Full Course Description


Part 1, Module 1-2: Changing the ADHD Brain - Moving Beyond Medication

Program Information



Why Not Medication?

ADHD and the “Immature” Brain Movement-Based Strategies Frontal Lobe/Working Memory Strategic Tools Diet and Nutrition ADHD and Nervous System Overstimulation Environmental Influences


  1. Articulate the relationship between the frontal lobe of the brain and ADHD symptomology for the purpose of client psychoeducation.
  2. Determine the impact of movement and exercise on the reduction of ADHD symptoms as it relates to assessment and treatment planning.
  3. Implement treatment interventions for improving impulse control and working memory in clients.
  4. Analyze the influence of diet and nutrition on ADHD symptoms in relation to assessment and treatment planning.
  5. Develop clinical strategies to calm the nervous system of clients diagnosed with ADHD.
  6. Consider the clinical implications of environmental influences on ADHD symptoms in clients.

Copyright : 08/18/2017

Part 2: Advances in the Management of ADHD: Evidence-Based Medications and Psychosocial Treatments

Program Information


  1. Assess and characterize the utility of current FDA approved ADHD management medications for symptom management
  2. Discriminate between effective and unproven adjunctive ADHD interventions and its treatment implications
  3. Articulate the beneficial effects and potential side effects associated with ADHD medications in relation to assessment and treatment planning


Purpose of medication interventions

Mechanisms of action for the three categories of ADHD medications Neurobiological mechanism of operation Primary US approved stimulant medications Stimulant efficacy in preschoolers Behavioral benefits of stimulant interventions Primary side effects of stimulant interventions Common misconceptions related to stimulant use Predictors of positive response to medications Newer medication interventions Importance of early intervention in ADHD Off label medications used for ADHD Factors involved in choosing which medication to use Conclusions

Copyright : 08/28/2018

Part 3, Modules 1-2: Executive Function, ADHD and Stress in the Classroom

Program Information


  1. Implement strategies to increase students’ executive functioning skills during both structured activities and open learning times.
  2. Establish classroom interventions that will improve time management, organizational and study skills for kids diagnosed with ADHD.
  3. Apply simple breathing and mindfulness techniques to reduce students’ stress levels, improve emotional regulation in order to meet classroom expectations.
  4. Adapt traditional behavior modification programs to address non-compliant behavior in kids who have ADHD.
  5. Utilize classroom management strategies that apply to the whole class while also meeting the needs of students who are easily distracted or who have cognitive processing delays.
  6. Implement strategies to improve homework compliance and improve study skills among students.


Impact of ADHD, Executive Function and Stress on Learning and Behavior

Techniques to Strengthen Emotional/ Self-Regulation in School

Strategies to Reduce Disruptive Behaviors, Stress & Anxiety

Strategies to Improve Attention, Organization, Time Management and Memory

Copyright : 03/13/2017

Part 4, Modules 1-2: ODD, ASD, ADHD & Mood Disorders - Over 50 Behavior-Changing Techniques for Children and Adolescents

Program Information


  1. Utilize over 50 proven techniques for working with kids with behavioral issues, high-functioning ASD, ADHD and mood disturbance.
  2. Recommend how to promote “whole brain” change in children with verbal processing and auditory learning issues.
  3. Develop tools for daily mindfulness and self-regulation practice.
  4. Apply strategies to develop life skills for a wide variety of emotional disturbances and behavioral problems.
  5. Implement strategies for treating intolerance, anxiety and impulsivity.
  6. Dissect how to reduce power struggles & anger through CBT and validation techniques.



DSM-5® Updates & Making Effective Treatment and Academic Goals for:

The Brain-Behavior Connection Treatment Techniques for ODD Treatment Techniques for ASD Treatment Techniques for ADHD Treatment Techniques for Anxiety/Depression/Trauma

Copyright : 02/06/2018

Part 5: The Two Attention Disorders: Identifying, Diagnosing, and Managing ADHD vs. SCT

Program Information


Advances in understanding the symptoms of ADHD

Dimensions of deficits – hyperactivity-impulsivity and inattention

Subtypes of attention impairment

DSM-5 criteria for diagnosis of ADHD and varied presentations

Changes in criteria from DSM-IV to DSM-5 Sluggish Cognitive Tempo as distinct from ADHD Distinguishing SCT from Inattentive ADHD Impairment associated with SCT Possible etiologies Basic nature of SCT – differentiating from normal styles of cognition Treatment interventions for SCT Limitations of SCT conceptualization Summary and consideration of factors that potentially establish SCT as distinct from ADHD


  1. Characterize the specific nature of the inhibition and attention deficits in ADHD
  2. Apply DSM-5 criteria effectively to accurately diagnose ADHD and develop successful treatment interventions
  3. Utilize modifications to DSM-5 criteria to improve diagnostic rigor and identification of Sluggish Cognitive Tempo (SCT)
  4. Discriminate effectively between ADHD and SCT

Copyright : 08/28/2018

Part 6, Modules 1-2: Smart but Scattered Adults - Manage ADHD by Targeting Executive Skills




The Executive in the Brain

Assessment tools

The Impact of Executive Skills in the Daily Life of Adults with ADHD

Key Strategies to Help ADHD Clients Cope with Weak Executive Skills

Strategies for Improving Executive Skills


  1. Outline the key role executive skills play in understanding adults with ADHD.
  2. Compare and contrast assessment tools to determine clients’ profiles of executive skill strengths and weaknesses.
  3. Communicate with clients on the best way to restructure their environment to reduce the impact of weak executive skills.
  4. Build a realistic change plan that enables ADHD clients to improve executive skills in situations and settings they identify as problematic.
  5. Discuss effective strategies ADHD clients can use to cope with executive skill challenges in the workplace, the home and in relationships.
  6. Identify tools to enhance 12 executive skill domains.


Copyright : 12/16/2016