Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42California Biofeedback — Fall 2016 28 Siegfried Othmer Ph.D., & Gary Schummer, Ph.D. Neurofeedback Training for Autistic spectrum Disorder Level: Introductory Saturday, Nov. 5th , 1 hour Neurofeedback allows us to positively influence brain activity by training state stabil- ity.  With increased stability the ASD child exhibits improved attention, greater mental flexibility, and more optimal functioning.  This workshop will present an overview of two different, but highly effective, models demonstrating the effectiveness of neuro- feedback to treat autism.  Time permitting, two cases will also be presented.  The first model will discuss qEEG guided treatment of ASD based on functional MRI (fMRI) and diffusor tensor imaging (DTI).  This research shows that many functional impair- ments seen in this disorder are directly due to disturbances in the connectivity between brain regions that traditionally were termed, “disconnection syndromes.”  Application of neurofeedback stabilize s brain activity and strengthens inter- and intra-hemispheric connectivity by rewarding, or in some cases, inhibiting abnormal coherence and phase relationships between brain regions.  By remediating and strengthening the brain’s neu- ral network, improvements are seen in the client’s functional, emotional, and cognitive abilities.  Pre- and post-treatment fMRI data will be presented showing these changes occur at subcortical levels and sustains itself indefinitely after termination of training.   The presentation will also include a discussion of infra-low frequency (ILF) neuro- feedback with severely impaired autistic children.  This is a highly individualized pro- cedure that is optimized on the basis of the outcome of each training session. Hence it can be referred to as “outcome-guided feedback.”  This kind of training simply involves the brain engaging with information on its own slow cortical potential, as derived from specific sites at specific frequencies. Since this method does not impose any cognitive demand on the client, it can be done at very young ages as soon as developmental is- sues are identified, and it can be accomplished quite irrespective of the apparent level of functionality of the brain in training.  Further, the training is not intrinsically defi- cit-focused, so it can be understood within an optimum functioning paradigm.  The objective is the early redirection of developmental trajectories into more functional pat- terns. The work is based on a skill-learning model, the skill in this case being self-regu- latory competence.  An illustrative case history will be presented. The panel will discuss the problems and solutions associated with advocating for the biofeedback and neuro- feedback field. Biography: Gary J. Schummer, PhD, After intensive study at the Biofeedback In- stitute of Los Angeles, Dr. Gary Schummer was certified in biofeedback in 1984.  For five years, he conducted neuroscience research at the VA Medical Center in Sepulveda, California under the mentorship of M. Barry Sterman, PhD. Studies conducted in their laboratory demonstrated that neurofeedback training can enhance human per-