Stephanie Ryall, MS, LPC, NCC, BCN, QEEG-D

Stephanie Ryall, MS, LPC, NCC, BCN, QEEG-D is a Licensed Professional Counselor, Nationally Certified Counselor, BCIA certified Neurotherapist, and Quantitative Electroencephalogram-Diplomate. Stephanie owned and operated an individual private practice for 6 years. She is now the Founder and Clinical Director of Right Mind Wellness Center in Cincinnati, OH which provides wellness services including electroencephalography, neurofeedback, mental health counseling, Christian counseling, and nutrition counseling, with particular interest in low-income, Medicaid families. Stephanie is also bilingual and provides therapy in Spanish to members of the community.

Presenting: Neuromodulation: How Do We Know It's Working for the Client?

As clinicians, we quickly learn that perception shapes experience. Individuals interpret and respond to the world through personal schemas influenced by biology, history, and context—there is no single rule that applies universally. Neuromodulation is no exception.

While we often rely on established neuromarkers—elevated theta, high beta, posterior alpha, or lambda activity—the functional impact of these patterns can vary significantly across individuals. What supports optimal functioning in one client may contribute to dysregulation in another.

This raises a critical clinical question: How do we know if what we are doing is actually working?

This presentation explores both objective and subjective approaches to evaluating progress in neuromodulation. We will examine how to assess outcomes beyond protocol adherence, including client-reported experience, functional change, and meaningful behavioral shifts.

Attendees will gain practical strategies for tracking progress, refining treatment in real time, and maintaining a truly individualized approach—one that keeps the client at the center of the therapeutic process.

Education Level: INTroductory

Content is designed for psychologists who may have little to no background in a specialized skill or content area. Through this level of programming, the learner can become acquainted with the theoretical underpinnings, principles, methods, and perspectives of a content area. An introductory level program also may serve as the foundation for subsequent intermediate and advanced learning. Introductory level programming may also be related to an emerging area of knowledge or practice. Although this content can be used as a foundation for more advanced learning, an introductory level program may simply focus on breadth, enrichment, or general knowledge. 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.