Full Course Description


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

Program Information

Outline

 

Why Not Medication?

  • Useful as a short-term tool
  • Concerns with long-term use: Effects on the brain
ADHD and the “Immature” Brain
  • Brain imaging evidence of ADHD
  • Research regarding ADHD brain development
    • Frontal lobes mature more slowly in the ADHD brain
    • Excess theta brainwaves
  • Implications for treatment
Movement-Based Strategies
  • Wake up an underaroused ADHD brain
  • Hyperactivity as an adaptive mechanism
  • The impact of play and exercise on the brain
  • Role of rhythm and timing training
  • Integrated movement systems for ADHD
Frontal Lobe/Working Memory Strategic Tools
  • Use it or lose it: Increase memory, attention and focus
  • Games for impulse control and working memory
  • Computerized cognitive training programs
  • Meditation and mindfulness for ADHD
  • Neurofeedback
Diet and Nutrition
  • The impact of sugars, fats, proteins and water
  • Diet and dopamine
  • Omega 3-6-9: What you need to know for brain health
  • Multivitamins/minerals: Do they make a difference?
  • Gluten, food additives and pesticides
ADHD and Nervous System Overstimulation
  • ”Overaroused” subtype of ADHD
  • Stress, anxiety and ADHD: the connection
  • Breathwork and movement for nervous system calming
  • Heart rate variability biofeedback
  • Art therapy techniques to quiet and focus the brain
Environmental Influences
  • Video games and Social Media
  • Sleep deprivation
    • Same symptoms as ADHD
    • Strategies to help insomnia
  • Environmental toxins: lead, phthalates, pollution
  • The impact of time in nature on ADHD symptoms

Objectives

  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

Objectives

  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

Outline

Purpose of medication interventions

  • Stimulant medications most effective and well researched ADHD interventions
  • Safety, convenience and cost effectiveness are well established
Mechanisms of action for the three categories of ADHD medications Neurobiological mechanism of operation
  • Traditional stimulants as compared to new alpha-2a receptor conceptualizations
Primary US approved stimulant medications
  • Efficacy and factors in noncompliance
  • New developments in delivery systems 
  • OROS, Pulse delivery, transdermal, lisdexamfetamine
Stimulant efficacy in preschoolers
  • Gains smaller, side effects greater than in older children
Behavioral benefits of stimulant interventions
  • Academic, temperamental
Primary side effects of stimulant interventions
  • Insomnia, appetite suppression, head ache, gastric distress, cardiac effects
Common misconceptions related to stimulant use Predictors of positive response to medications Newer medication interventions
  • Atomoxetine – positive and side effects, rationale for use
  • Guanfacine XR - positive and side effects, rationale for use
Importance of early intervention in ADHD
  • Neuroprotective effects
Off label medications used for ADHD Factors involved in choosing which medication to use
  • Intervention context, patient characteristics, comorbidity
Conclusions
  • Evidence based treatments
  • Experimental psychosocial treatments
  • Nutritional interventions
  • Disproven therapies

Copyright : 08/28/2018

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

Program Information

Objectives

  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.

Outline

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

  • Challenges ADHD creates beyond impulsivity, inattentiveness and hyperactivity
  • Relationship between ADHD, executive function and stress
  • Determining eligibility for services

Techniques to Strengthen Emotional/ Self-Regulation in School

  • Self-monitoring strategies for students to adjust their self-talk and focus control
  • Specific time management techniques for deepening concentration and perseverance
  • Environmental modifications to help students harness innate strength
  • Addressing the issues of ADHD medication in school

Strategies to Reduce Disruptive Behaviors, Stress & Anxiety

  • Powerful changes in the classroom environment to support student independence
  • Supporting lagging developmental skills required for self-regulation
  • Class-wide culture shifts to aide calm and focus for all students
  • Problem solving and self-advocacy tools to increase self-monitoring

Strategies to Improve Attention, Organization, Time Management and Memory

  • Powerful use of graphic organizers facilitate writing, organizing and problem solving
  • Specific timers, paper organizers, and homework management systems
  • Keys to incorporate movement, fidgets, and mindfulness techniques
  • Making IEP and 504 plans more effective and impactful for teachers and students

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

Objectives

  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.

Outline

 

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

  • ODD/CD
  • ASD
  • ADHD
  • Anxiety/Depression
  • Trauma
  • Substance Abuse
The Brain-Behavior Connection
  • Executive Functioning
  • Auditory Processing
  • Emotion Regulation
  • Sensory-Motor
Treatment Techniques for ODD
  • Increase autonomy through established environmental support
  • Decrease arousal states with immediate use self-regulation techniques
  • Reverse aggression and inattention caused by technology exposure and videogame play
  • Promote healthy brain function with structured daily living practices
  • Reduce power struggles and anger through CBT and validation techniques
  • Foster positive peer involvement & altruism
  • …and more
Treatment Techniques for ASD
  • Group and individual techniques for developing social skills of:
  • Improved prosody
  • Appropriate eye contact
  • Awareness of personal space
  • Effective use of gesture and posture
  • Redirection from preoccupational interests
  • Coping with transitions
  • …and more
Treatment Techniques for ADHD
  • Reducing excessive movement and climbing
  • Improve executive functioning and attention to detail
  • Develop an effective teaching/learning environment
  • Promote fluid task shifting
  • Develop “whole-brain” problem-solving skills
  • Boost sensory regulation
  • Effectively advocate for seating assignment, home/classwork planning, and task fatigue
  • …and more
Treatment Techniques for Anxiety/Depression/Trauma
  • Inoculate anxiety in high pressure situations with behavioral tools
  • Facilitate anxiety control and decrease escapism at school and home
  • Reverse lethargy and withdrawal through CBT techniques
  • Increase distress tolerance skills utilizing sensory tools and imagery
  • Nurture mindfulness skills and prevent hopelessness and worthlessness
  • Prioritize worries for mindfulness practice through narrative activities and engagement of acceptance and commitment
  • Create hands-on tools for decreasing sensory sensitivity
  • Teach body awareness

Copyright : 02/06/2018

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

Program Information

Outline

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

  • Inattentive, Hyperactive, Combined
Changes in criteria from DSM-IV to DSM-5
  • Overlooked issues needing further explication
Sluggish Cognitive Tempo as distinct from ADHD
  • History of presentation
Distinguishing SCT from Inattentive ADHD
  • Prominent discriminating symptoms
  • Use of Barkley SCT Rating Scale
  • Demographic differences
  • Cognitive presentation
  • Current SCT research findings
  • Comorbidity with ADHD and personality traits
  • School and academic correlates
  • Family and social distinctions
Impairment associated with SCT
  • Relative comparison with ADHD impairments
Possible etiologies Basic nature of SCT – differentiating from normal styles of cognition Treatment interventions for SCT
  • Medication research
  • Psychosocial treatment considerations
Limitations of SCT conceptualization Summary and consideration of factors that potentially establish SCT as distinct from ADHD

Objectives

  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

 

 

OUTLINE

The Executive in the Brain

  • How the brain’s “control center” governs executive skills
  • The impact of ADHD on frontal lobe functioning
  • How effective behavior change revolves around executive skills

Assessment tools

  • Executive Skills Questionnaire—a rating scale to help clients determine their executive skill strengths and weaknesses
  • Workplace assessment tools to help clients better use their executive skill strengths and minimize the impact of their weaknesses
  • Home management tools to help clients understand why they avoid some chores like the plague—and what to do about it!
  • A rating scale to help partners understand each other’s profile and the impact of profile differences on relationships

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

  • Executive skills in the workplace
    • Goodness of fit between executive skills profile and the job
    • Maximizing executive skill strengths
    • Managing weaknesses
    • Creating an action plan
  • Executive skills in the home
    • The concept of “effortful work”
    • Matching executive skills profiles to appropriate tasks
    • Effective roles for family members living with adults with ADHD
  • Executive skills in relationships
    • How the executive skills profiles of adults with ADHD affect those they live with
    • The impact of mismatches and different executive skills profiles on relationships
    • Tips for working with couples where one partner has ADHD

Key Strategies to Help ADHD Clients Cope with Weak Executive Skills

  • Environmental modifications to reduce the impact of executive skill challenges
    • Change the physical or social environment
    • Modify tasks to make them more do-able
    • Enlist the help of others

Strategies for Improving Executive Skills

  • In the workplace
    • 12 executive skills that impact productivity and behavior change
    • Make a SMART goal
    • Using a deadline
    • Make a plan
    • The importance of clear start dates
    • Using technology to support behavior change
  • In the home
    • Find logical ways to share the work load
    • Understand the start point
    • Start small, build incrementally
    • Practice, practice, practice
    • Using visible reminders
    • Motivators
  • In relationships
    • How different profiles signal tension points in relationships
    • Keys to resolving conflicts arising from executive skill differences
    • The liberal use of humor, patience, forgiveness, negotiation
    • Using self-talk to motivate, problem solve and persist
    • The power of positivity

OBJECTIVES

  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