Session Descriptions and Learning Objectives
CHADD Regional Education Conference on ADHD
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You have no idea how grateful we are for the
assistance and support provided by CHADD. As I’m
reviewing the handouts, I can’t help but to think that this
material needs to get into caring hands at our son’s
school.
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-Parent
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8:45 a.m.
– 10:15 a.m. GENERAL SESSION
P1
Emerging Changes in Our Understanding of ADHD
Thomas E. Brown, PhD
Intermediate, Lecture, All Interest Groups
Understanding of ADHD has changed considerably over the past
decade. Old assumptions about this disorder are being replaced with new
understandings of ADHD as essentially a developmental impairment of the
brain’s management system, its executive functions. This
presentation will present a new working definition of ADHD that is built
on the work of many researchers in psychology, psychiatry and
neuroscience. It will include clear explanations of how this new model
is similar to and different from other understandings of ADHD that are
still prevalent.
Learning objectives
1. Recognize myths about ADHD that have been
disproven by recent research.
2. Explain a new working definition of ADHD based upon recent
research.
3. Understand why those with ADHD are able to focus well for some
specific tasks, but not others.
4. Appreciate the unconscious aspects of executive functions
impaired in ADHD.
5. Identify implications of this new model for assessment and
treatment of ADHD.
10:30 a.m. – 12:00 p.m.
BREAKOUT SESSIONS
A1
Executive What? How to Help Your Child or Teen with the
Functional Aspects of Daily Life
Monte Davenport, PhD
A2
Helping High IQ Students Who Struggle with Reading Comprehension or
Writing Papers
Thomas E. Brown, PhD
Intermediate, Seminar, Mental Health Professional, Educator,
Parent/Caregiver
Many very bright children and adults who have ADHD struggle
with significant chronic problems in reading comprehension and/or
writing essays and papers due to their ADHD-related impairments of
executive functions. For some, these problems are noticeable early in
their schooling; for others they may not emerge until middle school or
beyond. This presentation will describe several ways in which these
difficulties are seen and will show how they are related to executive
functions. Practical strategies for assisting students of various ages
in improving their reading comprehension and/or written expression will
be described.
Learning Objectives
1. Recognize that executive
functions impairments of ADHD are found in very bright individuals as
well as those whose tested abilities are considerably lower.
2. Identify specific ways in which executive functions can impair
reading comprehension and written expression.
3. Explain strategies that may be helpful in improving reading
comprehension problems in those with ADHD.
4. Describe strategies that may be helpful in improving written
expression in those with ADHD.
5. Understand uses and limitations of medications for assisting
those with problems in reading comprehension and written
expression.
A3
Turning Chaos into Magnificence!
Robert Simmons, MS
Intermediate, Seminar, Adult, Parent
Many who struggle with ADHD describe their thoughts as being
nothing less than "Chaotic!" This chaos can be overwhelming leaving some
paralyzed and in a state of hopelessness. Every person knows there is
something inside that has meaning and purpose, but discovering and
unwrapping this purpose is not easy especially when overwhelmed. There
is great news and that good news is you are right! There is a diamond of
purpose in your life and through simplistic coaching everyone can make a
reality of what they knew was always there.
Learning Objectives
1. Discovering the Diamond of a Purpose in the ADHD
Life.
2. Discuss polishing ADHD Gems into Reality.
3. Appraise the Value of New Discoveries.
4. Cashing in on ADHD Gifts.
5. Multiplication: Reinvesting in ADHD.
A4
Behavior Management Strategies at School and Community
Linda Classen, MEd
All Levels, Lecture, Educator
This session will cover practical and very do-able strategies
for preventing and managing behavior problems that arise on a daily
basis both at home and at school. They are based on the latest research
as to the underlying cause of Attention Deficit Disorders and other
impairments of the executive area of the brain.
Learning Objectives
1. Name and discuss behavior problems caused by the
impaired Executive area of the human brain. i.e. to understand the
concepts of “can’t vs. won’t” and
“consistently inconsistent” as well as other frustrating
behaviors.
2. Name a minimum of eight strategies to prevent and/or manage
behavior problems which are causing disruptions in the home, community,
and with family members, as well as strangers who may offer
“helpful” (if unwanted) advice.
3. Name two major target behaviors as they ask for the behaviors
they want to see instead of the problem behaviors they are currently
dealing with.
4. Explain and use the concept of “The Controlled Delivery of
a Passion”.
5. Understand and use “Home/Classroom Currency” as it
works along with a rich schedule of positive verbal reinforcement.
12:00 p.m. – 1:45 p.m. LUNCH AND LEARN
L&L1
Troubleshooting Strategies to Ensure School Success for
Struggling Students
Chris Dendy, MS
Intermediate, Lecture, All Interest Groups
Chris Zeigler Dendy, a veteran school psychologist, teacher and
mental health counselor will review trouble-shooting strategies she
teaches educators. These strategies offer a "quick and dirty"
intervention short of an in-depth formal evaluation. Dendy provides a
model so parents and professionals may also become problem-solving
"detectives." Step-by-step strategies for initially identifying and
addressing common ADHD problem areas will be discussed.
Learning Objectives
1. List three ADHD facts impacting school performance
that everyone must know to ensure school success.
2. Identify three common ADHD school challenges and an
intervention strategy.
3. Describe one way to quickly get a good idea as to whether or
not medication is working effectively for the student.
4. Identify easily available data that should be collected to
facilitate problem solving for a struggling student.
5. Give two examples of the relevance of the data collected
regarding students with ADHD to their school performance.
1:45 p.m. – 3:15 p.m. BREAKOUT
SESSIONS
B1
Executive Functions in Children and Adolescents: Definitions and
Interventions
Michael McLane, PsyD
Intermediate, Seminar, Mental Health Professional
From a neuropsychological perspective, Dr. McLane will help you
understand the executive functions, a broad term that encompasses many
subdomains. This presentation will help you recognize signs of executive
dysfunction. While ADHD is known to impact the executive functions, Dr.
McLane will also discuss various conditions that contribute to executive
dysfunction. Current strategies for interventions will also be
reviewed.
Learning
Objectives
1. Define executive functions.
2. Recognize signs of executive dysfunction in children and
adolescents.
3. Disucuss other conditions that impact the executive functions
and mimic the symptoms of ADHD.
4. Discuss current strategies for intervention at home.
5. Discuss current strategies for intervention at school.
B2
Couples in Relationships with ADHD: Communication, Education
& Tolerance
Jan Seltzer, MS
Beginner-Intermediate, Lecture, Adult
It’s about where ADHD is a factor in the breakdown of
educating oneself in the areas of perceptions and realities, and
learning basic communication skills are very helpful. Emotional
intelligence leads the way to understanding acceptance, and appreciation
of the fun and wonderful qualities we do love about ADHD.
Learning
Objectives
1. Explain how perceptions and realities are unique to each
individual.
2. Discuss emotional intelligence plays a significant role in
relationships.
3. Examine how learning basic communication skills through
dialogue is very helpful.
4. Explain how through education comes more empathy and
understanding.
5. Discuss the fun parts of ADHD (positives) and famous
people.
B3
Stimulant Medication, Their Use and Misuse
Mark Wolraich, MD
Lay Audience, Lecture, Parent/Caregiver, Adult, Mental Health
Professional
The presentation will describe the benefits, side effects and
limitations of stimulant medications in treating individuals with
Attention Deficit Hyperactivity Disorder. Dr. Wolraich will discuss the
extent of it under use In addition, Dr. Wolraich will provide
information on the extent to which they are missused.
Learning Objectives
1. Enumerate the benefits of stimulant
medications.
2. Discuss the limitations and side effects of stimulant
medications.
3. Explain the extent of individuals with ADHD who are not being
treated with stimulant medications.
4. Discuss why stimulant medications are misused.
5. Discuss to what extent stimulant medications are misused.
B4
One of These Things IS Like the Other! Examining the Similarities
and Differences between Executive Functions in ADHD and Spoken Language
Disorders
Gail Lindley, SLP-CCC
3:30 p.m.
– 5:00 p.m. BREAKOUT SESSIONS
C1
Maximize How Disability Laws Protect and Serve
Your Child with ADHD in School
George Shake, JD
All Levels, Lecture, Parent/Caregiver, Educator
Disability laws in schools are numerous and complex, however
they are relatively new. Students and parents have numerous rights under
these laws and schools have numerous responsibilities. A well-informed
parent of a child with ADHD is a critical piece of the process of
determining what rights and services are available for the child. This
presentation introduces a brief history of relevant disability laws,
outlines the rights of students and parents in schools, and equips
parents with the tools they need to effectively work with schools to
serve their children with ADHD.
Learning
Objectives
1. Describe and differentiate at least 3 different disability laws
that impact children with ADHD in school.
2. List at least 5 rights children and parents have under
disability laws in schools.
3. Describe at least 5 responsibilities schools have to children
and parents under disability laws.
4. Describe and differentiate at least 5 programs in which
children with ADHD may receive services in schools.
5. List at least 5 strategies which they can employ to effectively
work with schools to serve their children with ADHD.
C4
Eliminating Academic Agony
Chris Dendy, MS
All Audiences, Lecture, Educator
ADHD and executive function deficits have a profound impact on
school performance in two major ways: 1) academic performance (written
expression, complex multi-step math, reading comprehension) and 2)
related skills essential for school success (getting started and
finishing, organizing). This nuts and bolts session offers specific
strategies to address these barriers to school success.
Learning
Objectives
1. Participants will describe two critical executive skill
deficits that impact academic performance.
2. Participants will identify two common academic problems that
are directly linked to deficits in executive function and suggest an
intervention strategy.
3. Participants will identify two “academically related
skills” that are linked to executive function deficits and suggest
an intervention.
4. Participants will identify two teaching strategies that are
effective for students with ADHD.
5. Participants will list two strategies for ensuring completion
of long-term projects in a timely manner.
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