. In T. F. Collura & J. A. Frederick (Eds.), Handbook of clinical QEEG and neurotherapy. New York: Routledge Taylor and Francis Group.
Picchioni, D., Horovitz, S. G., Fukunaga, M., Carr, W. S., Meltzer, J. A., Balkin, T. J., . . . Braun, A. R. (2011). Infraslow EEG oscillations organize large-scale cortical–subcortical interactions during sleep: A combined EEG/fMRI study. Brain Research, 1374(0), 63-72
Marshall, L., Mölle, M., Fehm, H. L., & Born, J. (2000). Changes in direct current (DC) potentials and infra-slow EEG oscillations at the onset of the luteinizing hormone (LH) pulse. European Journal of Neuroscience, 12(11), 3935-3943. doi:10.1046/j.1460-9568.2000.00304.x
Palva, J. M., & Palva, S. (2012). Infra-slow fluctuations in electrophysiological recordings, blood-oxygenation-level-dependent signals, and psychophysical time series. Neuroimage, 62(4), 2201-2211.
Limitations/Severe Risks: All interventions discussed in this session are empirically supported (see references). Minimal risks, such as lightheadedness while breathing, exist for HRV based interventions and will be addressed during the workshop
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.
GAP: Patient Care
GAP Correction: Enhance the knowledge of participants related to HRV
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Thursday, May 14
9 am - 6 pm
WS09: Getting Connected: A Hands-On Primer in Biofeedback and Neurofeedback
(FREE TO STUDENTS!)
Presented By: Brendan Parsons, PhD, BCN; Inna Khazan, PhD, BCB; Frank DeGregorio
Session Type: Full Day
CE Credits: 7
Biofeedback and neurofeedback are inherently relational disciplines: they connect physiology to experience, data to meaning, and technology to human self-regulation. Yet for students, early-career clinicians, and first-time conference attendees, these fields can feel fragmented, overly technical, or difficult to access. This full-day, pre-conference workshop is designed as a highly interactive primer that helps participants quite literally get connected—to each other, to foundational concepts, and to the hardware that brings applied psychophysiology to life. The workshop is divided into two half-day modules. The morning focuses on core principles of biofeedback, including psychophysiological self-regulation, signal acquisition, and the clinical relevance of commonly used modalities such as heart rate variability, electromyography, and peripheral temperature. Rather than relying on slide-based lectures, participants will work directly with equipment, observe live physiological signals, and engage in guided experiential exercises that emphasize interpretation, clinical reasoning, and embodied understanding. The afternoon shifts to neurofeedback, introducing fundamental EEG concepts, brain oscillations, and the rationale behind common training approaches. Participants will observe and participate in live neurofeedback demonstrations, explore how protocols are constructed, and discuss how neurofeedback fits within broader brain–body models of regulation and learning. Emphasis is placed on conceptual clarity and practical insight rather than protocol memorization. Throughout the day, the format remains intentionally warm, flexible, and adaptive. Small-group work, discussion, and real-time troubleshooting are prioritized over didactic instruction. The workshop is especially designed for students and first-time AAPB attendees and is scheduled the day before the main conference to reduce financial and logistical barriers. Participants will leave better prepared to engage with conference content, and more grounded, confident, and connected to the field of applied psychophysiology.
Target Audience: This workshop is designed primarily for students, trainees, early-career clinicians, and first-time AAPB conference attendees who are seeking a clear, grounded introduction to biofeedback and neurofeedback. It is particularly well suited for individuals who are curious about applied psychophysiology but may feel overwhelmed by the technical, theoretical, or equipment-driven aspects of the field. The session will also benefit clinicians from adjacent disciplines (e.g., psychology, counseling, physical therapy, occupational therapy, medicine, and allied health professions) who are considering integrating biofeedback or neurofeedback into their practice and want a practical, experiential overview before pursuing advanced training. While no prior experience with biofeedback or neurofeedback is required, the workshop is structured to remain engaging for participants with some foundational exposure by emphasizing live demonstrations, clinical reasoning, and hands-on interaction with equipment rather than purely didactic instruction. Attendees who want to feel more confident, connected, and prepared to engage with more advanced conference sessions will find this workshop especially valuable.
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Peripheral Biofeedback (EMG/Temp/GSR), Neurofeedback (EEG)
Track: Basic Science
Level: Introductory
Focus: 75% Clinical/25% Research
Learning Objectives:
Describe the core principles of biofeedback and neurofeedback, including how physiological and neural signals are acquired, displayed, and used to support self-regulation.
Identify and interpret common biofeedback signals (e.g., heart rate variability, electromyography, peripheral temperature) and basic EEG features as observed during live demonstrations.
Explain the rationale behind foundational neurofeedback approaches, including how training targets are selected and how neurofeedback fits within broader brain–body models of regulation.
Demonstrate increased confidence in interacting with biofeedback and neurofeedback equipment through hands-on participation, observation of live signals, and guided experiential exercises.
Integrate biofeedback and neurofeedback concepts into their own clinical, educational, or training context, with an appreciation for individual, cultural, and contextual factors that influence application.
References:
Kerson, C., Sherlin, L. H., & Davelaar, E. J. (2025). Neurofeedback, biofeedback, and basic learning theory: Revisiting the 2011 conceptual framework. Applied Psychophysiology and Biofeedback. https://doi.org/10.1007/s10484-025-09756-4
Preti, M. G., Van De Ville, D., & Amico, E. (2025). Brain fingerprinting: A signal processing perspective. IEEE Signal Processing Magazine, 91–102. https://doi.org/10.1109/MSP.2025.3615296
Dobo, P., & Kasos, K. (2025). Feasibility of a single-session electrodermal biofeedback intervention for state anxiety. Applied Psychophysiology and Biofeedback. https://doi.org/10.1007/s10484-025-09720-2
Hoseini, R., & Shalbaf, A. (2025). An explainable machine learning‑based approach to predicting treatment response for neurofeedback in ADHD. Scientific Reports, 15, 43162. https://doi.org/10.1038/s41598-025-27246-9
Tu, J., Kukshinov, E., Mogavi, R. H., Wang, D. M., & Nacke, L. E. (2025). Designing biofeedback board games: The impact of heart rate on player experience. In CHI ’25: Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (21 pp.). ACM. https://doi.org/10.1145/3706598.3713543
Limitations/Severe Risks: Limitations and Scope This workshop is designed as an introductory, experiential primer and does not provide comprehensive clinical training or certification in biofeedback or neurofeedback. Content is intentionally foundational and does not substitute for formal coursework, supervised clinical training, or credentialing required for independent clinical practice. Protocols, demonstrations, and examples are presented for educational purposes only and are not intended to be prescriptive or universally applicable across populations or clinical conditions. Risks and Risk Mitigation Biofeedback and neurofeedback are generally considered low-risk, non-invasive interventions when practiced within professional guidelines. However, potential risks discussed in the workshop include transient discomfort, fatigue, frustration, emotional activation, or symptom exacerbation if interventions are applied without appropriate assessment, supervision, or individualization. In neurofeedback, inappropriate training targets or lack of clinical oversight may contribute to suboptimal outcomes or temporary increases in symptoms. These risks are explicitly addressed through discussion of ethical practice, scope of competence, the importance of individualized assessment, and the need for adequate training and supervision. No participants will be asked to provide or receive clinical treatment during the workshop; all demonstrations are voluntary, brief, and conducted in an educational context. Evidence Base The workshop content is grounded in established scientific literature on psychophysiological self-regulation, biofeedback, and neurofeedback. Evidence discussed includes foundational research on autonomic regulation (e.g., heart rate variability biofeedback), sensorimotor rhythm and EEG-based neurofeedback, and applied psychophysiology models supported by peer-reviewed studies and professional guidelines. Emphasis is placed on understanding mechanisms, interpreting signals, and critically evaluating evidence rather than promoting specific protocols or outcomes. Participants are encouraged to view biofeedback and neurofeedback as evidence-informed tools that require thoughtful integration, ongoing learning, and adherence to professional standards to ensure safety and effectiveness.
Diversity Considerations: This workshop addresses cultural diversity and cultural competence by emphasizing flexibility, accessibility, and contextualized learning rather than a one-size-fits-all model of practice. Biofeedback and neurofeedback are presented as tools that must be adapted to the individual’s cultural background, lived experience, language, values, and relationship to technology and healthcare systems. Hands-on activities are conducted in small groups, allowing facilitators to adapt explanations, pacing, and examples in real time based on participants’ backgrounds, professional roles, and learning styles. Clinical discussions explicitly address how factors such as trauma history, socioeconomic context, cultural beliefs about the body and mind, and prior experiences with medical systems can influence engagement with psychophysiological interventions.
GAP: Patient Care, Medical Knowledge, Practice-based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, Systems-based Practice
GAP Correction: Despite the growing availability of biofeedback and neurofeedback technologies, there remains a significant gap between theoretical knowledge and competent, ethical, and effective clinical application—particularly among students, early-career clinicians, and professionals entering the field from adjacent disciplines. Common gaps include limited hands-on exposure to physiological and EEG signals, difficulty interpreting real-time data in clinically meaningful ways, overreliance on protocols without adequate conceptual understanding, and uncertainty about how to integrate these modalities into diverse clinical contexts. Additionally, many clinicians report feeling intimidated by hardware, software, and technical terminology, which can impede learning, reduce confidence, and delay appropriate implementation. This gap contributes to inconsistent practice standards, reduced clinical efficacy, and missed opportunities to support patient self-regulation and engagement. There is also a need for improved communication skills related to explaining biofeedback and neurofeedback concepts to patients in accessible, culturally responsive ways, as well as greater awareness of how these interventions fit within broader healthcare systems and interdisciplinary practice. This session addresses the identified practice gaps by providing an experiential, hands-on introduction that emphasizes understanding, confidence, and clinical reasoning rather than rote protocol use. Participants will learn how biofeedback and neurofeedback signals are acquired, displayed, and interpreted in real time, allowing them to translate abstract concepts into observable physiological and neural processes. Through guided interaction with equipment and live demonstrations, attendees will develop greater comfort with technology, improve their ability to contextualize data within individual patient presentations, and strengthen practice-based learning skills. The workshop also models how to communicate biofeedback and neurofeedback concepts clearly and ethically to patients with diverse backgrounds, supporting improved therapeutic engagement and professionalism. By framing biofeedback and neurofeedback within brain–body regulation models and everyday clinical decision-making, the session promotes safer, more informed integration into practice. Participants leave better equipped to evaluate future training, engage meaningfully with advanced conference content, and apply evidence-informed psychophysiological interventions in a way that supports improved patient care and outcomes.
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Thursday, May 14
8:30 am - 1 pm
WS10: Boosting your Practice: Neurofeedback Skills for the Intermediate Practitioner
Presented By: Linda Walker, PhD
Session Type: Half Day Preconference Workshop
CE Credits: 4
Congratulations! You’ve just finished your BCIA didactic. … And now you’re realizing you’ve only touched the tip of the iceberg. You have a few standard protocols and a basic assessment framework in your hip pocket, but how do these really relate to your client? What are the filters and thresholds
Target Audience: This workshop is for beginning to intermediate practitioners who are doing amplitude-based neurofeedback and would like a deeper understanding of the actual mechanics of facilitating neurofeedback through filter selection, threshold decisions and feedback selection.
Subject Matter Classification: Neurofeedback
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 70% Clinical/30% Research
Learning Objectives:
Compare and contrast at least three key characteristics of manual and automatic thresholds
Summarize three key aspects of learning theory that relate to neurofeedback facilitation.
Discuss how to efficiently use filters to capture and shape EEG behavior
Explain how an assessment decision tree helps prioritize feedback goals and objectives
References:
Kerson, C., Sherlin, L.H. & Davelaar, E.J. Neurofeedback, Biofeedback, and Basic Learning Theory: Revisiting the 2011 Conceptual Framework. Appl Psychophysiol Biofeedback (2025). https://doi.org/10.1007/s10484-025-09756-4
Belinskaia A, Smetanin N, Lebedev M, Ossadtchi A. Short-delay neurofeedback facilitates training of the parietal alpha rhythm. J Neural Eng. 2020 Dec 16;17(6). doi: 10.1088/1741-2552/abc8d7. PMID: 33166941.
Nam, S. J., & Choi, S. W. (2020). Effect of threshold setting on neurofeedback training. NeuroRegulation, 7(3), 107–117.
Yonah, R. (2023). In neurofeedback training, harder is not necessarily better. NeuroRegulation.
Pigott, H. E. (2018). The fallacy of sham-controlled neurofeedback trials: A reply. Journal of
Attention Disorders.
Limitations/Severe Risks: No known risks
Diversity Considerations: The workshop assists the clinician in fine-tuning training to meet an individual’s unique and specific needs (including diversity and culture), rather than relying on generic strategies. This includes considering how feedback can be tailored to unique aspects of a client’s diversity and cultural characteristics.
GAP: Patient Care
GAP Correction: Session will help clinicians consider concepts to help their neurofeedback interventions become more efficient.
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Thursday, May 14
8:30 am - 1 pm
WS11: Practical Approaches to Management of Major Chronic Illnesses: Incorporating Biofeedback into a Lifestyle Medicine Perspective
Presented By: Angele McGrady, PhD; Donald Moss, PhD
Session Type: Half Day Preconference Workshop
CE Credits: 4
Chronic diseases constitute the greatest treatment challenges of our times. these illnesses are linked to lifestyle, personal decisions and choices made by adults. Persons with chronic physical and psychiatric illnesses are treated too often in silos by multiple interventionists. The emotional aspects of the illness are not integrated with medical management, or the person is given few choices, resulting in feelings of helplessness and hopelessness. Chronic conditions are psychophysiological disorders of the mind, body, and spirit. It follows that mind body treatment plans are needed to manage them. Persons with chronic illnesses are often cared for by family and friends. The caregivers are sometimes under severe stress which affects their physical and emotional states. The Pathways Model is a three-tiered behavioral and psychophysiological approach to chronic illness and to the persons who care for those suffering. The model emphasizes mind-body science and skill building to reduce the symptoms of illness and promote well-being. The first level describes deciding to change, followed by self-directed efforts to modify diet, activity, coping, and sleep. The second level introduces specific skills, such as learning several ways to relax and exploring mindfulness. The third level relies on more sophisticated strategies, such as biofeedback, medication and psychotherapy services delivered by professionals. Education and research supported by the ACLM (The American College of Lifestyle Medicine) facilitated the inclusion of lifestyle medicine into the Pathways model. Behavioral changes in nutrition, physical activity, and improved sleep are usually implemented at Levels One and Two. Stress management is incorporated into Level Two and Level Three when guided by a licensed provider. This workshop will consider the application of the Pathways Model to comprehensive care of persons with chronic conditions such as anxiety disorders, depression, headache, irritable bowel syndrome, post-traumatic stress disorder and osteo arthritis. We will also consider the challenges faced by caregivers of persons with chronic conditions. Case examples are based on the presenters’ extensive experience in education, research, and clinical practice. Instructions and practical examples using the Pathways framework will be offered. Sample worksheets will be provided as additional learning materials for participants to design treatment plans for typical patients. Discussion will be encouraged.
Target Audience: Psychologists, physicians, counselors, social workers, biofeedback practitioners, educators
Subject Matter Classification: Stress Management, Evidence-based, Case Studies, Successful Clinical Outcomes
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 75% Clinical/25% Research
Learning Objectives:
Describe the three-level framework of the Pathways Model.
Explain the concept of healing themes in the care of persons with chronic emotional and physical illnesses.
Review the evidence base that supports the integration of behavioral and lifestyle changes into integrative treatment programs.
Design evidence-based Pathways treatment plans that include breath training, biofeedback, relaxation therapy and mindfulness in patients with anxiety disorders, depression, post-traumatic stress disorder, irritable bowel syndrome and osteoarthritis.
Identify the major stressors affecting caregivers of persons with chronic illness and summarize the application of the Pathways model to support of these caregivers’ wellbeing.
References:
McGrady, A., & Moss, D. (2018). Integrative pathways: Navigating chronic illness with a mind-body-spirit approach. Springer.
Moss, D. (2022). The pathways model for integrative care and the social work role: Case study. Journal of Social Work Practice, 37(3), 355-374. https://doi.org/10.1080/02650533.2022.2115472
Moss, D., & McGrady, A. (2025). Pathways through long-term health conditions: Lifestyle medicine to maximise your wellbeing. Pavilion.
Parkinson, M. D., Stout, R., & Dysinger, W. (2023). Lifestyle medicine: Prevention, treatment, and reversal of disease. The Medical Clinics of North America, 107(6), 1109–1120. https://doi.org/10.1016/j.mcna.2023.06.007
Vodovotz, Y., Barnard, N., Hu, F. B., Jakicic, J., Lianov, L., Loveland, D., Buysse, D., Szigethy, E., Finkel, T., Sowa, G., Verschure, P., Williams, K., Sanchez, E., Dysinger, W., Maizes, V., Junker, C., Phillips, E., Katz, D., Drant, S., Jackson, R. J., … Parkinson, M. D. (2020). Prioritized research for the prevention, treatment, and reversal of chronic disease: Recommendations from the Lifestyle Medicine Research Summit. Frontiers in Medicine, 7, 585744. https://doi.org/10.3389/fmed.2020.585744
Limitations/Severe Risks: There are no severe risks in the content of this presentation. All recommended clinical interventions are evidenced based and references will be provided to attendees
Diversity Considerations: The workshop applies to patients of various socioeconomic status, gender, age, and ethnicity.
GAP: Practice-based Learning and Improvement, Systems-based Practice
GAP Correction: The pathways model is a comprehensive model of care for patients with complex chronic conditions. All interventions to be discussed are evidence based and demonstrate coordinated care amongst various disciplines.
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Thursday, May 14
2 pm - 6:30 pm
WS12: Neurodiversity Affirming QEEG-Guided Neurofeedback: A Brain-Based, Individualized Approach to Autism
Presented By: Michael Linden, PhD; Jessica Eure, LPC, BCN, BCB, QEEG-DL; Jennifer Glacel, LCSW, RPT-S; Neil Hughes, Executive Coach
Session Type: Half Day Preconference Workshop
CE Credits: 4
Autism is increasingly understood as a network-level neurodevelopmental condition rather than a disorder defined by isolated regional deficits or presenting behaviors/symptoms. Converging evidence from MRI, EEG, QEEG, genetics, and microbiome research demonstrates that autism involves altered connectivity, reduced network modularity, excitatory–inhibitory imbalance, and significant biological heterogeneity. This half-day workshop integrates neurodiversity-affirming clinical perspectives, QEEG neuromarkers, and evidence-based neurofeedback applications to support precision, ethics, and effectiveness in clinical practice. Structural and functional neuroimaging studies demonstrate reduced long-range integration, excessive local connectivity, and altered salience and default mode network organization. EEG and QEEG research further reveal high rates of coherence abnormalities, subclinical epileptiform discharges, mu rhythm persistence, and stress-revealed network instability, even in individuals without overt seizures. Participants will learn how QEEG can identify neuromarkers more common in some autistic people and guide individualized intervention strategies. Research reviewed includes controlled neurofeedback studies demonstrating meaningful reductions in client complaints, normalization of hyperconnectivity, and improvements in attention, socialization, emotional regulation, and language. The workshop also addresses the clinical risks of symptom-based intervention without psychophysiological assessment, including medication contraindications when epileptiform activity or high-beta phenotypes are present. Equally emphasized is the neurodiversity paradigm, including masking, identity development, internalized ableism, and the Double Empathy Problem. Autistic lived experience is integrated to help clinicians avoid compliance-based or normalization-driven goals and instead support consent-based, trauma-informed care. This training is designed for clinicians seeking to responsibly integrate neurofeedback into the care plans for their autistic clients while honoring neurodivergent identity, improving case conceptualization, and aligning interventions with underlying neurophysiology rather than behavior and symptoms alone.
Target Audience: licensed mental health clinicians, neurofeedback providers, psychologists, counselors, social workers, and allied healthcare professionals working with autistic children, adolescents, or adults.
Subject Matter Classification: Neurofeedback (EEG)
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 65% Clinical/35% Research
Learning Objectives:
Describe autism as a network-level neurodevelopmental condition based on EEG, QEEG, and neuroimaging research.
Identify at least six common QEEG neuromarkers associated with autism and explain their relevance to assessment and treatment planning.
Differentiate between symptom-based and physiology-guided neurofeedback approaches for autistic clients.
Apply neurodiversity-affirming and trauma-informed principles when interacting with clients and developing neurofeedback interventions for autism.
References:
Coben, Robert & Linden, Michael. Neurofeedback for Autistic Spectrum Disorder: A Review of the Literature. Journal of Applied Psychophysiology and Biofeedback, Jan, 2010.
Kroll E, Lederman M, Kohlmeier J, Kumar K, Ballard J, Zant I, Fenkel C. (2024) The positive impact of identity-affirming mental health treatment for neurodivergent individuals. Front Psychol. Jul 15;15:1403129.
Swatzyna, R. J., et al. (2017). Integration of EEG into psychiatric practice: A step toward precision medicine for autism spectrum disorder. Journal of Personalized Medicine, 7(4), 15.
Endres, D., et al. (2017). Altered intermittent rhythmic delta and theta activity in high-functioning adults with autism spectrum disorder. Clinical Neurophysiology, 128(10), 1966–1972.
Linden, Gunkleman (2013). QEEG-Guided Neurofeedback for Autism: Clinical Observations and Outcomes. Imaging the Brain in Autism. M. Casanova, El Baz, & Suir (editors). Springer, New York.
Limitations/Severe Risks: This presentation includes discussion of current research in understanding the impact of interpersonal victimization among autistic people, and the relationship between autistic identity and masking/stigma, as well as the non-pathologizing approach of identifying neuromarkers that are more common in those with an Autism diagnosis and how that approach can be identity-confirming and supportive, while also being used to target interventions to support unwanted symptom reduction.
Diversity Considerations: This presentation explicitly addresses neurodiversity as a cultural and identity-based framework, recognizing autism as a form of human neurocognitive diversity rather than as a deficit. Cultural competence is addressed through discussion of masking, internalized ableism, neurotypical bias in assessment and treatment, and the ethical implications of normalization-driven interventions. Autistic lived experience is included to highlight power dynamics in clinical relationships and to promote consent-based, client-defined goals. The workshop encourages clinicians to examine how dominant cultural expectations influence diagnosis, treatment planning, and define successful outcomes. Race, gender, age, culture and other factors will also be included in discussions around the intersection of these various factors and how they are involved in who seeks care, how neurodivergent traits are interpreted, how access to services is structured and the clinical experience.
GAP: Patient Care, Medical Knowledge
GAP Correction: Autistic clients are frequently treated using symptom-based behavioral or pharmacologic approaches without adequate assessment of underlying neurophysiological differences, leading to poor treatment response, adverse effects, and ethically problematic normalization goals. This workshop translates current EEG, QEEG, and network neuroscience research into practical assessment and intervention strategies. Clinicians learn how to identify biologically meaningful subtypes, avoid contraindicated treatments, and align care with neurodivergent identity and nervous system regulation rather than behavioral suppression.
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Thursday, May 14
2 pm - 6:30 pm
WS13: Skills Not Pills: Integrative Biofeedback for Pain, Anxiety, Dysmenorrhea, Dry Eyes and Well-Being
Presented By: Erik Peper, PhD, BCB
Session Type: Half Day Preconference Workshop
CE Credits: 4
Learn pragmatic, evidence-informed biofeedback-based techniques to reduce anxiety, pain, dysmenorrhea, dry eyes, neck and shoulder tension, headaches, acne, hypertension, and gastrointestinal distress as well as improving mental clarity, focus, and a subjective sense of energy and vitality. This experiential workshop integrates somatic awareness practices with breathing retraining, EMG and posture biofeedback, cognitive reframing, and guided imagery rehearsal. Participants will also explore simple yet powerful dietary and lifestyle strategies that support optimal physiological regulation and emotional balance. Drawing on more than four decades of research and teaching, these approaches have been successfully taught to thousands of students and clients, many of whom report significant reductions in symptoms and improved well-being. The interactive format emphasizes self-exploration and hands-on practice. Participants will gain direct experience using these methods and receive practical guidance on how to apply and adapt them in both personal and professional settings — including clinical practice, coaching, education, and wellness programs. By the end of the workshop, attendees will have a deeper understanding of the mind-body connection and a set of immediately applicable tools for reducing stress and enhancing resilience in daily life.
Target Audience: Clinicians and educators
Subject Matter Classification: Peripheral Biofeedback (HRV/Resp), Peripheral Biofeedback (EMG/Temp/GSR), Stress Management, Case Studies, Successful Clinical Outcomes
Track: Clinical Interventions and Optimal Performance
Level: Intermediate
Focus: 70% Clinical/30% Research
Learning Objectives:
Recognize effort diaphragmatic breathing from effect directed breathing
Apply biofeedback and self-regulation techniques such as electromyographic (EMG), postural, and respiratory feedback methods o reduce anxiety, pain, muscle tension, dysmenorrhea, dry eyes syndrome, and gastrointestinal distress
Integrate dietary and lifestyle strategies to optimize psychophysiological self-regulation
Practice somatic exercises in dyads
Recognize the importance of internal language description maintaining the disease process
References:
Somers, K., Wilson, V., & Peper, E. (2025). Transforming a Group Relaxation/Biofeedback Stress Management Program into an On-Line Format. Biofeedback, 53(20, 28-40. https://doi.org/10.5298/1081-5937-53.02.06
Joseph, A. E., Moman, R. N., Barman, R. A., Kleppel, D. J., Eberhart, N. D., Gerberi, D. J., Murad, M. H., & Hooten, W. M. (2022). Effects of slow deep breathing on acute clinical pain in adults: A systematic review and meta-analysis of randomized controlled trials. Journal of Evidence-Based Integrative Medicine, 27, 2515690X221078006. https://doi.org/10.1177/2515690X221078006
Peper, E., Booiman, A. & Harvey, R. (2025). Pain-There is Hope. Biofeedback, 53(1), 1-9. http://doi.org/10.5298/1081-5937-53.01.16 Also, republished in Townsend Letter-Innovative Health Perspectives. https://townsendletter.com/pain-there-is-hope/
Birdee, G., Nelson, K., Wallston, K., Nian, H., Diedrich, A., Paranjape, S., Abraham, R., & Gamboa, A. (2023). Slow breathing for reducing stress: The effect of extending exhale. Complementary Therapies in Medicine, 73. https://doi.org/10.1016/j.ctim.2023.102937
Peper, E., Harvey, R., Chen, S., & Heinz, N. (2025). Practicing diaphragmatic breathing reduces menstrual symptoms both during in-person and synchronous online teaching. Applied Psychophysiology and Biofeedback. https://do.org/10.1007/s10484-025-09745-7
Limitations/Severe Risks: None.
Diversity Considerations: It presentation applicable for everyone.
GAP: Patient Care, Interpersonal and Communication Skills and Systems-based Practice
GAP Correction: Pragmatic strategies and somatic interventions to reduce symptoms
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