Teaching tech: Neurofeedback / Neurotherapy for use in Ecological Momentary Assessment use to teach against risky decision making (Stotler, 2019)

1. Running head: TEACHING TECHNIQUES
Teaching Techniques
Refusal Skills (Teaching Techniques)
Jacob R. Stotler
Utilizing MHealth technology and ecological momentary assessment journals for the use of
building refusal skills pupil youth, grades 7-12

2. TEACHING TECHNIQUE 2
Teaching technique by nuanced telehealth and MHealth data / ecological momentary
assessment applications
The teaching technique being presented is that of utilizing smartphone technology and/or
MHealth technology and health APP journals to instigate records and build research based self
report records of how juvenile youth grades 7-12 utilize coping skills and apply “refusal skills”
in their every day life. This idea comes from numerous psychological approaches to properly
teach children the importance of refusal factors, and the value of personal coping skills regarding
drugs, alcohol and other deviant behaviors, and giving them an outlet to express their
understanding of their health and psychological approach by an “MHealth / telehealth diary.”
A “mobile health screener” smartphone APP is being creating for soldier deployment in
the department of defense. This is being done for numerous reasons, though one of the strong
reinforcing factors behind implementing such program is the “ease of accessibility” and “ease of
confidentiality,” as well as technological means of record and assessment is a “preferred method
over other modalities” in which is associated with MHealth, telehealth, and ecological
momentary assessment of “out of the laboratory” data gathering. These kinds of health processes
are needed in the field, and especially so when clinical presence is not possible (Bush, Skopp,
Smolenski, Crumpton & Fairall, 2013).
Another available asset of the momentary ecological assessment that is provided within
the domains of MHeatlh APPS and self-monitoring telehealth technology is that the reports can
be “on the spot,” this minimizes recall bias and provides a means of accurizing the report
measures and details involved in the self-report process (Ameringen, Khalesi, Pullia, &
Patterson, 2016).

3. TEACHING TECHNIQUE 3
The application of this techniques would involve orientating the pupils to learn the
program, implementing the program and then presenting the data and information found by the
students. The 5-steps relevant to this program and the processes are such that:
1. Establish and teach the meaning of the course to the students – the youth would be
exposed to the idea of health promotion class as a form of health education in an
“extracurricular” type class that promotes for refusal skills against deviant behaviors
during school and outside of school.
2. The students would be instructed and orientated to be able to use and make daily records
on the relevant health-app which is available on their smart phone. “2/3 of Americans
own a smart phone” (Ameringen, Khalesi, Pullia, & Patterson, 2016). The APP is
connected to other mobile device health applications such as if the child has a “fit bit” or
an electronic health device that measures normal day functioning and vital signs. Even
such that of the mobile EEG devices that function through mobile health apps could be
conglomerated with the app. “The EEG as an outcome measure enables the
implementation of a variety of sophisticated techniques to identify and characterize
connectivity network between different brain regions” (Pascuel-leone, Caterina, Freitas,
Oberman, Horvath & Halko, 2011).
The app is essentially an accommodation to these people to accurately and timely
make health and behavioral record in the form of ecologic momentary assessment, in
which integrates the students current emotions, relevant health data from wearable
devices, and tracks and records the student’s self reports about confrontations, and
recordable occurrences or incidences which involves their personal experiences (in the
real world). These records thus regarding refusal skills to drugs, alcohol and deviant

4. TEACHING TECHNIQUE 4
behaviors. The children are advised and taught through the class to utilize the APP as a
health journal and behavioral journal to their experiences with potentially deviant
circumstances and promoted to record their refusal techniques and experiences (outside
of the classroom / laboratory) to illustrate the strategies and circumstances that they have
experienced and essentially overcome.
3. The students would be assisted in the class to understand and utilize refusal factors, such
as escaping the “hot circumstance”; thinking about one’s actions before making
decisions, making record about new circumstances or “unusual circumstances” in which
they needed refusal skills, and utilizing resources to escape deviant or potentially
threatening experiences with peers or otherwise.
4. The students would be exposed to the layout and purpose of making the records, as well
as they would be met with examples from previous classes, and given an overview of
potential goals of the program. The students would be exposed to the agenda of the
program on the administration side of the “electronic / tele-health journal keeping and
ecological momentary assessment,” in which explains that the “data gathered,” and the
reports made by students would be further appreciated into the class. The administrators
would propagate that at the end of each week – when all reports were in from the students
that the most reoccurring situations from student reports would be covered as the
headline of the class teaching; the class would be able to talk about these “common
occurrences,” in an “in the classroom” setting. The students would also be advised that
other health data is relevant such as their accelerometer, health tracker, heart rate
monitors, blood pressure and even applicable and mobile EEG device. The students
would be advised or informed that all health data can become relevant and/or is

5. TEACHING TECHNIQUE 5
presentable information with the idea of utilizing refusal skills and making long term
decisions such as avoiding circumstances and peer pressure. This approach to learning
and teaching refusal skills is necessary and effective upon several different levels of
psychology such as biofeedback, neurofeedback strategies, solution-based coping,
problem based coping, Cognitive behavioral approaches, group integration strategies, and
the method of teaching by “learn to teach” methods.
5. The students, each week would be presented the “most common or persistent occurrences
relevant to the program” as well as they would be presented with concomitant health data
that may illustrate on a more complex dimension – the effects and impact that these
circumstance shave on a person’s life and the manipulation of health that is involved in
putting forth “good refusal strategies” as protective skills to drugs and alcohol and
deviance in general. The pupils would be able to “share journals” and health data in a
populated class setting.
Time needed
The time needed would be the measures of time that it would take the pupils to record
their daily experiences on the APP or with their guardian onto the app or website. The students
would also need to be have an open segment of time at the end of each week for about 30
minutes to an hour, in which could take place in a setting coupled to extracurricular activities, at
sports practice, ballet practice, or “Health APP meeting” as is comes as an invitation from the
school hosting the program.
National standards that this technique is affiliated
The national health standards relevant are such that of Standard 1: “health promotion and
disease prevention.” Standard 2 “analyzation of the influence of family, peers, culture,

6. TEACHING TECHNIQUE 6
technology and other health related factors.” Standard 3 “demonstration of the ability to access
valid information….and services to enhance health.” Standard 4 “ability to use interpersonal
communication skills to enhance health…” Standard 5 “demonstration of ability to use decision
making skills….” Standard 6 “students must demonstrate the ability to use goal-setting skills…”
Standard 7 “students to demonstrate the ability to practice health-enhancing behaviors and avoid
health risks.” Standard 8 “students to demonstrate the ability to advocate for….health”.
Objectives and Procedures
The objectives are to provide the pupils higher tier education opportunities to utilize
health, refine health and learn and teach from community trade and vision – the most optimal
and helpful refusal skills, while endowing that health information and health states are important
factors and giving attention to “in the moment” faculty to best cope and use refusal skills in the
real word for personal and community benefit.
Materials and Preparation
Relevant materials would be such that of any relevant or applicable and accessible health
mobile technologies and health apps, as well the uniquely engineered “tele-health ecological
momentary assessment APP,” that includes assessment features and accessible daily diaries in
relevance to their use and understanding of refusal skills, and how to implement these strategies.
Other materials needed would be the accessibly of the data recorded, and data organization
methods in which involve matching times of separate health APPS and records with the person’s
other available data, and/or statistical and data integration that illustrates the commonality and
similarity between self-reports of all of the individuals involved.
Assessment

7. TEACHING TECHNIQUE 7
The assessment strategy to the program would simply be that of taking and observing
records to assure that those assigned to the program are in fact fulfilling their duties in filling out
their daily journal, making records when relevant and participating in the program whatsoever.
The other assessment processes would involve assuring that all of the pupils in the program
participated and were active in the presentations and group talks which take place every week,
and assuring that if any negative or degenerate reports of involvement in drugs, or alcohol or
deviant behaviors is relevant that those respondents or participants or students are accurately
accommodated by professional intervention.

8. TEACHING TECHNIQUE 8
References
Ameringen, M.V., Khalesi, Z., Pullia, K. & Patterson, B. (2016). There is an app for that! The
current state of mobile applications (apps) for DSM-5 obsessive-compulsive disorder,
posttraumatic stress disorder, anxiety and mood disorders.
Bush, N., Skopp, N., Smolenski, D., Crumpton, R., Fairall, J. (2013). Behavioral screening
measures delivered with smartphone App: psychometric properties and user preference.
The Journal of Nervous and Mental Disease. 201. (11). P. 991-995. DOI:
10.1097/NMD.0000000000000039.
Pascual-Leone, A., Freitas, C., Oberman, L., Hrvath, J., Halko, M., Eldaief, M……Rotenberg, A.
(2011). Characterizing brain cortical plasticity and network dynamics across the age-span
in health and disease with TMS-EEF and TMS-fMRI. Brain Topgr. 24. P. 302-315.
Retrieved Febraury 26, 2019 from
https://link.springer.com/content/pdf/10.1007%2Fs10548-011-0196-8.pdf . DOI:
10.1007/s10548-011-0196-8.