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Category: EEG Courses

Come join Captain James Neurogenesis Quark, and Science Officer Spike on this journey to the Neuron Nebula, where no man or woman for that matter, has gone before!  Earn 3 ASET-CEUs.

This alternate reality game is free to ASET members and includes monthly episodes including:

April  Pre-Flight Briefing: General Characteristics of the Neuron

May  Star date: May 20,014 The Journey Begins

June  Before Arrival at Neuron Nebula: : What to expect from Synapses.

July  Captain’s Log: Different Types of Neurons Encountered

Aug  Discovering Neuron Support Systems

Sept  Entering the Neuron Nebula Myelin Belt

Oct  Action Potentials: When Neurons Fire!
Nov  Neurotransmitters: Beaming Signals Across the Synaptic Cleft

Dec  Journey Back to Federation HQ for Debriefing

Captain James Neurogenesis Quark
First Officer Mr Spike
Dr Broca McComa
Lt. Harmonic Sulci

Category: (ARG) Alternate Reality Games: ASET TREK: Into the Neuron Nebula

Autoimmune factors as potential cause of seizures, will be discussed in this webinar as well as the role of immunosuppressant and other therapies in successfully treating these types of seizure symptoms.


Category: Webinar Recordings: / Upcoming and Recently Recorded

About James:
James has been in the field of neurodiagnostics for nearly 15 years and has experience in clinical EEG, evoked potential testing and intraoperative monitoring.  During his career, he has served as one of the primary educators for a national intraoperative monitoring company, implemented a multi-hospital IONM program, and most recently is the IONM program director/co-owner of Larry Head Institute.  Additionally, he has served on the ASNM Board of Directors, is a past member of the MSET Board of Directors, and serves as the editor for ASNM’s publication “The Monitor”, and volunteers with FOCOS (Foundation of Orthopedics and Complex Spine) monitoring complex spine procedures and training nationals in Ghana to perform IONM.  He has volunteered in Barbados and Malawi as a neuromonitorist and educator.  Additionally, he is a former board member of the Michigan Society of Electroneurodiagnostic Technologists (MSET), chair of ASNM’s Applied Philanthropy Committee, member of ASNM’s Online Education Committee, and speaker for ASET, ASNM, MSET and international organizations such as Neuromonitoring UK and Orthocon.

During this webinar James will present a systematic, detailed discussion of cranial nerve and brainstem anatomy, techniques to effectively monitor each cranial nerve, how to prepare for patient setup, common pitfalls and important monitoring considerations.  Additionally, he will discuss surgical approaches to the brainstem, patient risk factors presented by each approach, and how IONM can guide the surgeon in the preservation of function.  He will consider standard motor cranial nerve monitoring techniques, recently developed methods such as facial-MEPs, and briefly review auditory monitoring.  Neuromonitorists just learning to perform cranial nerve monitoring, those wanting to refine their knowledge, and those with years of experience will find the information presented in this webinar to be valuable in assisting their surgeons to improve patient outcomes.

Category: Webinar Recordings: / Upcoming and Recently Recorded

About Crystal and Susan:
Crystal has been in the field of Neurodiagnostics for five years and has her registry in EEG and LTM.  She currently works in the Neurodiagnostic Lab where she serves as a team lead and in the EMU at Duke University hospital.  She is Vice-President of North Carolina Society of Electroneurodiagnostic Technologists (NCSET).  She also serves on the Governmental Advocacy Committee (GAC) of ASET.  Crystal presented the poster Intracranial EEG and Cortical Mapping: Seizure Spread Through Mesial Tracts at the ASET annual national conference in Reno 08/2013.  Susan has been in Neurodiagnostics since 1986 and has her R. EEG T. and CLTM.  She currently is a team lead and works in the EMU at Duke University Hospital with Crystal.  Susan has served as the NCSET Secretary for 4 years.  Susan is currently the Chairperson for ASETs Marketing Committee. Susan presented a national talk at the ASET National Conference in Reno, NV. 08/2013.  Crystal and Susan have jointly published 2 articles in The Neurodiagnostic Journal and presented 2 posters at ASET’s annual conference.

About the presentation:
Evaluation of seizure activity may require the addition of T1/T2 or a subtemporal chain of electrodes based on the 10-10 measurement system depending on the patient population; pre-surgical patients or temporal lobe epilepsy patients.  Accurate placement of additional electrodes helps to localize seizure activity in pre-surgical patients for seizure focus resection and to reveal areas of abnormality for patients being evaluated for epilepsy. This webinar will show case studies using electrode placement of T1/T2 and the subtemporal chain in relation to the area of the brain being recorded while identifying the patient population that would benefit from each method contributing to an accurate diagnosis.  It will also demonstrate how to record using specific montages utilizing these electrodes and show their usefulness in localizing abnormalities and showing seizure activity not readily seen using standard 10-20 EEG electrodes.

Category: Webinar Recordings: / EEG

This lecture recording is provided as a public service from ASET for neurodiagnostic technologists.

Category: Free Presentations (Public Service and Promotional)

Guest access: Creating Original & Engaging Presentations for ASET

This alternate reality game is an amazing adventure for ASET members to have some fun while learning about historical figures in neurodiagnotics. Come join the fun! Earn 5 ACE credits.

Category: (ARG) Alternate Reality Games: ASET TREK: Into the Neuron Nebula

Goals and Objectives:

The goal of this course is to provide the learner with a comprehensive vocabulary of terms commonly used to describe EEG findings, the structures of the central nervous system and the disease states frequently seen in the EEG lab. The learner will be able to listen to each term introduced in the course, to ensure proper pronunciation.

Lesson 1

· Explain the difference between “encephalography”, “encephalogram”, and “encephalograph”

Lesson 2

· List the major anatomical structures of the brain
· Describe the chemical process which creates a nerve impulse

Lesson 3

· List the terms used to describe waveform frequencies
· Explain the location of EEG waveforms over the surface of the brain, using appropriate terms
· Explain the morphology of EEG waveforms using correct terminology
· List commonly used terms to describe normal wake and sleep EEG patterns

Lesson 4

· Describe neurological symptoms using appropriate medical terms

Lesson 5

· Describe common neurological disease states using appropriate medical terms

Lesson 6

· Explain EEG instrumentation concepts using correct terms

Course grades:

· Quiz: How to speak EEG - 5%
· Quiz: Intro to Anatomical Structures - 5%
· Quiz: Patterns and Waveforms - 5%
· Quiz: Signs and Symptoms - 5%
· Quiz: Neurological Disorders - 5%
· Quiz: Instrumentation and Procedure Terms - 5%
· Final Exam - 70%

Category: EEG Courses

Goals and Objectives:

The goal of this course is to provide the learner with a comprehensive vocabulary of terms commonly used to describe EEG findings, the structures of the central nervous system and the disease states frequently seen in the EEG lab. The learner will be able to listen to each term introduced in the course, to ensure proper pronunciation.

Lesson 1

· Explain the difference between “encephalography”, “encephalogram”, and “encephalograph”

Lesson 2

· List the major anatomical structures of the brain
· Describe the chemical process which creates a nerve impulse

Lesson 3

· List the terms used to describe waveform frequencies
· Explain the location of EEG waveforms over the surface of the brain, using appropriate terms
· Explain the morphology of EEG waveforms using correct terminology
· List commonly used terms to describe normal wake and sleep EEG patterns

Lesson 4

· Describe neurological symptoms using appropriate medical terms

Lesson 5

· Describe common neurological disease states using appropriate medical terms

Lesson 6

· Explain EEG instrumentation concepts using correct terms

Course grades:

· Quiz: How to speak EEG - 5%
· Quiz: Intro to Anatomical Structures - 5%
· Quiz: Patterns and Waveforms - 5%
· Quiz: Signs and Symptoms - 5%
· Quiz: Neurological Disorders - 5%
· Quiz: Instrumentation and Procedure Terms - 5%
· Final Exam - 70%

Category: EEG Courses

Course Goals and Objectives

During this course, the learner develops the basic skills necessary to measure a head using the International 10/20 System of Electrode Placement and accurately apply a standard set of electrodes to a mannequin or human head.

Lesson 1 The International 10-20 System of Electrode Placement

  • Explain the importance of the International 10/20 System, and the theory behind it
  • Correctly identify each of the anatomical landmarks used to measure a head for the 10/20 system
  • List the name of each electrode location designated in the 10/20 system

Lesson 2 Step-by-Step Measurement Instructions

  • List the supplies needed to measure a mannequin or human head
  • Use a tape measure to measure the distance between the nasion and the inion and correctly mark the appropriate 10% and 20% increments
  • Use the tape measure to measure the distance between the left and right pre-auricular points and correctly mark the appropriate 10% and 20% increments
  • Accurately place a tape measure to measure the head circumference, intersecting the 10% marks above the nasion, inion and preauricular points
  • Correctly calculate 10% of the full circumference, and mark the 10% segments from the front to the back of the head.
  • Accurately place a tape measure on the frontal polar electrode site to the occipital electrode site, measure the full distance, and calculate and mark the 20% increments
  • Accurately place a tape measure from one anterior temporal electrode site to the other, measure the full distance, and calculate and mark the 20% increments
  • Accurately place a tape measure from one posterior temporal electrode site, to the other, measure the full distance and calculate and mark the 20% increments
  • Explain various techniques to prevent hair from getting in the way of accurate measurements and ensure good visibility of marks.

Lesson 3 Modification to the 10-20 System

  • Describe the measurement technique for T1 and T2 electrodes
  • Explain new nomenclature for specific 10/20 system electrodes, including T7, T8 and P7, P8
  • Identify the electrode names for the expanded 10/10 system
  • Explain how to modify electrode locations to accommodate skull defects, swelling, wounds and I.Vs.
  • Describe special montages to incorporate the double interelectrode distance mandated for the recording of Electrocerebral Silence EEG recordings.

Lesson 4 Double Checking Your Marks

  • Use an interelectrode distance chart to document the distance between each electrode placed on a mannequin or human head, according to the 10/20 system
  • Calculate the difference between homologous electrodes using the completed chart, to determine the accuracy of electrode placement
  • Explain commonly made errors in head measurement, that can cause inaccurate lead placement

Lesson 5 Patient Preparation

  • Explain important patient preparation education instructions to ensure that the head is properly cleaned and prepared for lead placement
  • List the products used for electrode placement, and the proper use of each product
  • Explain the importance of balanced, low impedances when applying electrodes
  • Identify signs of unbalanced electrode impedences and electrodes that are not securely attached.
  • Describe techniques to ensure that electrodes remain secure as the patient moves during the recording

Lesson 6 The Pony Tail Method

  • Explain the advantages of using the pony tail method to prepare the head for electrode application
  • Explain how to divide up the hair, in segments, and secure with elastics to increase visibility and accessibility of key areas of the scalp
  • Describe the technique of placing electrodes and positioning the electrode wires to maximize electrode security
  • Describe the use of gauze to wrap the head to prevent electrodes from becoming loose

Lesson 7 Application Types

  • List the various electrode application techniques and the advantages and disadvantages of each method of placement
  • Describe paste application technique, using paste covered with gauze squares
  • Describe collodion application technique, using an air compressor to dry the collodion-saturated gauze
  • List concerns and risk factors to be considered when applying electrodes to ensure patient safety
  • List the chemical compound that makes up collodion, and the standard safety recommendations when handling collodion

Lesson 8 Types of Electrodes

  • Describe a variety of common electrode types
  • Explain how to select electrodes to ensure an artifact-free recording
  • Explain the concept of common mode rejection and the relationship between electrodes, CMMR and an artifact-free recording

Lesson 9 Pediatric Measurements

  • Describe specific measures to make a child more comfortable in the EEG lab, in preparation for head measurement and lead placement
  • Explain lead placement techniques to ensure good lead placement without injury to the child
  • List the pros and cons of using sedation for lead placement for the pediatric patient, and alternatives to sedation that can be employed
  • Describe techniques for lead placement in the neonate and premature infant

Lesson 10 Pitfalls and Common Errors

  • List ten common errors in technique that cause problems with accurate lead placement
  • Describe proper hand placement to secure tape measure and prevent slippage
  • Explain methods to check for errors and remedy inaccurate placements

Lesson 11 Sam as a Practice and Learning Aid and for the ABRET Exam Oral Exam Until 2013

  • Explain the utilization of mannequin heads for the ABRET Part II EEG Registry Exam
  • Describe the advantages of using a “Sam” head to practice measuring and applying electrodes in preparation for the ABRET exam.

Course grades:

  • Quiz: The International 10-20 System of Electrode Placement - 5%
  • Quiz: Step by Step Measurement - 5%
  • Quiz: Modifications to the 10-20 System - 5%
  • Quiz: Double Checking Your 10-20 Marks - 5%
  • Quiz: Patient Preparation in EEG - 5%
  • Quiz: The Pony Tail Method - 5%
  • Quiz: Electrode Application Types - 5%
  • Quiz: Types of Electrodes - 5%
  • Quiz: Pediatric Measurement and Application - 5%
  • Quiz: Pitfalls and Common Errors - 5%
  • Practice Exam Review - no credit
  • Final Exam 50%

Category: EEG Courses

Course Goals and Objectives

This course is a brief tutorial, designed to provide a focused study session on the concept of EEG waveform polarity. This course builds a foundation of basic information about the differential amplifier and how EEG signals of various voltages and electrical charges, will be displayed. Upon completion of this course, the learner will be able to analyze EEG samples and determine the polarity of waveforms.

Lesson 1

  • Define the term “differential amplifier
  • State the polarity convention rule
  • State the mathematical formula for calculating voltage, sensitivity and deflection of an EEG waveform
  • Explain the concept of “summation” to calculate the voltage when one amplifier input is positive and one is negative
  • Explain the concept of “in-phase cancellation” when amplifier inputs have similar voltages
  • Define the term “common mode rejection” and explain why it is an important feature of EEG instrumentation
  • Define the terms “bipolar montage and “referential montage” and list commonly used reference montages.

Lesson 2

  • List commonly used bipolar montages
  • Explain how to localize an electrical event displayed with a bipolar and referential montage
  • Recognize an electrical focus illustrated by an electrical field map and explain how this event would be displayed on an EEG
  • Define the term “horizontal dipole”
  • Explain the polarity of the eye: cornea vs. retina
  • Describe the EEG display in vertical and horizontal eye movements
  • Using EEG samples, localize an electrical event and determine the polarity of the event

Course grade:

  • Practice exam - review only, no credit
  • Final exam - 100%

Category: EEG Courses

Course Goals and Objectives

This course will introduce the learner to key concepts of digital technology and how digital EEG instruments record and display EEG signals. The learner will become familiar with common computer terminology and features of digital EEG equipment, to enable the technologist to become an informed consumer when purchasing and using digital EEG equipment.

Lesson 1

  • Compare and contrast digital and analog EEG equipment properties
  • Define key features of digital EEG equipment: Central Processing Unit, Monitor, Analog to Digital Converter
  • Explain the process of converting an analog signal to a digital signal through the A to D converter
  • Define the Nyquist Theory in relationship to the sample rate of the A to D converter
  • List various storage media that can be used to archive digital EEG recordings
  • Explain manufacturer specific software features of digital equipment

Lesson 2
Identify the basic computer components and explain their purpose
List devices that are commonly connected to the computerized EEG system and identify devices on a schematic drawing of a digital system.

  • Define the terms “Computer Power Supply” and “Motherboard”
  • Explain the process of connecting a digital EEG system to a network

Lesson 3
Define terms related to digital EEG function: aliasing, sample skew, horizontal and vertical display resolution, and properties of the digital EEG amplifier.

Lesson 4
Demonstrate skills related to Digital Recording Techniques and recording a Digital EEG:

  • System Calibration
  • Montage Selection
  • Using sensitivity, filter and timebase controls to manipulate the display of waveforms
  • Making notations and descriptive comments on the EEG

Lesson 5
Demonstrate post recording review skills, including:

  • Reformatting Montages
  • Changing Display Sensitivity
  • Changing Display Duration or Epoch
  • Archiving EEG recording
  • Retrieving archived EEG

Lesson 6
Explain how to use digital EEG equipment to record Electrocerebral Silence EEG Recordings.

Lesson 7
Identify artifacts on the EEG, from biologic, electrical and environmental sources.

Lesson 8
Demonstrate troubleshooting and basic maintenance skills for digital equipment, including:

  • Equipment set up and problems with the system prior to acquisition
  • Malfunctions that may occur during a recording
  • Problems with networking and transfer of data to storage
  • Basic maintenance of the system

Lesson 9
Describe diverse applications for computer technology in neurodiagnostics, including:

  • Ambulatory EEG
  • Continuous EEG monitoring in ICU
  • Intraoperative Monitoring
  • Polysomnography (PSG)
  • Digital Video recording
  • Fast Fourier Transformation
  • Processed Quantitative EEG (QEEG)
  • EEG and 3D Modeling
  • Transcranial Doppler

Lesson 10

    • Explain how to prepare digital EEG records for Board Exams, including
    • Using Digital terminology correctly
    • Describing how to review printouts that are not to scale, and calculate timebase

Course grades:

  • Practice Exam - 30%
  • Final Exam - 70%

Category: EEG Courses

Goals and Objectives

This course provides an overview of normal EEG patterns seen in the adult, during the waking and sleep states, and explains the features of the EEG that are essential to the visual analysis and verbal description of the EEG.

Lesson 1

  • Explain the history of the discovery of the human EEG signal

Lesson 2

  • List and define the five basic terms used to describe EEG waveforms
  • Correctly use the descriptive terminology to analyze EEG patterns
  • Recognize basic EEG artifacts
  • Explain the electrical charge of the eyeball and the polarity of eye movements on the EEG

Lesson 3

  • Recognize key structures in the human brain
  • List the cranial nerves and their functions
  • Identify the major blood vessels in the brain, and explain the blood supply to the brain

Lesson 4

  • List the frequency bands of EEG waveforms and correctly identify EEG samples of various frequencies

Lesson 5

  • List the stages of adult sleep
  • Identify the EEG patterns seen in each stage of sleep

Lesson 6

  • Define the term “normal”
  • Explain the criteria used to determine normal EEG patterns
  • Identify typical “Normal Variant” EEG patterns

Lesson 7

  • Define the term “Benign Variant”
  • Identify commonly seen benign variant patterns

Course grades

  • Quiz: Neuroanatomy and Cranial Nerves - 10%
  • Quiz: Mid Term Exam - 10%
  • Quiz: Sample Identification - 10%
  • Practice Exam Review - no credit
  • Final Exam - 70%

Category: EEG Courses

Goals and Objectives

This course provides a comprehensive foundation in all of the subjects related to the instrumentation of the EEG recording system including electronics, computer components, and differential amplifier. Proper use and care of the equipment is explained, including electrical safety, maintenance and troubleshooting for malfunctions.

Lesson 1 Basic Electrical Concepts

  • Describe the structure of atoms and ions.
  • List four characteristics of electrical charge.
  • Define voltage, resistance, and current and how they are related according to Ohms Law.
  • Define conductance and list three materials that are good conductors.
  • Calculate the total resistance of resistors in series and in parallel.
  • Describe a capacitor.
  • Define alternating and direct current.
  • Describe how impedance is measured

Lesson 2 The Electroencephalograph

  • Explain the functions of the various components of the electroencephalograph.
  • Explain how to calculate voltages of EEG discharges and frequencies of waveforms.
  • List and explain labeling information needed for proper interpretation of EEG recordings.
  • Describe the important aspects of calibration and how to select and adjust calibrations.
  • Diagram a montage and explain the important aspects of different types of montages.
  • Explain the various activation procedures used to enhance the value of the EEG, and identify the types of responses which might be elicited by those procedures.
  • Describe the important aspects of relating to and relaxing the patient during EEG recording sessions.
  • Explain the difference between a description and an interpretation.

Lesson 3 Basic Montages: Localization, CMR, and Cancellation

  • Explain what a montage is and how it functions to examine EEG and localize activity
  • Define the various types of montages, their usefulness, and localization methods
  • List the types of references and the advantages/disadvantages of each
  • Design a referential montage that complies with ACNS Guidelines in EEG
  • Design a linked bipolar chain montage that complies with ACNS Guidelines in EEG
  • Describe the usefulness of A-P Longitudinal, Transverse, and Circumferential bipolar montages
  • Describe the rules of localizing a focus
  • Explain “common mode rejection ratio”
  • Describe the function of the high and low frequency filters and how they affect waveforms at specific frequencies, using the frequency response curves
  • Calculate time base
  • Calculate the duration, and voltage of a waveform
  • Describe square wave and biological calibration
  • Explain digital calibration or system check

Lesson 4 Digital EEG

  • Understand the minimum standards for both horizontal and vertical resolution,
  • Calculate acceptable settings for EEG data collection.
  • Distinguish between calibration methods appropriate for analog and digital EEG.
  • Identify the post-hoc manipulation options with digital EEG recording.
  • Given descriptions for storage and retrieval media, identify appropriate means of storage of an EEG.
  • Identify the interpretation skills necessary to select EEG segments for Fast Fourier Transform(FFT).
  • Distinguish the primary advantages Topographic Brain Mapping offers over routine analog EEG

Lesson 5 Technical Descriptions

  • Use the correct EEG terminology to describe the morphology,frequency, amplitude, topography, occurrence, dominance, focality, laterality, polarity,background rhythms, periodicity, symmetry, synchrony, reactivity, and specific patterns present.
  • Describe the difference between a technical description and an interpretation
  • Assist the interpreting physician by using technical terms to describe waveforms

Lesson 6 Electrical Safety (Basics)

  • Describe the type of injuries caused by electricity.
  • Describe how voltage, resistance, and current affect the severity of injuries.
  • Describe how the path of the electrical current affects the severity of injuries.
  • Define micro-shock; explain which patients are susceptible to micro-shock and why.
  • Describe the function of the three holes in a three-prong outlet.
  • List three sources of current in the chassis of an electrical instrument.
  • Define a ground loop; describe how it can injure a patient and how it can be prevented.
  • State the maximum allowable leakage current a) at the instrument chassis, b) at the patient, electrode, and c) at the electrodes on electrically susceptible patients.
  • List at least five extra safety measures to be used with bedside recordings

Lesson 7 Maintenance and Troubelshooting

  • Perform basic equipment maintenance and troubleshooting
  • Recognize common equipment malfunctions and take steps to remedy them
  • Identify conditions that should be addressed by a professional biomedical engineer

Lesson 8 Understanding Filters by Brett Netherton, MS, CNIM

  • Understand frequency and filters used in diagnostics display frequency
  • Explain sources of unwanted signal contamination
  • Describe the basic electronics that comprise the analog filters
  • Demonstrate the correct use of filters to enhance or modify waveforms
  • Use a frequency response curve to calculate how much a specific filter setting will alter the display of a waveform at any given frequency

Course grades

  • Quiz: Basic Electrical Concepts - 5
  • Quiz: The Electroencephalograph - 10%
  • Quiz: Basic Montages: Localization, CMR, Cancellation - 5%
  • Quiz: Digital EEG - 5%
  • Quiz: Technical Descriptions - 5%
  • Quiz: Electrical Safety - 5%
  • Quiz: Maintenance and Troubleshooting - 5%
  • Quiz: Understanding Filters - 10%
  • Quiz: Filters and Frequency Response Curves - 5%
  • Quiz: Polarity and Digital EEG - 5%
  • Practice Exam Review - no credit
  • Final Exam - 40%

Category: EEG Courses

Course Goal:

The purpose of this course is to familiarize professionals in neurodiagnostics with the basic principles of basic electricity as used in neurodiagnostics, physiologic aspect of current, and safety issues when dealing with patients. This course is excellent for those working in EEG, PSG, NCS, LTM and the course addresses specifically those issues facing profesionals in Intraoperative Neuromonitoring.


Upon successful completion of the course, the participant will be able to:

  • Identify basic electric principles including:
  • Hot, Neutral and Ground
  • Static magnetic fields
  • Current flow of electrons
  • Voltage build up
  • Parallel pathways
  • Voltages of neurodiagnostic waveforms
    • Evoted Potentials
    • EEG
    • ECG/EKG
    • Motor EPs
    • EMG
  • Identify physiologic aspects of current flow
    • How to visualize in a relative sense the voltages of neurodiagnostic waveforms
  • The Body Electrical
    • Relative resistances of critical human body systems
      • Cardiovascular
      • Respiratory
      • Brain and Spinal Cord
      • Renal System
      • Sweat
      • Micro and Macro Shock
    • Identify the safety issues in neurodiagnostics, especially in IONM
      • Voltage needed to do damage to critical systems
        What causes death from electricity
      • Immediate acute injury vs latent damage
        Electrical injury factors
      • Current Intensity
        Current Pathway
        Duration of Exposure
      • Sweat
      • Micro and Macro Shock


  • Safety Issues
  • Wall voltage
  • Direct electrical shock
  • DIN 42-802 metal connectors
  • Ground Loops
  • Electrosurgical Unit (Bovie)
  • Radio Frequency energy from MRI
  • Ac and DC leakage current
  • DC electrochemical burns

Course grade:

  • Final - 100%
  • 2 ASE-CEUS awarded for successful completion
  • Passing score = 70%

Category: EEG Courses

Course goal:

This course will familiarize the technologist with those skills particular to neurodiagnostic lab duties and routine EEG procedures. These duties include application of electrodes, making use of activation procedures, documenting the record appropriately, establishing patient rapport, taking a patient history, providing a technical description of EEG findings, performing ECI and bedside recordings, what to do in a medical emergency, how to use appropriate infection control techniques and an overview of neurodiagnostic lab management. Also a brief history of EEG technology is included.

Learning Objectives

Upon successful completion the student will be able to:

Lesson 1 EEG History and Minimal Standards

  • List the major contributions of the following investigators and groups:
Richard Caton
Adrian and Matthews
Hans Berger
Alexander Forbes
The Harvard Group
Frederic and Erna Gibbs
Albert Grass
The Chicago Group
Franklin Offner
The Iowa School
The Montreal Group
Herbert Jasper
Wilder Penfield
W. Grey Walter
  • Describe the development of the modern EEG instrument from the instrument used by Caton.
  • List ten landmark discoveries in the clinical use of EEG.

Lesson 2 Methods of Application and Electrode Types

  • Describe skin preparation techniques, and list the reasons they are performed.
  • List three methods of electrode application, and explain the advantages and disadvantages of each.
  • Discuss the characteristics of the metals used to make different types of electrodes.
  • Describe nasopharyngeal, sphenoidal, and electrocorticographic electrodes.

Lesson 3 Activation Procedures

  • Describe the various activation procedures used in EEG
  • List contraindications for activvation procedures
  • Recognize common abnormal patterns seen during activation procedures

Lesson 4 Record Documentation

  • Information on correct record documentation and reasons why documentation is important.
  • Level of consciousness evaluation
  • Common annotations
  • Glasgow Coma Scale
  • Abnormal Posturing

Lesson 5 Patient Rapport

  • Relaxing the patient and accommodating patients with disabilities

Lesson 6 Technical Description of EEG by Technologists

  • Define a technical description
  • Discriminate between an technical description and a physician interpretation

Lesson 7 Patient Histories and Expected Findings

  • Explain how to obtain basic, minimal information.
  • Describe how to customize patient questions to the clinical problem being evaluated.
  • List what resources to use in addition to asking questions of the patient.
  • Explain how having a good history helps to customize the EEG to fit this particular patient.
  • Explain why different kinds of patients require different approaches to history taking.
  • Describe what might be seen on the EEG recording.
  • Provide the Electroencephalographer with enough information to make adequate clinical correlations with the EEG.

Lesson 8 Electrocerebral Inactivity (ECI or ECS)

  • Define electrocerebral inactivity (ECI) and electrocerebral silence (ECS)
  • List six pieces of essential information that must be included with ECI recordings
  • Name the ten ACNS guidelines to follow for ECI recordings
  • Name conditions which may result in temporary reversible ECI
  • Give minimum sensitivity settings for recording ECI studies and explain how to calibrate at these sensitivities
  • Give examples of physiologic and nonphysiologic artifacts most commonly encountered with ECI recordings and how to deal with them

Lesson 9 Bedside Recordings

  • Explain how is doing a bedside recording different than doing the recording in the lab?
  • Describe what special considerations and challenges should you be aware of when going into the patient’s room?
  • Describe how to be aware of the nurses and their duties
  • Describe the importance of not blocking access to the patient in case of emergency

Lesson 10 Medical Emergencies

  • Explain your lab's policies and procedures for responding to medical emergancies
  • Identify the technologist's first responsibility during a seizure
  • List the first aid steps for a patient having a generalized tonic/clonic seizure
  • Explain the steps for obtaining an EEG recording at the patient's bedside

Lesson 11 Infection Control

  • Describe standard infection control
  • Identify Infection Control Issues in the END Lab
  • Define appropriate measures to deal with head lice
  • Describe EPA and OSHA standards and the application of those standards in the END Lab

Lesson 12 Neurodiagnostic Lab Management

  • List basic information needed when scheduling a patient for a procedure
  • Define records management
  • Identify which records need to be kept
  • Identify an appropriate retention schedule for records storage in compliance with state requirements
  • Identify components of a total budget
  • List three steps in developing an operating budget
  • Explain and give examples of fixed, variable, and semi-variable costs
  • Describe effect of volume changes on fixed, variable, and semivariable costs
  • Differentiate between moveable and fixed capital
  • References you should review before making Lab management decisions:
  • Your own Lab/office protocol and policy and procedure manual.
  • Your state's Records Guidelines
  • Departmental or Hospital Budget Manual
  • Your supervisor

Click here to download copy of course objectives

Course grades

  • Quiz: EEG History and Methods of Review of Application and Electrode Types - 3%
  • Quiz: Activation Procedures - 5%
  • Quiz: Record Documentation - 5%
  • Quiz: Patient Rapport - 2%
  • Quiz: Technical Description - 5%
  • Quiz: Patient History and Expected Results - 5%
  • Quiz: ECI: Electrocerebral Inactivity - 5%
  • Quiz: Bedside Recordings - 5%
  • Quiz: Medial Emergencies - 5%
  • Quiz: Infection Control - 10%
  • Quiz: Neurodiagnostic Lab Management - 5%
  • Practice Exam Review no credit
  • Final Exam 50%
  • Passing score = 70%
  • 20 ASET-CEUs awarded upon successful completion

Category: EEG Courses

Course Goal

This course is designed to provide the skills in recognizing common and some unusual artifacts seen in routine EEG recordings and troubleshooting skills for the elimination of such artifacts when possible. A brief review of the role of impedance and common mode rejection (CMR) and the role of these factors in the presence or elimination of artifacts, is also included in the course.


Upon successful completion of this course, the participant will:

  • Describe and identify the common physiological and non-physiological artifacts found during EEG recordings
  • Differentiate physiologic artifacts such as:
    • EMG and Muscle
    • Movement
    • Chewing
    • Swallowing
    • Eyeblinks
    • EKG
    • Pacemaker
    • Vagal Nerve Stimulator
    • Pulse
    • Ballistocardiographic
    • Glossokinetic
    • Respiration
    • Respirator
    • Tics and Tremors
    • Perspiration
    • Directional Eye Movements (Polarity of the eye)
    • Bells Phenomena - Corneal Retinal Potential
    • Nystagmus
    • Eye Flutter
  • Differentiate non-physiologic artifacts, including chemical, physical, high impedance, artifacts caused by electrode distance errors, and external artifacts such as:
    • Electrode Pops
    • Perspiration
    • Photocell or Photoelectric
    • Unsecured attachment of electrodes
    • 60 Hz room noise and noise from the Insturment
    • High Impedance causing increased 60 Hz or low amplitude signal
    • Ground lead recording artifact
    • Static Electricity
  • Indicate and demonstrate the technique/s necessary to rid the EEG of these artifacts
  • Indicate and demonstrate the technique/s of monitoring artifacts both visually and electrographically when possible
    • Eye monitors (electroocculogram)
    • Infraorbital eye leads and lateral eye leads (outer canthus) for lateral movements
  • Describe the role that CMR (Common Mode Rejection) plays in the presence or elimination of artifact and the antena like properties of electrodes
  • Explain the importance of keeping the instrument clean
  • Describe the role calibration plays in digital EEG instrumentation
  • List the basic approaches to troubleshooting problems and compile a “Troubleshooting List”
  • Perform at least initial trouble shooting exercises so that the problem can be described and somewhat isolated
  • Identify when to consult the instrument manual and/or more experienced technical personnel either within your facility or at the manufacturer’s technical support center.

Course grades

  • Quiz: Artifact Recognition - 10%
  • Quiz: Reading Assignments - 10%
  • Quiz: Troubleshooting - 10%
  • Quiz: Practice Exam Review - no credit
  • Final Exam - 70%
  • Final Exam - 70% of total grade
  • Passing score = 70%
  • 20 ASET-CEUs awarded upon successful completion (Certificate provided as proof of credits)

Category: EEG Courses

Course Goal

This course is designed to provide the skills in recognizing seizures both clinically and electrographically.


Upon successful completion of this course, the participant will:

Lesson 1 What is Epilepsy?

  • Define terms dealing with seizures, seizure classifications, and types of epilepsy
  • Recognize commonly used abbreviations in classifications of epilepsy including:
  • ACTH – adrenocorticotropin hormone
  • AED – antiepileptic drug
  • BECTS – benign epilepsy of childhood with centrotemporal spikes
  • CAE – childhood absence epilepsy
  • CPS – complex partial seizure
  • CSWS – continuous spikes and waves during slow-wave sleep
  • FLE – frontal lobe epilepsy
  • GABA – gamma-aminobutyric acid
  • GTCS – generalized tonic clonic seizure
  • HV - hyperventilation
  • IPS – intermittent photic stimulation
  • JME – juvenile myoclonic epilepsy
  • LGS – Lennox-Gastaut Syndrome
  • PGE – primary generalized epilepsy
  • MTLE – mesial temporal lobe epilepsy
  • MTS – mesial temporal sclerosis
  • PNES – psychogenic nonepileptic seizures
  • TIRDA – temporal intermittent rhythmic delta activity
  • TLE – temporal lobe epilepsy
  • VNS – vagal nerve stimulation
  • Relate the highlights of the evolution of theories about epilepsy from early recorded time till present day
  • Recognize the incidence and prevalence of seizures and epilepsy in the US
  • Define epileptogenesis
  • Describe the role that technologists play in epilepsy patient advocacy
  • Explain the role of the Epilepsy Foundation

Lesson 2 Classification of Seizures

  • Explain the International Classification of Seizures and Epilepsies
  • Define status epilepticus
  • List typical clinical manifestations of the various types of seizures
  • Anticipate the expected electrographic patterns see with various seizure types, from the information provided in the patient’s dictated exam and clinical history taken by the technologist at the time of the recording
  • Define the difference between ictal, post-ictal and inter-ictal patterns on EEG recordings
  • Differentiate focal, lateralized, generalized and initially focal with secondary generalization onsets of epileptiform activity
  • Localize epileptiform activity
  • Recognize the various patterns of neonatal seizures and the difference in clinical manifestations of seizures in neonates, infants and pediatric patients.
  • Define febrile seizures
  • Recognize the incidents of SUDEP (Sudden Unexpected Death in Epilepsy Patients)
  • Define Psychogenic Nonepileptic Seizures and appropriate compassionate care patients with such events
  • Develop through reading, interviews and posted discussion, a sense of what it is like to have epilepsy
  • Recognize symptoms of Nonepileptic events such as syncope, transient ischemic attacks (TIAs), ischemic events, hypotension, and heart attacks.

Lesson 3 Neurological Disorders and Syndromes Associated with Epilepsy

  • Identify characteristics associated with most common epilepsy syndromes such as:
    • West's Syndrome
    • Lennox-Gastaut Syndrome
    • Landau-Kleffner Syndrom
    • Sturge-Webber Syndrome
    • Rett Syndrome
    • Benign Occipital Epilepsy
    • Benign Rolandic Epilepsy
    • Juvinal Myoclonic Epilepsy (JME)

Lesson 4 Treatment for Epilepsy

  • Identify common Antiepileptic Drugs (AEDs)
  • Explain the function of a Vagus Nerve Stimulator
  • Outline the Ketogenic Diet
  • Recognize the criteria for patients who may benefit from epilepsy surgery and the testing process to help select patients who have potential of benefit
  • EEG Show and Tell with Selim Benbadis, MD
  • EEG Record Review sessions, 1, 2, and 3 with Richard Brenner, MD
  • Update on Medication Effects and Antiepileptic Drugs by William Tatum, DO

Lesson 5 Seizure First Aid

Lesson 6 Introduction to Long Term Monitoring

Course grades

Quiz: Lesson 1 - 5%
Quiz; Lesson 2 - 5%
Quiz: Lesson 3 - 5%
Quiz: Lesson 4 - 5%
Quiz: Lesson 5 - 5%
Quiz: Lesson 6 - 5%
Practice Exam - 10% of final grade
Final Exam - 60% of final grade
Passing score = 70%

20 ASET-CEUs awarded upon successful completion.  Certificate as prrof of credits.

Category: EEG Courses

Course Goals and Objectives:

The goal of this course is to familiarize neurodiagnostic technologists with the diagnostic process with which physicians evaluate patients with neurological disorders, diagnostic procedures other than EEG, common neurological disorders, signs and symptoms, and EEG patterns commonly associated with neurological disorders and injuries.

Lesson 1

• Describe the difference between signs and symptoms
• Explain differential diagnosis
• Give examples of procedures for testing mental, cranial nerve motor and sensory functions and higher sensory and nerve processes
• Define pathognomonic finding
• List the three steps involved in lab testing
• Contrast prevalence and incidence
• Define sensitivity, specificity and predictive value
• Define positive, negative and false positive and false negative test results
• List and briefly describe test developed to measure brain function from the earliest to the most modern

Lesson 2

• List the common neurological diseases and describe major characteristics of each
• Define the terms epilepsy and seizure
• Describe generalized, convulsive, absence, tonic, clonic, simple partial, and complex partial seizures
• List and describe four types of strokes
• Define Alzheimers disease and describe how it differs from other dementias
• List four categories of microorganisms that can cause neurological problems

Lesson 3

• Explain the difference between "abnormal" and "normal"
• Describe abnormal EEG features
• Correlate EEG abnormalities with clinical conditions and anatomical lesions
• Explain the difference between a physiological test (i.e., EEG) and a structural imaging test (i.e., CT, MRI)
• Describe how the concept of electrical fields reflect the extent of structural damage
• Explain the non-specificity of the EEG as a diagnostic test
• Demonstrate how the EEG can be used as a prognostic (as well as diagnostic) tool
• Recognize and explain the difference between normal changes in EEG patterns and changes caused by abnormal disease processes
• Describe the mechanism responsible for epileptic discharges
• List and explain at leas in an abbreviated form the classification of seizure types
• Describe why the EEG sometimes does and sometimes does not reveal underlying disease processes
• List and explain the EEG effects of commonly prescribed medications

Lesson 4 Aphasia

Lesson 5-6 Pattern Recognition

Lesson 7 Updates on Electrocerebral Inactivity (ECI/ECS)

Practice Exam

Final Exam

Certificate of Completion

This course provides the technologist with a basic understanding of the neurological disorders commonly seen in patients referred for EEG studies. This course has four additional required reading materials. Participants will need to have access to these publications in addition to the course materials included in the online course: 1) Clinical Correlation Reprint Series, "EEG Clinical Correlations - Coma, Cerebral Death, Personality Disorders, and the Aging Patient," Second Edition (ASET publication), ASET member price $22; 2) "Clinical Correlations: Infectious, Vascular & Structural Disorders" (ASET publication), ASET member price $22; 3) "EEG on DVD" by Richard Brenner, MD (this interactive windows computer based DVD contains 137 case studies and interactive reading sessions, ASET member price $89; 4) "Handbook of EEG Interpretation" by Drs Tatum, Husain, Benbadis, and Kaplan (this handy pocket-sized paperback contains samples of EEG recordings from patients with neurological disorders, seizure disorders, basic polysomnographic patterns, and brief descriptions of other END procedures (ASET publication), ASET member price $38. 20 ASET-CEUs are awarded for successful completion, and a link to a PDF certificate for proof of credits.

These books/DVD may be purchased through the ASET website (additional shipping cost not included, overnight shipping available upon request with additional associated charge), or you may order directly from the publisher over the Internet. Check your lab or hospital library for these publications. Included within the course are three PDF downloads (125 pages total) of text with illustrations and EEG samples. There are additional articles for download and reading. There is a glossary of terms for download.  The final exam is multiple choice, true/false, and consists of 116 questions.

This course is open for registration. It is a self-paced course and a continuation in the preparation of basic knowledge and skills necessary for EEG technologists. It is an excellent source of continuing education as well as basic skills training. The course contains materials for download and study and additional reading materials are suggested but not required.

Abbreviated Course Outline:

  • EEG in Neurological Disorders
  • Blood Supply to the Brain by Don York, PhD
  • BiPleds
  • CJD
  • Drug Effects in EEG
  • EEG in Encephalopathy and Coma
  • Locked In Syndrome
  • Quality Assurance in Electrocerebral Silence (ECS/ECI) Studies
  • Aphasia

Category: EEG Courses

Course Goals:

The goal of this course is to familiarize the technologist with terms used in neonatal and pediatric EEG and provide training in recognition skills for normal and abnormal patterns seen in this group of patients as well is provide technical skills for the challenges in recording quality EEG in the NICU environment, working with neonates and children in the hospital and out patient neurodiagnostic lab.


After successful completion of this course the participant will be able to:

Lesson 1 The Normal Waking EEG of a Child

  • Identify normal awake patterns in children 3 months to 18 years
    • Identify usefulness of passive eye closure to activate background
    • List the basic milestones which can vary slightly
    • Recognize Occipital reactive rhythm
    • Recognize Posterior Slow Waves of Youth
    • Chart the development of normal awake background rhythms
      • 3 months - 3-4 Hz
      • 6 months - 5 Hz
      • 9-18 months - 6-7 Hz
      • 2 years - 7-8 Hz
      • 7 years - 9 Hz
      • 15 years - 10 Hz+

  • Describe activation procedures such as sleep, Photic Stimulation and Hyperventilation
  • Recognize Photic driving in infants
  • Recognize HV Buildup in children
  • Identify normal variants commonly seen in children such as:
    • Lambda
    • Mu Rhythm

Lesson 2 The Normal Sleep of a Child

  • Recognize the Normal Sleep EEG of a Child: 3 months to 18 years including:
  • Infant spindles
  • Hypnagogic Hypersynchrony
  • Vertex Sharp Waves
  • 14 and 6 Hz Positive spikes
  • POSTS (Positive Occipital Sharp Transients of Sleep)
  • Identify Normal Variants seen in Children during sleep such as:
  • RMTD (Rhythmic Mid-temporal Theta Discharges)
  • 14 and 6 Hz Positive spikes

Lesson 3 The Abnormal Pediatric EEG in Epilepsy

  • Recognize the Abnormal Pediatric EEG of Epilepsy such as:
    • Infantile Spasms
    • West’s Syndrome
    • Interictal Hypsarrhythmia
    • Ictal Electrodecremental
    • Lennox-Gastaut Syndrome
    • Developmental delay and miltiple seizure types
    • Bursts of slow spike and wave
    • Absence Seizure
    • Hyperventilation activation
    • Generalized high voltage 3/sec spike and wave
    • Benign Juvenile Myoclonic Epilepsy
    • Sleep deprivation activation
    • Brief run of generalized spikes/polyspikes and myoclonic jerks
    • Benign Rolandic Epilepsy
    • Focal central-temporal spike unilaterally or bilaterally
    • Benign Occipital Epilepsy
    • Runs of 3 Hz occipital spikes and wave, bilateral or unilateral

Lesson 4 Abnormal Pediatric EEG in Neurological Disorders

  • Recognize the abnormal pediatric EEG in pediatric and neonatal patients with neurological disorders associated with different types of pathologies such as:
    • Cerebrovascular
    • Traumatic
    • Infectious
    • Metabolic
    • Neoplastic
    • Degenerative/structural
    • Identify symptoms and patterns seen in the following:
    • Neoplastic Disorders - mass lesions in the brain
    • Cerebrovascular Disorders
    • Moya Moya Disease
    • Alternating Hemiplegia
    • Breath-Holding and Syncope
    • Traumatic Disorders
    • Postnatal trauma
    • Childhood head traumas
    • Contre-coupe
    • Infections of the Central Nervous System
    • Meningitis and Encephalitis
    • Congenital Herpes Encephalitis
    • Congenital Cytomegalic Virus
    • Congenital toxoplasmosis
    • Rasmussens Encephalitis
    • Metabolic Disorders
    • Mitochondrial Disease
    • MELAS
    • Pryadoxine Deficiency
    • Structural Disorders
    • Agenesis of the Corpus Callosum
    • Tuberous Sclerosis
    • Most commom seizure types in T.S.
    • Infantile Spasms
    • Generalized Tonic
    • Generalized Atonic
    • Atypical Absence
    • Simple and Complex Partial Seizures

  • Identify Pediatric Sleep Disorders that resemble seizures
    • Parasomnias
    • Night terrors
    • Sleep walking
    • Lesson 5 How to work with Pediatric Patients
  • Recognize the elements and usefulness of pediatric age appropriate care such as:
    • Identify the needs for age appropriate care
    • Acknowledge the JCAHO requirement to provide age appropriate care
    • Acknowledge the improvement it provides in care for patients and improved work experience for staff
  • Identify the ages/stages of development with best practices for technologists:
    • Infant: Birth to 1 year “Trust vs. Mistrust”
    • Toddler 1-3 years “Autonomy vs. Shame and Doubt”
    • Pre-school 4-7 years “Initiative vs. Guilt”
    • School age 8-12 years “Industry vs. Inferiority”
    • Adolescence 13 to 18 years “Identity vs. Role Confusion”
    • List items in a “Fun Box” to help make patients feel comfortable

  • Describe the importance of “language” used with patients
  • Describe behavioral distraction techniques
  • Describe the use of visual objects to distract the patient
  • Describe ways to make HV fun
  • Recognize measures that add to patient comfort
  • Make use of techniques to divert attention

Lesson 6 Pediatric EEG by Michael Goodman, MD

  • Recognize definitions of terms used in Pediatric Epilepsy such as:
    • Seizure
    • Epilepsy
    • Pervalence
    • Etiology
    • Symptomatic
    • Ideopathic
  • Recognize diagnostic symptoms of pediatric epileptic patients such as:
    • Description by witness and patient
    • Physical and neurologic exam
    • EEG (Routine w/HV & Photic, Sleep deprived, Ambulatory, LTM)
    • Anatomic studies such as CT, MRI, SPECT, PET, fMRI
    • Identify the classification of pediatric seizures and syndromes including:
    • Partial vs Generalized
    • Simple Partial
    • Focal motor or sensory seizures
    • Complex Partial
    • Temporal lobe seizures
    • (formerly: Psychomotor seizures)
    • Secondarily generalized
    • Generalized Seizures
    • Absence
    • Clonic
    • Tonic (Tonic-Clonic)
    • Myoclonic
    • Atonic
  • Recognize Pediatric Epilepsy Syndromes such as:
    • Infantile Spasms - West’s Syndrome
    • Dravet Syndrome - Severe Myoclonic Epilepsy of Infancy
    • Lennox-Gastaut Syndrome
    • Childhood & Juvenile Absence Epilepsy
    • Benign Focal Epilepsy with Centrotemporal Spikes
    • Benign Focal Epilepsy with Occipital Spikes
    • Acquired Epileptic Aphasia (Landau-Kleffner Syndrome)
    • Juvenile Myoclonic Epilepsy
    • Epilepsia Partialis Continua
    • Recognize treatment options for pediatric patients
    • Anticonvulsant Medication
    • Conditions associated with refractory epilepsy
    • Ketogenic Diet
    • Vagus Nerve Stimulation
    • Surgery

Mid Term Exam

Lesson 8 Introduction to Neonatal EEG: Terminology and Conditions of the Nursery

  • Define Terminology:
    • Gestational and Conceptional Age
    • Perinatal period, Premature, Term and Post term Infant
    • SGA and LGA
    • Apgar Score
    • Apneas and Bradycardias
    • Reflux
    • High Risk Infant

Lesson 9 Techniques of Neonatal EEG

  • Recognize the need for planning in the NICU environment
  • Identify elements of taking a history and calculating age
  • Identify techniques for lead placement
  • Recognize usefulness of various polygraphic monitors
  • Identify neonatal specific recording techniques
  • Recognize typical EEG findings (Preemie to term)
  • Identify common abnormal neonatal EEG findings

Lesson 10 The Normal EEG of the Neonate

  • Identify the Normal EEG of a Neonate including the following patterns:
    • Active Sleep
    • Quiet Sleep
    • Trace Discontinu (TD) (24-29 weeks conceptional age)
    • Trace Alternant (TA) (30-34 weeks conceptional age)
    • Delta Brush
    • Describe the following Normal Patterns at full term:
    • Normal awake
    • Normal sleep

  • Recognize the following characteristics:
    • Amplitude
    • Continuity
    • Frequency
    • Symmetry
    • Synchrony
    • Sleep-state transitions
    • Maturation patterns
    • Paroxysmal patterns
    • Differentiate Normal vs. Discontinuous Patterns
    • Recognize Multifocal Sharp Transients

Lesson 11 Abnormal Neonatal Findings

Review of Neonatal EEG (Article by Aatif Husain, MD)

    • Identify specific neonatal best practices for:
    • Neonatal Montages
    • Recording Time
    • Notations
  • List elements of evaluation of Neonatal EEG Patterns such as:
    • Continuity
    • Bilateral Synchrony
    • Symmetry
    • Trace Discontinu
    • Trace Alternant
    • Continuous Slow Wave Sleep
    • Activite Moyenne (low voltage irregular pattern)
    • Sleep Spindles
    • Delta Brushes
    • Monomorphic Occipital Delta Activity
    • Rhythmic Occipital Theta Activity
    • Rhythmic Temporal Theta Activity
    • Centrotemporal Delta Activity
    • Anterior Slow Dysrhythmia
    • Encoches Frontales
    • Focal Sharp Waves
  • Recognize EEG Patterns present at various conceptional ages:
    • Less than 29 weeks CA
    • 30-32 weeks CA
    • 33-34 weeks CA
    • 35-36 weeks CA
    • 37-40 weeks CA
    • 41-44 weeks CA
    • 44-48 weeks CA
  • Recognize abnormal patterns in neonates such as:
    • Burst-Suppression
    • Low Voltage
    • Excessive Discontinuity
    • Depressed and Undifferentiated Background
    • Abnormal Asymmetry or Asynchrony
    • Abnormalities of Maturation
    • Abnormal Sharp waves and spikes
    • Neonatal Seizures

Neonatal Seizures (article by Gregory Holmes, MD, and Lewis Kull, R. EEG/EP T., CLTM, MS.

  • Recognize the clinical manifestations of neonatal seizures including:
    • Subtle manifestations
    • Tonic seizures
    • Clonic seizures
    • Myoclonic seizures
  • List various etiology of neonatal seizure disorders such as:
    • Asphyxia
    • Hypocalcemia
    • Hypoglycemia
    • Hyponatremia/Hypernatremia
    • Intracranial hemorrhages
    • Infection
    • Congenital CNS malformations
    • Inborn errors of metabolism
    • Drug withdrawal
    • Local anesthetic intoxication
    • Identify neonatal epilepsy syndromes
    • Benign Familial Neonatal Seizures (BFNS)
    • Benign Idiopathic Neonatal Seizures (BINS)
    • Differential diagnosis and evaluation
  • Identify the usefulness of Electroencephalography (EEG) in identifying:
    • Interictal abnormalities
    • Ictal discharges
    • Multifocal patterns
    • Pseudo-alpha pattern
    • Prognostic implications of the neonatal EEG and treatments

Neonatal EEG Exam

Case Studies in Pediatric Classification of Seizures by Cale Wilcox, R.EEG T., CLTM

Classification of Seizures and Pediatric Syndromes by Susan Arnold, MD

Course grades

Mid-Term Exam - 30%
Quiz: Neonatal exam - 10%
Practice exam - 10%
Final exam - 50%

Category: EEG Courses

Course Goal

This course is intended to help the learner prepare to take the credentialing exam (successful completion of this course does not guarantee the learner will pass the credentialing exam). Extensive study is required to prepare for the ABRET EEG Registry Exam, and the learner should set aside several hours a week for six months to one year to adequately prepare for the exam. The questions (500 study questions with the answer sheet and 1500+ in a database for practice exams) and review material (20 handouts) included in this courses will help guide the learner in the appropriate areas of study, and the questions in this review fall under the general topic outline of subjects covered in the credentialing exam. Passing the credentialing exam requires the development of a knowledge base of EEG Technology as well as the development of critical thinking skills and pattern recognition skills. A credentialed supervisor, tutor, or mentor can help greatly in the preparation of a technologist for credentialing exams, and such a person, or a ACNS certified electroencephalographer should be sought and their help enlisted if at all possible.

IMPORTANT NOTE: Purchase of this course is for a limited period. The course begins a one year timer when the purchase is processed.

It contains over 1500 review questions and 3 phases of interactive practice exams, which allows the learner to simulate a timed 250-questions exam in preparation for taking the credentialing exam. Also included are study aids and guides to help study and prepare for the credentialing exam. From the time of the first log on, the participants will have 365 days of access to the questions. Study material is in the form of PDF downloads which can be printed or kept on a computer desktop for study. No credit is given since there is no final grade and no new material is introduced. This is a board preparation review tool, and practice exam and should be used as a self awareness tool to help the learner define weaknesses in understanding. During the practice exam, the learner should make note of the questions that are difficult or challenging, and use this information to focus his or her study in preparation for the board exam.

Information about the Practice Exams

You may take these exams multiple times for one year. Use this exam to help you determine the areas you should focus your study. After taking the exam a few times, you will begin to see what areas you need to concentrate your study. Phase 1 and 2 exams will show you the correct answers but Phase 3 uses final exam questions from the EEG courses so for obvious reasons the answers are not given at the end but your can re-open the graded exam and see which answers are incorrect and research the topic for the correct answer.


As you take the exam, save the pages so if there is any problem with your Internet connection you will not lose your answered questions. When you have completed the exam, you will click the button that says "submit all and finish" and the exam will re-open for you to review and make note of any missed answers. When you are finished reviewing the graded exam, scroll back to the top of the exam's first page and click the button that says "Finished Review". Once you exit the review, the option to re-open and re-take the exam will appear at the bottom of the page showing all your scores of previous attempts. Previous attempts can be re-opened for review by clicking on the number of the score.

Be sure to use the "Firefox"
browser to take the exam. Exam functions with other browsers are not reliable.

Category: EEG Courses

About Dr Ardeshna:
Dr. Nikesh Ardeshna is currently the director of the epilepsy monitoring unit at Spectrum Health in Grand Rapids, Michigan.  His major interests include reading of eegs, including EMU, critical care monitoring and seniors with epilepsy .  Dr. Ardeshna has been active in national advocacy for epilepsy patients since residency.  Currently, he serves on the Epilepsy Foundation’s national professional advisory board. He continues to support initiatives to improve the care for epilepsy patients working with  various levels of government.  Dr. Ardeshna has been active in teaching EEG technicians both at work and through ASET.

About the presentation:
EEG and COMA. this lecture will focus on the different causes of coma in the ICU, the varied EEG findings and the utility of long-term/critical care EEG monitoring.

Category: Webinar Recordings: / Upcoming and Recently Recorded

About Mark Stecker, M.D., Ph.D. FASNM, DABNM
Dr. Stecker is Chairman of the Neuroscience Program at Winthrop University Hospital on Long Island, NY.  He has served as faculty and program director for Neurodiagnostic Technology Programs in the past.  He has published over 80 articles in medical journals.  He is a talented presenter with a wide range of interests.  His appreciation of technologists shines through whenever he gives a presentation.

About the presentation:
Dr. Stecker will share EEG case presentations will histories and associated imaging results.  Case studies and presentations are always interesting to our participants and a great way to learn.  Case studies always spawn interesting discussions after the presentation.  Don’t miss this great presentation of cases with the additional insights of the imaging studies that help aid the diagnosis and treatment.

Category: Webinar Recordings: / Upcoming and Recently Recorded

Proctored Exam (By appointment and special arrangements) Contact Maureen to arrange

Be sure to use the "Firefox"
browser to take the exam. Exam functions with other browsers are not reliable.

250 questions 4 hour time limit

Category: EEG Courses

Fundamentals of Evoked Potentials

Instructor:  Denise Bates, R EP T, CNIM, MBA/HCM

This is a self-paced course developed to instruct those performing clinical evoked potentials (EPs) as well as providing a foundation for intraoperative neuromonitoring professionials in the basics of Evoked Potentials. The course includes all modalities of EP, such as Visual (VEP), Brainstem Auditory (BAEP) and Somatosensory (SEP). Instrumentation is included, with explanations of sampling rate, vertical and horizontal resolution, filters, differential amplifiers, averaging of clinical signals, signal to noise ratio, and common mode rejection. Montaging and the difference between near and far field potentials is also included as well as analysis time or time base. Use of the ACNS Guidelines in clinical EPs will be discussed in each modality and the use of universal precautions and patient safety will be addressed for each modality. Criteria for clinical abnormality in each modality will also be discussed. Options for use in surgical monitoring will be discussed in brief.

Course Goals:

Participants study the fundamental components of evoked potential testing with the goal being technical competency performing the different modalities of Evoked Potentials and preparation for the EP credentialing exam.

Course Objectives:


· Differentiate and articulate the differences between EEG and Evoked Potential (EP) testing
· Explain the process of analog to digital conversion
· Describe how a signal is averaged and why this is significant
· Explain what is meant by common mode rejection
· Define horizontal and vertical resolution
· Complete EP math problems, and answer instrumentation questions to demonstrate competence
· State the reasons why the Nyquist theorem is significant to EP studies
· Describe aliasing and preventative strategies
· Explain the difference between near-field and far-field potentials
· List the various types of evoked potential testing

Visual Evoked Potentials:
· Provide a description of Visual Evoked Potentials (VEPs)
· List the steps in performing a VEP study
· Identify the major anatomical structures of visual system anatomy
· List the recommended VEP settings and parameters in accordance with the ACNS Guidelines
· Provide several examples of situations that may arise during VEP studies requiring troubleshooting
· State the type of visual system pathology used for the VEP assignment

Auditory Evoked Potentials:
· Provide a description of Brainstem Auditory Evoked Potentials (BAEPs)
· List the steps in performing a BAEP study
· Identify the major anatomical structures of auditory system anatomy
· List the recommended BAEP settings and parameters in accordance with the ACNS Guidelines
· Provide several examples of situations that may arise during BAEP studies requiring troubleshooting
· State the type of auditory system pathology used for the BAEP assignment

Somatosensory Evoked Potentials:
· Provide a description of Somatosensory Evoked Potentials (SEPs)
· List the steps in performing an upper extremity SEP study
· List the steps in performing a lower extremity SEP study
· Identify the major anatomical structures of sensory system anatomy
· List the recommended SEP settings and parameters in accordance with the ACNS Guidelines
· Provide several examples of situations that may arise during SEP studies requiring troubleshooting
· State the type of sensory system pathology used for the SEP assignment

Atypical Evoked Potentials Lecture:
1. Define typically performed routine SSEPs on Median, Ulnar, Posterior Tibial and Peroneal nerves
2. Define atypical evoked potentials, including:

a. Auditory/Vestibular testing (Electronystagmogram, Electrocochleogram)
b. Visual (Cranial nerve II) including electroretinogram, electro- oculogram
c. Somatosensory dermatomes, trigeminal, radial, median antebrachial cutaneous, lateral antebrachial cutaneous, pudendal, lateral femoral cutaneous, medial cutaneous (thigh), saphenous and sural

3. Identify recording techniques for atypical testing including:

a. Acquisition settings, filters, sweep time (analysis time)
b. Stimulus positions and settings including rate, duration and voltage for the various stimulus sites and types

4. Identify recording electrode placements for atypical evoked potentials
5. Identify provocative dynamic studies of the Brachial Plexus for Thoracic Outlet Syndrome
6. Identify uses in surgery for atypical EP testing

Course grades:

Quiz: Instrumentation and EP math - 20%

Quiz: VEP - 5%

Quiz: BAEP - 5%

Quiz: SSEP - 10%

Quiz: Atypical EP - 10%

Quiz: Board Prep - 10%

Final Exam - 40%

Passing grade = 80% or higher

Contact Information:

Phone: 443-799-1578 (text messages welcome)

Textbook (recommended):

Practical Guide for Clinical Neurophysiologic Testing - EP, LTM, IOM, PSG, and NCS by Thoru Yamada and Elizabeth Meng (link to textbook)

ISBN: 978-1-60913-714-4

Category: Evoked Potential Courses

This free presentation is offered by ASET as a public service.

Category: Free Presentations (Public Service and Promotional)

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