Cynthia Kerson, PhD, QEEGD, BCN, BCB-HRV is currently the founder and director of education for APEd (Applied Psychophysiology Education) and professor at Saybrook University, Dept. of Psychophysiology. She is BCIA certified in biofeedback, neurofeedback, and Heart Rate Variability and holds certification as a diplomate in QEEG and mentors applicants for all certifications. Her role with APEd is to develop and teach introductory, intermediate, and advanced courses in the specialized areas of brain training and EEG analysis.

She teaches the EEG Biofeedback, QEEG, Advanced Neurofeedback, and Neuropsychophysiology courses in Saybrook University’s Doctoral Program of Psychophysiology as well as chairs dissertations in applied neuromodulation and assessment. Her research interests are in neuromodulation and uses of applied psychophysiology for ADHD, anxiety, depression, and PTSD.

Dr. Kerson is an awardee and co-investigator of the NIMH grant for the 5-year ICAN study, which is looking at neurofeedback for ADHD and is in its final year of collecting data. Cynthia has published many articles and chapters on biofeedback and neurofeedback and is the co-editor of Alpha-Theta Neurofeedback in the 21st Century.

Cynthia is the vice president of the Board of Directors for the Behavioral Medicine Foundation (BMRTF) and has served on the Board of AAPB, as vice president of FNNR (Foundation for Neurofeedback and Neuromodulation Research), as president of the AAPB Neurofeedback Section and is two times past president of the Biofeedback Society of California.

Presenting: “Connectivity Findings From the ICAN Cohort. Believe It or Not - There Are Good Things to Report”

The outcomes of the ICAN study, which looked at TBR neurofeedback for children 7-11YO with ADHD, were disappointing to many in the field. In this discussion, we will discuss why the ICAN study was, in fact, successful. We will also discuss the predictive and moderating aspects of the changes in connectivity when observed from behavioral comorbidities, ADHD presentation, Slow Cognitive Tempo scoring, and training group. These retrospective analyses reveal insights into brain functional connectivity that can be useful when diagnosing and planning treatment for ADHD.

Education Level: INTERMEDIATE

Content builds upon the learner's foundational knowledge, familiarity with the literature and/or experience in a content area. Programming at this level includes more depth than at a beginning level program. It could also serve as a refresher course for individuals who have a background in a content area and are interested in learning more contemporary applications. The primary goal of this particular program is to broaden the clinical, consultative, and research knowledge bases of attendees and was deemed intermediate, by the definition above.  For those psychologists using the modality of biofeedback and interested in efficacy, science, and latest clinical applications. This conference presents research relevant to psychological practice, education, and science; (2) it is our intention to host an offering to help psychologists to keep up with the most current scientific evidence regarding assessment, intervention, and education; and (3) we believe that this program would allow psychologists to increase competencies to improve services to patients. This conference is IN NO WAY a substitute for the basic academic education and training needed for entry into the field of psychology.