2013 Annual International Conference on ADHD
November 7-9, 2013
Hyatt Regency Crystal City
Crystal City, VA (Washington, DC-Metropolitan Area)
What are social skills and why do we produce them? How are emotions part of this process? Does it really matter how we make someone else feel? In this session participants will explore why it is necessary to move beyond teaching social skills in isolation in order to enhance socially based critical thinking and problem solving across a lifespan and across all settings, people and situations. Social Thinking is a treatment technique developed for persons with fair to superior language skills and cognition who have challenges with social learning and self-regulation.
1) Discuss how teaching social skills is different from teaching social thinking?
2) Discuss why we teach students and adults to think with their eyes to help with increasing group and teamwork skills while decreasing blurting.
3) Discuss how we use these concepts for different age groups from preschool through adulthood.
4) Discuss how we determine treatment needs based on social functioning level rather than based on a diagnosis.
5) 3 core social thinking vocabulary concepts to help teach basic ideas such as cooperation and respect.
Practical Strategies for Working with Challenging Students - Dr. Rappaport, a child psychiatrist who has worked with children who struggle in school, will share approaches that can help school personnel, clinicians, and family members decipher the causes and patterns of students' difficult behaviors. She will explain how traditional behavior plans don’t meet the needs of these students, and may even make behavior problems worse, and will share proven strategies for getting these students back on track to learn.
1) Identify ways that anxiety can impede students’ academic and social progress at school
2) Create a more effective behavioral plan for students with anxiety and explosive behavior
3) Describe concrete interventions for the classroom that can impact the need for medication by making modifications in the environment
4) Discuss how to deescalate a child who is feeling misunderstood
Nurturing Motivation & Resilience in Children with ADHD - Many children with adolescents with ADHD are burdened with feelings of doubt, pessimism, and low self-esteem. In his presentation Dr. Brooks will discuss strategies for turning these negative mindsets and their accompanying behaviors into "resilient mindsets" and actions filled with caring, responsibility, hope, and resilience. Many case examples will be offered.
1) Discuss the concept of mindsets.
2) Discuss the negative characteristics of the mindset of many children with ADHD.
3) Discuss the characteristics of a "resilient mindset."
4) List two-three specific strategies for nurturing a "resilient mindset" in children with ADHD.
5) Discuss the importance of a strength-based approach in which each child's "islands of competence" are identified and reinforced.
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